subject selection handbook year 10 - mercy college

SUBJECT

SELECTION

HANDBOOKYear 10

MERCY COLLEGEMACKAY

Contents1. Introduction 22. How to make subject selections 33. Religion 44. English 5

a. Essential Englishb. Englishc. English Literature

5. Mathematics 9a. General Mathsb. Mathematics Methods

6. Science 11a. Investigating Scienceb. Biologyc. Chemistryd. Physics

7. Health and Physical Education 148. Humanities

a. Civics and Citizenship 16b. Geography 17c. History 18d. Economics and Business 19

9. Languagesa. French 20b. Japanese 21

10. The Artsa. Art 22b. Dance 24c. Drama 26d. Media 28e. Music 30

11. Technologya. Computers 32b. Textiles 33c. Food 34d. Food & Nutrition 35e. Wood 36f. Metal 37g. Graphics 38-39h. Design 40i. Robotics 41-42

12. Careers 4313. Across the Curriculum 44-46

1

IntroductionStudents have an increased choice of electives as they progress into year 10. The main purpose of increasingelective choice is to actively engage students in their personal learning and assist them in choosing subjectsthat are guiding them for year 11 and 12.

Study outline for Year 10

Semester 1 Semester 2

Religion (RE701) Religion (Choice of Religion)

English (Choice of which English) English (Choice of which English)

Mathematics (MA722) Mathematics (MA732)

Science (choice of which Science) Elective Choice

Elective Choice Elective Choice




Choosing year 10 subjects

There are many important decisions that students have to make while at school. One of them is the choice ofsubjects to take in year 10, and then later the selection of subjects for years 11 & 12. These are importantdecisions as they may affect your career plans when you leave school.

2

Subject SelectionWe hope that parents and students will collaborate in the choice of subjects. Some points to be consideredwhen choosing subjects for year 10 are:➢ Interest in subjects➢ Performances to date in subjects➢ Subjects that will extend and challenge➢ Likely subjects to be studied in years 11 and 12➢ Further careers options

The subject selection procedure is as follows:

1. Students will be emailed subject selection information and access to complete the web preferencesselection process online. Students are required to write their choices in their diary and get signed.

2. Once all information has been entered timetables will be constructed, if one of the student's choicesdoes not work then their reserve will be used.

3. Further consultation will take place with those students whose choices do not fit the timetable lines

IMPORTANT: Please realise that not all subjects described in this booklet will necessarily appear in thetimetable. If Insufficient numbers of students opt for a subject, then that subject will not appear in the finaltimetable and a students reserve choice will be used.

How to Select subjects online

Web Preference Access GuideWeb preferences is a web application that allows students to enter their subject preferences online.

Step 1: Logging into Web Preferences❖ Students will be sent an email (it will come from no-reply) with a link to the site, which allows them to

make their choices

Step 2: Selecting Preferences❖ To select or change preferences click on the “Add New Preferences” button❖ On the Preference Selection page, follow the instructions on this page to select the subjects from the

drop-down boxes.❖ When finished, click “Proceed” button

Step 3: Validating Preferences❖ The “Preference Validation” page will display all your preferences.❖ If you are happy with your preferences then continue by clicking the “Submit Valid Preferences”

button❖ Write your preferences into your diary to be signed.

Step 4: Finishing Up❖ Get parents/Guardians to sign preferences in the student diary❖ If you need to make any changes, you are able to log back in up to 5 times to make changes.

3

Course Overview:Religion and spirituality continue to hold a significant place in Australian society influencing people’s lives andbeliefs in a diverse way. In the Religion Classroom students have the opportunity to learn about what it meansto be Catholic living in a multifaith country. They examine how religious beliefs and sacred text influencetraditions, rituals and decision making. Catholic prayer and formation is a large component of the student’s faithexperience which develops and nurtures a religious way of living.

The study of Religion is organised into four different strands:● Sacred Texts● Beliefs● Church● Christian Life

Connections for Year 11 and 12:The course provides a foundation for students to engage with all offers in the Senior Curriculum including

1. Study of Religion2. Religion and Ethics3. Certificate IV Compass

Course Organisation and Assessment:


Unit: RE701Strands: Sacred Texts and Beliefs

Assessment

Unit 2: RE702Strands: Church and Christian Life

Assessment

Future Jobs: preparation for a multifaith society and further education and employment in areas of theologyand ministry, medicine, hospitality, the arts, education, journalism, politics, anthropology, psychology, sociology,social work.

Life Skills: Study of Religion allows students to develop critical thinking skills, including analysis, reasoning andevaluation, as well as research and communication skills. Students develop reflective and creative skills anddevelop skills in teamwork and leading others.

For enquiries contact the Head of Department: Mrs Carmen [email protected]

4

mailto:[email protected]

Course Overview:

The subject English develops and refines students’ language, literature and literacy skills which enable them tointeract confidently and effectively with others in everyday, community, social and applied learning contexts.Students have opportunities to engage with language and texts through a range of teaching and learningexperiences to foster:

● the skills to communicate effectively in Standard Australian English in a variety of contemporarycontexts and social situations, including everyday, community, social, further education, trainingand workplace contexts

● the skills to make choices about generic structures, language, textual features and technologiesto best convey meaning

● the skills to explore the ways in which texts may reflect or challenge social and cultural ways ofthinking and influence audiences

● creative thinking and imagination by exploring how literary and non-literary texts shapeperceptions of the world and enable us to enter worlds of others

● enjoyment and appreciation of literary and non-literary texts● empathy for others and appreciation of different perspectives through a study of a range of

texts from varied cultures, including Australian texts by Indigenous and non-indigenous writers

Connections for Year 11 and 12:The course provides a foundation for students to engage with all offers in the Senior Curriculum including:

● Essential English● General English● English Literature

Course Organisation and Assessment:English has three different pathways:

1. Essential English2. General English3. English Extension

**NB: Any student who wishes to study English Extension will need to achieve an A or a high B in Year 9. Theywill need to see their teacher and HOD for approval into this subject. They will encounter a higher level ofcomplexity, in addition to lengthened assessments.

5

Essential English Units

Semester 1 - EN721 Semester 2 - EN734

Term One: It’s All A Question of PerspectiveThe Outsiders (S. E. Hinton, 1967)

Through an examination of contemporary andclassic texts, students will be introduced to readingpractices appropriate to senior school English andwill develop an understanding and appreciation ofthe importance of language and literature inchallenging cultural assumptions about socialexpectations and dominant ideologies.

Term Two: Between the Lines

Students will be exploring the creative techniques ofmodern media. They will understand themanipulative nature of advertisements and how theyare constructed to influence an audience. Studentswill analyse techniques of a target audience, readerpositioning, narrative structures.

Assessment:Imaginative - WrittenAnalytical Essay

Term Three: Real or NotHatchet (Gary Poulsen)

Through an examination of modern texts, students willbe introduced to reading practices appropriate tosecondary school English. They will develop anunderstanding and appreciation of the importance oflanguage and literature in shaping an understandingand knowledge of the discourse of journey orjourneying; a place of passage from one stage toanother.

Term Four: Poetry

Students will be exploring the creative mode of poetry.They will understand the multilayered aspects ofpoetry and how creative techniques show a variety ofcultural assumptions and beliefs. Students willunderstand that within poetry, meaning can always beuncovered.

Assessment:Persuasive SpokenAnalytical Exam

***Unit: Literacy Short Course - LS060 (please see pages 45-47 of the Handbook).

English Units


Term One: Pride and PrejudiceLooking For Alibrandi (Melina Marchetta, 1992)

Through an examination of modern texts, studentswill be introduced to reading practices appropriate tosecondary school English and will develop anunderstanding and appreciation of the importance oflanguage and literature in shaping an understandingand knowledge of the discourse of pride andprejudice as individuals engage with the culturalinfluences of their life.

Term Two: Historical, Social and CulturalThe Merchant of Venice (Shakespeare, 1596-1599)

Through an in-depth study students will explore thehistorical, social and cultural relevance of aShakespearean text. They will investigate theshaping of a prejudiced viewpoint through anexamination of dominant, alternative and oppositionaldiscourses.

AssessmentPersuasive SpokenAnalytical Essay Exam - unseen

Term Three: Power and PrivilegeTo Kill a Mockingbird (Harper Lee, 1960)

Students will explore the meaning of a prejudicedsociety and the impact it has on cultural assumptionsand beliefs. Students will come into close contact withthe association of power and privilege in a SouthernAmerican State. Students will have their firstencounter of an unseen exam and develop the skillsthat are required for this type of task.

Term Four: Messages and Meaning

Students will explore a variety of media, text and shortstories that empower the marginalised or powerless.Students will refine their creative writing skills toconstruct a short story that delivers an importantmessage to its readers.

AssessmentAnalytical EssayNarrative - Short Story Exam

6

English Extension Units**


Term One: A Hero & The BardThe Book Thief (Markus Zusak, 2005)

Through an examination of a contemporary andclassic text students will be introduced to readingpractices appropriate to secondary school English.They will develop an understanding andappreciation of the importance of language andliterature in shaping an understanding andknowledge of the historical discourse and itsinfluences before, through and beyond the text.

Term Two: Finding Your Voice10 Things I Hate About You & The Taming of theShrew (Shakespeare 1593)

Through an examination of a classic text, studentswill be introduced to reading practices appropriate tosenior school English. They will develop anunderstanding and appreciation of the importance oflanguage and literature in shaping contemporarytexts. Students will also be guided with their firstcomparative task and the skills they can utilise inYears 11& 12.

AssessmentPersuasive SpokenComparative Essay for Public Audience

Term Three: Power and PrivilegeTo Kill a Mockingbird (Harper Lee, 1960)

Students will explore the meaning of a prejudicedsociety and the impact it has on cultural assumptionsand beliefs. Students will come into close contact withthe association of power and privilege in a SouthernAmerican State. Students will have their first encounterwith Academic Journals and create an analyticalresponse to a question.

Term Four: Gothic Literature

Students will delve into the creative works of the gothicliterature movement and the impact it had on society.Students will discover and discuss the influences andimplications of ‘finding their own voice and being able toexpress it through the use of text. They may also havethe opportunity to become familiar with classicalliterature through novels, novellas, poetry, filmadaptations and drama.

AssessmentLiterary AnalysisNarrative - Short story exam

English Elective Unit Semester 2 - for Students who would like to study 2 English units

Semester 2 Only

Unit: EN737 Love of Literature

The purpose of this unit is to engage those students who yearn to be writers. This is their opportunity to exploretheir craft, develop ideas and showcase their skills. At the completion of this unit each student will have thewriting confidence and skills required to be a published author. ‘Love of Literature’ is also an opportunity forstudents to explore an area of literature that speaks to them. They will complete an individual project that allowsthem to expand their knowledge and expertise in their special interest genre.

Texts include:Student selection

Assessment:The Red Suitcase Project (writing a chapter in a novel)Individual Project

7

Connections for Year 11 and 12:The study of English and Extension English will provide students with exposure to the various genres andnotable authors (from the diverse literature periods) whose use of the language, and the life lessons their workscontain, will be useful in a variety of employment opportunities. It will also allow students to consider tertiaryeducation courses available, which require a high level of proficiency in the English language essential to suchprofessions as lawyers, doctors, teachers, etc. It is becoming increasingly important for those involved in thesciences to become better communicators to gain research funding and development investment. Theopportunity to develop an appreciation of both contemporary and classical literature is also an integralcomponent of this approach to the study of English.

Future Jobs:Communication industries, journalism, author, poet, advertising, management roles, playwright, entertainmentindustry, education sector, politics, medicine, hospitality, the arts, education, anthropology, psychology,sociology, social work, international diplomacy and business, sales and retail, etc.

For enquiries contact the Head of Department: Mrs Andrea [email protected]

8


Course Overview:Mathematics aims to ensure that students:

● are confident, creative users and communicators of mathematics, able to investigate, represent andinterpret situations in their personal and work lives, and as active citizens.

● develop an increasingly sophisticated understanding of mathematical concepts and fluency withprocesses and are able to pose and solve problems and reason in Number and Algebra, Measurementand Geometry, and Statistics and Probability.

● recognise connections between the areas of mathematics and other disciplines and appreciatemathematics as an accessible and enjoyable discipline to study.

COURSE ORGANISATION: The study of Mathematics in Year 10 is a two semester program. Using theAustralian Curriculum, Mathematics is organised around the interaction of three content strands and fourproficiency strands. Mathematics is studied across the whole year with optional choices of MathematicsMethods and a Mathematics Short Course in the second semester.

Connections for Year 11 and 12:

The course provides a foundation for students to engage with all offers in the Senior Curriculum including:

● Essential Mathematics● General Mathematics● Mathematics Methods● Specialist Mathematics

The Mathematics Methods elective in Semester 2 at Mercy is recommended for Mathematics Methods andSpecialist Mathematics.

Course Organisation and Assessment:Semester 1

MathematicsSemester 2

MathematicsMathematics Methods (Elective)Mathematics Short Course (Invitation only)

Year 10 Mathematics


Unit: MA722

Topic 1:ProbabilityTopic 2:StatisticsTopic 3:Index notation, Compound interest and Algebra

AssessmentIn class taskExam

Unit: MA732

Topic: 1Linear RelationsQuadratic EquationsTopic: 2Trigonometry, Congruence and Measurement.

AssessmentExam end of term 3Exam end of semester

9

Mathematics Methods - To be chosen in conjunction with Year 10 Mathematics

Semester 2 (Students who are looking to study Mathematics Methods in Yr 11 and 12 must pick this unit)

Unit: MA733

Topic: 1:Surds, logarithms and exponential equations.Topic: 2:Quadratic and polynomial equations and graphing.Topic: 3:Trigonometry, circle and chord theorems and measurement.Topic 4:Linear Relations

Assessment

Exam end of term 3Exam end of semester

***Unit: Numeracy Short Course - NS050 (please see pages 45-47 of the Handbook).

For enquiries contact the Head of Department: Miss Nicole Martin [email protected]

10


Course Overview:

Science provides an opportunity for students to answer questions about our physical, chemical and biologicalworld and how it functions. In today's technologically advanced society, students are able to access the most upto date facts and evidence, to contest and refine their knowledge, to use inquiry skills and answer many ofthese scientifically oriented questions. Science allows individuals and groups to be active citizens in theirpersonal, social and economic lives. Students are able to develop and acquire knowledge, understanding andinquiry skills to question the direction which Science takes in society, the contributions of historical and culturaloccurrences, current practices, contemporary issues and how many career choices involve science.

Students at the College in Science develop:

● a solid foundation of the nature of the biological, chemical, physical and earth sciences to prepare andbuild students with knowledge and skills to transition into senior school science.

● a key understanding of concepts offered in the discrete subjects of Biology, Chemistry and Physics atsenior schooling level.

● inquiry skills through questioning, hypothesizing, planning, conducting experiments and investigations(based on ethical principles), collecting and analyzing data, evaluating results and drawing criticalevidence-based conclusions. Emphasis will be placed on developing text referencing skills for all inquiryresearch.

● an appreciation and understanding of social, cultural and historical factors as they consider theinteractions between Science and current social practices.

● 21st century skills including: Literacy, Numeracy, ICT skills, critical and creative thinking skills, effectivecommunication and cooperative skills.

● life skills and a futures perspective as they engage in a range of science activities as informed andactive citizens in society.



● Biology● Chemistry● Physics● Science in Practice● Aquatic Practices

Unit Organisation and Assessment:

Science has several pathways:

1. Investigating Science2. Biology3. Chemistry4. Physics

11

Investigating Science Units


Unit: SC729

Topic 1: Forensics● Types of physical evidence● Fingerprinting and teeth analysis● Blood spatter analysis● Anthropometry● Identikits

Topic 2: Scientific Method & Forces and Motion● Developing a hypothesis● Considering variables● Collecting quantitative and qualitative data● Analysing results and formulating

conclusions● Types of forces● Stress● Newton’s Laws● Bridge Design

Assessment

Exam - forensicsResearch Essay: Forensic Advancement and SolvingCold Case Crime.Practical Investigation Report: Bridge design

Unit: SC730

Topic : Marine Ecology● Formation of the Great Barrier Reef● Types of coral and reproduction● Classification of marine organisms● Marine Ecosystems and Biotic and Abiotic

interactions● Impacts on the reef; ocean acidification,

global warming, climate change

Excursion:Students will have the opportunity to attend anexcursion to the Great Barrier Reef to conductscientific research on the health of the Reef andcurrent environmental conditions. Cost for thisexcursion will be an additional expense to schoolfees.

Assessment

Research Essay - Reef SustainabilityExam - End of Semester

Biology Science


Unit: SC742

Topic 1: Ecology● Abiotic and biotic factors● Interactions within ecosystems● Energy flow through ecosystems● Human impact on ecosystems● Population sampling skills

Topic 2: Evolution● Genetic diversity and variation● Theories of evolution● Evidence of evolution; comparative anatomy,

fossilisation, embryology● Plant and animal adaptations

Excursion:Students will travel to Local wetlands to conductresearch and gather data in relation to the Ecosystemand the current status of the environment.

AssessmentExam - Ecosystem Data ExamResearch Essay - comparative analysis of the rat andtoad

Unit: SC743

Topic 1: Genes and Inheritance● Cell structure and microscope skills● Sources of variation● Inheritance of genes● Punnett squares● Pedigree charts

Topic 2: DNA and Genetics● Structure of DNA● Cell division● DNA replication

Assessment

Practical Investigation Report - Genes andInheritanceExam - end of the semester

12

Chemistry Science UnitsThis is a 1 Year course - Semester 1 MUST be completed to successfully study Semester 2

Semester 1 (repeated in Semester 2 if numbers allow) Semester 2

Unit: SC745

Topic 1: Atomic Structure and the Periodic Table● Structure of the atom● Electron configuration● Properties of elements● Use of the periodic table

Topic 2: Chemical Reactivity● Word and formula equations● Types of Chemical Reactions● Metal Reactivity scale● Rates of chemical reactions

Assessment

Exam - Chemical ReactionsResearch Essay - Periodic Table

Unit: SC746

Topic 1 : Ionic Compounds● Ionic elements● Ionic Bonding● Ionic Compound Characteristics● Scientific Method● Scientific Errors and relevant calculations.

Topic 2: Quantitative chemistry● Avogadro’s number● Molar calculations● Balancing equations● Percent composition● Limiting Reagents

Assessment

Practical Investigation: Solubility of IonicCompoundsExam - End of semester

Physics Science Units


Unit: SC735

Topic 1: Forces and motion● Different Forces● Analysis of motion; displacement, velocity,

acceleration● Kinematics calculations

Topic 2: Energy● Energy transfers● Potential to Kinetic energy● Thermal Energy● Transfer of Heat

Assessment

Practical Report - the motion of a mousetrap racerPractical Investigation Report -Thermal ConductivityExam - Kinematics

Unit: SC736

Topic 1: Electricity● Current and electricity● Electric circuits● Heat and conductivity● Circuit calculations● Construct electronic models

Topic 2: Nuclear Physics● Nuclear energy● Nuclear Power● Atomic structure● Nuclear Reactions

Assessment

Data Analysis Exam - Electrical ConductionResearch Essay - Nuclear power in AustraliaExam - end of the semester

For enquiries contact the Head of Department: Ms Tania [email protected]

13


Course Overview:

Health and Physical Education offers experiential learning, with a curriculum that is relevant, engaging,contemporary, physically active, enjoyable and developmentally appropriate. Integral to Health and PhysicalEducation is the acquisition of movement skills, concepts and strategies that enable students to participate in arange of physical activities confidently and competently.

In Health and Physical Education, students develop the knowledge, understanding and skills to support them tobe resilient, to develop a strong sense of self, to build and maintain satisfying relationships, to makehealth-enhancing decisions in relation to their health and physical activity participation, and to develop healthliteracy competencies in order to enhance their own and others’ health and wellbeing.


The study of PE763 - Coaching & Sports Psychology and PE767 - Sports Physiology & Biomechanics willprovide the students with an introduction to the subject matter, learning experiences and assessmentprocedures required if they wish to choose Physical Education in their Senior Years.

The study of PE765 - Sport and Recreation will provide the students with an introduction to the knowledge,understanding and skills required if they wish to choose Sport and Recreation in their Senior Years.

Unit Organisation and Assessment:

Semester 1

Unit: PE755LEISURE ACTIVITIES

Theory:● analysing lifestyle habits and the impact they have on

health and wellbeing● personal and social issues evident in today’s society● principles of coaching - learning styles, skill acquisition,

team dynamics, safety and coaching styles

Practical:Possible activities such as swimming and water games,gym and fitness classes, golf, ten-pin bowling, disc golf,skating, bocce and darts.

Assessment:Summative Assessment 1 - Multi-ModalSummative Assessment 2 - PresentationSummative Assessment 3 - Practical Portfolio

Unit: PE763SPORTS PSYCHOLOGY, ETHICS & INTEGRITY INSPORT

(recommended for Senior PE Study)

Theory:● basic principles and benefits of sport psychology● applying principles to their own and others’ sporting

performances● investigating sporting incidents where an

individual/organisation’s ethics or integrity havebeen questioned

Practical:Volleyball (with other sports and activities included tosupport).

Assessment:Summative Assessment 1 - ExaminationSummative Assessment 2 - Analytical EssaySummative Assessment 3 - Practical Portfolio

14

Semester 1 (Excellence Units require special permission to enrol in)

Unit: PE797EXCELLENCE IN NETBALL(recommended for Senior PE Study)Theory:● develop knowledge and skills of

netball whilst learning thecharacteristics and attitudesrequired to compete at an elitelevel.

● basic principles and benefits ofsport psychology.

● applying principles to their ownand others’ sporting performances.

● investigating sporting incidentswhere an individual/organisation’sethics or integrity havebeen questioned.

Practical:Netball and Athletic DevelopmentProgram (coordinated with IntegratedBodies / Athletica).Assessment:Summative Assessment 1 -ExaminationSummative Assessment 2 -Analytical EssaySummative Assessment 3 -Practical Portfolio

Unit: PE798EXCELLENCE IN SOCCER(recommended for Senior PE Study)Theory:● develop knowledge and skills of

soccer whilst learning thecharacteristics and attitudesrequired to compete at an elitelevel.




Practical:Soccer and Athletic DevelopmentProgram (coordinated with IntegratedBodies).Assessment:Summative Assessment 1 -ExaminationSummative Assessment 2 -Analytical EssaySummative Assessment 3 -Practical Portfolio

Unit: PE799EXCELLENCE IN RUGBY LEAGUE(recommended for Senior PE Study)Theory:● develop knowledge and skills of

rugby league whilst learning thecharacteristics and attitudesrequired to compete at an elitelevel.




Practical:Rugby League and AthleticDevelopment Program (coordinatedwith Integrated Bodies).Assessment:Summative Assessment 1 -ExaminationSummative Assessment 2 -Analytical EssaySummative Assessment 3 -Practical Portfolio

Semester 2

Unit: PE752RACQUET SPORTS

Theory:● in-depth study of participating and

performing in games and sports● rules, skills, along with movement

and tactical skills required toparticipate successfully

● analyse performances in a varietyof formats

● planning and coordination of amodified session

Practical:Squash, table tennis and gymsessions

Summative Assessment:Assessment 1 - PresentationAssessment 2 - Practical Portfolio

Unit: PE765SPORT & RECREATION(recommended for Senior Sport and

Recreation Study)Theory:● the relevance of sport and

recreation in Australian culture● factors that influence participation

in recreational activities● sports medicine and first aid

required for safe participationPractical:Possible activities such as swimmingand water games, gym and fitnessclasses, first aid, mini golf, beachvolleyball along with a range ofchosen sports.

Summative Assessment:Assessment 1 - Informative EssayAssessment 2 - ExaminationAssessment 3 - Practical Portfolio

Unit: PE767SPORTS PHYSIOLOGY &BIOMECHANICS(recommended for Senior PE Study)Theory:● analysis of energy systems● application of appropriate training

methods for a more effectiveimprovement in performance

● apply biomechanical principlesto improve performance

● study own and others’performances throughphotographic and video analysis

Practical:Touch football, volleyball, aquathlon,(with other sports and activitiesincluded to support)Summative Assessment:Assessment 1 - MultimodalAssessment 2 - ExaminationAssessment 3 - Practical Portfolio

Future Jobs: Physical Education Teacher, Teacher, Sports Scientist, Fitness Trainer, Coach, Police Officer,Physiotherapist, Sport and Recreation Officer, Fitness Instructor, Osteopath, Chiropractor, Paramedic, Nurse,Soldier, Firefighter, Sports Psychologist, Massage Therapist, Tradesman, Health Promotion Officer, etc.

For enquiries contact the Head of Department: Mr Matthew Paul - [email protected]

15


Course Overview:Civics and Citizenship and Legal Studies is essential in enabling students to become active and informedcitizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship andLegal Studies, students investigate political and legal systems and explore the nature of citizenship, diversityand identity in contemporary society.

The study of Year 10 Civics and Citizenship and Introduction to Legal Studies ensures that students:● understand Australia’s system of government through comparison with another system of government

in the Asian region.● examine Australia’s roles and responsibilities within the international context, such as its involvement

with the United Nations.● study the purpose and work of the High Court.

Students will study:● the key features and values of Australia’s system of government compared with ONE other system of

government in the Asia region● Australia’s roles and responsibilities at a global level, for example, provision of foreign aid,

peacekeeping, participation in international organisations and the United Nations● the role of the High Court, including in interpreting the Constitution● how Australia’s international legal obligations shape Australian law and government policies, including

in relation to Aboriginal and Torres Strait Islander Peoples


● Legal Studies



Unit: CI737 Law and Order

This subject will look at various aspects of the Year 10Civics and Citizenship curriculum. You will focus on lawand individuals’ rights within Australia.You will explore and consider the role of activecitizenship including in relation to Aborignial and TorresStrait Islander peoples and how their views areprotected in the Acts of Australian parliament.As well as this, you will explain how Australia’sinternational legal obligations shape Australian law andpolicies, as well as describing key features of ourcourt system including how courts interpret and applythe law and looking at the role of the High Court ininterpreting the Constitution.

Assessment1. Exam2. Report: Analysing Laws

Unit: CI739 Introduction to Legal Studies

Many significant legal and social issues facing individualsand groups in Australian society. To deal with these issues,young people need to be informed of their legal positions,rights and responsibilities. Students will investigate theAustralian legal system and how it affects their basic rights,obligations and responsibilities. This unit aims to introduceyou to the senior subject of Legal Studies in considerationof a possible study pathway in Year 11 and 12. The focus ofthis unit is for you to explore how the legal system relatesto them as youths (previously defined as juveniles) and theyouth justice system in Queensland. Students will beintroduced to the criminal investigation and courtprocesses.

Assessment1. Report: Legal issues affecting young people2. Exam: International law

Future Jobs: journalism, lawyer, social work, court administration, judge, police officer, politician andgovernment, criminologist, legal or government administration

For enquiries contact the Head of Department: Mrs Tanya Bugeja [email protected]

16


Course Overview:

‘Environmental change and management’ focuses on investigating environmental geography through anin-depth study of a specific environment. The unit begins with an overview of the environmental functionsthat support all life, the major challenges to their sustainability, and the environmental worldviews –including those of Aboriginal and Torres Strait Islander Peoples – that influence how people perceive andrespond to these challenges.

‘Geographies of human wellbeing’ focuses on investigating global, national and local differences in humanwellbeing between places. This unit examines the different concepts and measures of human wellbeing,and the causes of global differences in these measures between countries.



● GeographyCourse Organisation and Assessment:


Unit: GE724 Geographies of Disease and Wellbeing

If you ever wondered if Australia is the lucky country orwhich country or region of the world you should live inwhen you get older, then this is the course for you. Thiscourse focuses on investigating global, national andlocal differences in human wellbeing. There are manyfactors that impact wellbeing and while income is animportant one there are many others. Wellbeing is alsoimpacted by an individual’s perceptions and feelingsabout how well they are doing in life, contentment withmaterial possessions and having relationships thatenable them to achieve their goals. This unit examinesthese different concepts and measures of humanwellbeing, and the causes of global differences in thesemeasures. Students explore spatial differences inwellbeing within and between countries and evaluatethe differences from a variety of perspectives. Studentscreate Solar Lamps through a focus case study on thewellbeing of people in PNG. These distinctive aspectsof human wellbeing are investigated using studiesdrawn from Australia, India and across the world.

AssessmentSummative 1: Data ReportSummative 2: Exam

Note: This unit has an excursion component.

Unit: GE723 Environmental Change andManagement

‘Environmental change and management’ focuseson investigating environmental geography throughan in-depth study of a specific environment. Theunit begins with an overview of the environmentalfunctions that support all life, the major challengesto their sustainability, and the environmentalworldviews – including those of Aboriginal andTorres Strait Islander Peoples – that influence howpeople perceive and respond to these challenges.An uplifting part of this course is the focus onresponses to climate change on both global andlocal scales. In keeping with the course’s theme ofenvironmental challenges and the ocean you willstudy a unit on marine pollution, looking at thecauses and solutions to plastics in our oceans. Aninvestigation of the Great Barrier Reef is a keyfocus of this unit, investigating how Tourism hasimpacted the Great Barrier Reef.

AssessmentSummative 1: Data ReportSummative 2: Exam

Note: This unit has an excursion component.

Future Jobs: Urban planner, law, teaching, tourism, defence forces, land use planning, meteorology,oceanography, geology, engineering, surveying, energy planning, seismology, hospitality/travel,


17


Course Overview:History is a disciplined process of inquiry into the past that develops students' curiosity and imagination.Awareness of history is an essential characteristic of any society and historical knowledge is fundamental tounderstanding ourselves and others. It promotes the understanding of societies, events, movements anddevelopments that have shaped humanity from the earliest times. It helps students appreciate how the worldand its people have changed, as well as the significant continuities that exist to the present day.



● Modern History● Ancient History



Unit: HI762 - World War Two

The horror and destruction of WorldWar 2 finally came to an end at thesigning of the Treaty of Versailles, withdecisions made at the 1919 ParisPeace Conference having short andlong-term effects on the subsequentyears. This was followed by the despairof the 1930s Great Depression.Students will study the social, politicaland economic changes of the 1920sand 1930s in relation to Germany andthe rise of Hitler and the Nazi Party.Students will explore the reasons forthe war in Europe and a depth studyinvestigating the Holocaust will beundertaken.

AssessmentAssessment 1: Analytical essayassessing Hitler’s leadershipAssessment 2: Response to StimulusExam

Unit: HI764 - Introduction toAncient History

Students will investigate how theancient past has influenced the modernday as represented through sources.Students will focus on key artifacts,events, legends,personalities and issuesrelevant to the investigation of theAncient World in order to develophistoriographical skills. The first unit willfocus on the connection between social,economic and political elements of thepast and the present through an indepth analysis of one key influentialancient individual. Students will alsoinvestigate how people lived in theAncient and Medieval Worlds throughan examination of the evidence of thesocial, political and cultural institutionsand other significant features evident inthe lives of the Ancient civilisations.

AssessmentAssessment 1: Source Investigation TaskAssessment 2: Response to StimulusExam

Unit: HI765 - Introduction toModern History

Students will explore World War Two inthe Pacific, investigating Australia’sresponse and role in this conflict. Topicsincluding the attack on Pearl Harbor,treatment of prisoners of war, thedropping of the atomic bombs and life onthe home front will be investigated.Students will then explore the post-warstruggles for Human Rights, includinghow rights and freedoms have beenignored, demanded or achieved inAustralia and the US. A comparisonbetween the 1960s Civil Rightsmovement in the USA to the IndigenousRights movement in Australia will beundertaken. Students will examinesignificant events in Australia’s historythat have impacted upon the Civil Rightsmovement in this country.

AssessmentAssessment 1: ASource Investigation TaskAssessment 2: Response to StimulusExam

Future Jobs: advertising executive, analyst, archivist, broadcaster, campaign worker, consultant,congressional aide, editor, foreign service officer, foundation staffer, information specialist, intelligenceagent,journalist, legal assistant, lobbyist, personnel manager, public relations, librarian,For enquiries contact the Head of Department: Mrs Tanya Bugeja [email protected]

18


Course Overview:

The study of Economics and Business develops the knowledge, understanding and skills that will informstudents about the economy and encourage them to participate in and contribute to it. The Curriculumexamines those aspects of Economics and Business that underpin decision-making at personal, local, national,regional and global levels. Students learn to appreciate the interdependence of decisions made, as well as theeffects of these decisions on consumers, businesses, governments and other economies.

The Year 10 Curriculum gives students the opportunity to further develop their understanding of economics andbusiness concepts by considering Australia’s economic performance and standard of living. The ways in whichgovernments manage the economy to improve living standards is explored, along with the reasons whyeconomic performance and living standards differ within and between economies. Students also examine theconsequences of decisions and the responses of businesses to changing economic conditions, including theway they manage their workforce.


The course provides a foundation for students to engage with all offers in the Senior Curriculum including:● Business● Accounting

● Economics● Certificate II in Business



Unit: EB714 - The Australian Economy

● Exploring the factors that influence majorconsumer and financial decisions

● Investigating Australia’s involvement inthe global economy from a macroperspective.

AssessmentSummative 1 - Statement of financial advice casestudySummative 2 - Exam on Australian in the globaleconomy

Unit: EB713 - Accounting and Business Competitionand Innovation

● Introduction to Accounting - ConsideringAustralia's economic performance and standardof living.

● The ways governments manage economicperformance to improve living standards isexplored, along with the reasons why economicperformance and living standards differ withinand between economies.

● Explore the nature of externalities and why thegovernment intervenes to ensure that pricesreflect the depletion of resources or costs tosociety.

● Examine the consequences of decisions and theresponses of business to changing economicconditions, including the way they manage theirworkforce.

AssessmentSummative 1 - Accounting InvestigationSummative 2 - Exam on Competition and Innovation

Future Jobs: Chartered Accountant, Data Analyst, Economist, Statistician, Stockbroker, Banker, Manager,Small business owner, Marketing Officer, Digital Communication Strategist


19

https://www.prospects.ac.uk/job-profiles/chartered-accountant

https://www.prospects.ac.uk/job-profiles/data-analyst

https://www.prospects.ac.uk/job-profiles/economist


Prerequisites: Have been studying the language of French in years 7,8,9

Course Overview:As Australians, studying a second language presents us with the opportunity to enhance and further developour identity as lifelong learners and members of a global community. Learning a second language enriches theeducational, intellectual, personal, social and cultural development of students and has the potential to improvethe quality of their participation in a rapidly changing world.

The benefits of learning languages for individuals are extensive. they include:● Extending an individuals’ capacity to communicate, not only in the target language, but also in literacy,

cognitive and life skills.● Strengthening a learners’ knowledge and understanding of the fundamentals of languages, culture and

communication processes.● Building a personal capability of understanding, respect for difference and diversity, openness to

alternative perspectives and experiences which ultimately develops a sense of global citizenship.● Maintaining a healthy mind by providing challenging learning experiences!● Expanding one’s future university study and career options.

Connections for Year 11 and 12:Continuing to Senior Language study at St Patrick’s CollegeStudents who wish to continue their language study at St Patrick’s College need to choose their Language eachsemester to ensure they are fulfilling prerequisite requirements.



Unit: FR620 - French - C’est la vie - The Frenchway of Life

The focus of this unit is to delve further into theFrench way of life. Students will learn to describetheir daily routines and a typical week. They willread about other teenager’s lives in France andcompare it to their own. Students will start to thinkabout the future and discuss their ambitions andplans. They will then study tourism in theFrench-speaking world and learn about otherFrench speaking countries and develop a travelitinerary.

AssessmentWriting examMulti-modal assignment comparing daily life inFrance and Australia

Unit: FR623 - French - Qu’est-ce qui s’est passé?

This unit centres on a number of topics. Studentswill learn about health issues that affect people inFrance and Australia. The focus of the unit willthen move onto the past – discussing whatstudents did on the weekend/holidays and talkingabout how things used to be in the past. They willlearn about comic books in France as well asstudy some French cinema.

AssessmentReading and writing the examListening and speaking exam

Future Jobs:Education and teaching, tourism and hospitality, publishing and journalism, advertising and public relations,international business and commerce, and the arts

For enquiries contact the Head of Department: Mrs Kirsty Mitchell [email protected]

20


Prerequisites: Have been studying the language of Japanese in years 7,8,9

Course Overview:As Australians, studying a second language presents us with the opportunity to enhance and further developour identity as lifelong learners and members of a global community. Learning a second language enriches theeducational, intellectual, personal, social and cultural development of students and has the potential to improvethe quality of their participation in a rapidly changing world.

The benefits of learning languages for individuals are extensive. they include:● Extending an individuals’ capacity to communicate, not only in the target language, but also in literacy,

cognitive and life skills.● Strengthening a learners’ knowledge and understanding of the fundamentals of languages, culture and

communication processes.● Building a personal capability of understanding, respect for difference and diversity, openness to

alternative perspectives and experiences which ultimately develops a sense of global citizenship.● Maintaining a healthy mind by providing challenging learning experiences!● Expanding one’s future university study and career options.

Connections for Year 11 and 12:Continuing to Senior Language study at St Patrick’s CollegeStudents who wish to continue their language study at St Patrick’s College need to choose their Language eachsemester to ensure they are fulfilling prerequisite requirements.



Unit: JA670 - Japanese - 日本とオーストラリアへようこそう！Welcome to Japan and Australia

Japanese tourists’ total expenditure in Australia in 2013was close to $1.5 billion! This figure is expected todouble in the next few years. This unit will focus ontourism both in Australia and Australian tourism inJapan. The various landmarks and incredible touristdestinations in Japan will be a key aspect of this unit ofstudy. Students will be able to plan their big trip toJapan during this unit!

AssessmentListening, reading and writing examMulti-model presentation - Students will create 5 daytravel plans to Japan and present this to the class.

Unit: JA672 - Japanese - 漫画での未来 - TheFuture through Manga

Students will look to the future whilst alsorecognising their journey during their time at MercyCollege Mackay. This unit will focus on their futureplans and aspirations. Occupations and goals willbe a key area of study. This unit will be studiedthrough the Manga genre.

AssessmentListening and reading examWritten assignment - Students will create their ownJapanese comic and introduce their maincharacters in Japanese.

Future Jobs:Education and teaching, tourism and hospitality, publishing and journalism, advertising and public relations,international business and commerce, and the arts

For enquiries contact the Head of Department: Mrs Kirsty Mitchell [email protected]

21


Course Overview:

Visual Art has the capacity to engage, inspire and enrich the lives of students. It excites the imagination andencourages students to reach their creative and expressive potential. It provides opportunities for students tolearn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions,observations and experiences. Visual Art promotes collaborative learning and creative problem solving, asstudents research, plan, experiment and resolve their artworks. The Visual Arts enrich our knowledge of self,communities, world cultures and histories. Students develop their Visual Art knowledge by being immersed inArts language, symbols, techniques, processes and skills. The Arts contribute to the development of confidentand creative individuals, nurturing and challenging active and informed citizens.

The study of Visual Art develops students who:

● have an understanding of the art elements in relation to design and composition● are creative, critical thinking and confident● will create, make and present more complex ideas, and develop knowledge of different technologies,

genres and subject matters in historical and contemporary art, craft and design practices.● identify and build on their understandings of cultural codes and symbols.● explain their decisions, analyse choices of approach in practice, and review outcomes.● will plan and manage presentations and respond by expressing opinions about their own and others’

works.● learn about significant contemporary and historical art movements and styles, and learn to analyse,

compare and evaluate using appropriate art and design terminology.● understand how art and design practice is influenced by cultural and historical concerns, attitudes,

values and beliefs, and will be able to use their skills to demonstrate this knowledge.



● Visual Art

Semester 1: Not all units will be offered each semester

Unit: AR514 - Tell Me A Story

A hands-on unit which explores storytelling throughceramics. Students will create Surreal works out ofready-made objects based on 20th-century artmovements eg. Surrealism and Dadaism. They willquestion the notion of “What is Art?”, and use their artto inform us of past events. Students will exploreconcepts such as juxtaposition, symbolism and potterytechniques.

Assessment

Making - 2D 3D foliosResponse to Stimulus

Unit: AR510 - Beyond Reality

Students will explore a range of drawing /mediatechniques focussing on artists that have useddistortion and abstraction in their portraits.They will distort and represent themselves through2D and 3D artworks and sculpture. The focus ofthis unit is on printmaking techniques eg. mylar,drypoint, mono printing and solar transfer.

Assessment

Making - 2D 3D foliosResponse to Stimulus


22

Unit: AR521 Art As A Code

This unit explores how artists view their world. Studentsresearch, design and make artworks that express anunderstanding of the art of their own and other culturesthrough different viewpoints. Students will alsoinvestigate different physical viewpoints in art making,looking at symbolism, codes and visual language. Italso extends students’ understandings of sculpturalforms through minimalism and conceptualism. Thefocus will be on 21st century contemporary sculptors aswell as materials, techniques and processes.

Assessment

Making- 2D 3DResponse to stimulus

AR522 Art As Lens

Students explore the ‘material’ world - through theconcept of “Art as Lens”.Students will explore a range of artists who haveused personal objects in their artwork to express aviewpoint.Students will explore how objects in artcommunicate personal meaning through multipleviewpoints.Beginning with the focus of people, places andobjects as an inspiration, students will produce aseries of drawings using a range of mediums andtechniques. The folio will consist of 2D, 3D anddigital media.

Assessment

Making- 2D 3DResponse to stimulus

For enquiries contact the Head of Department: Mrs Natalie Porter [email protected]

23


Course Overview:

Dance is a human activity of ancient tradition and an evolving form of expression. Different cultures throughouthistory have refined and manipulated movement to communicate meaning through the symbol systems ofdance. As an aesthetic means of ordering movement into an expressive code, dance involves structuringgesture and motion to capture and convey ideas, images and feelings, and uses the human body as theinstrument of communication. Dance fulfils various functions in society. In this syllabus, the major focus is ondance as art while also promoting an understanding of the social and ritual functions.

The study of Dance is enriched by experiences in Choreography, Performance and Responding:

● Through the creative process of Choreography, students learn how patterns of movement are combinedand structured in space with dynamics to create meaning, to express personal or social ideas and to tellstories. The skills of communication, improvisation, personal problem-solving, group decision-making,and planning and organising activities are fostered in this process.

● In Performance, unique technical and expressive demands of dance are developed. Students developtheir personal expressive power to convey meaning through dance to an audience. They are rewardedby a sense of achievement and satisfaction through the physical expression of a creative idea. Studentscan build self confidence and physical capabilities through experiencing a variety of dance techniques.

● Responding to dance involves understanding how and why dance is made, the techniques used in itsdesign and stylistic elements that place it in a particular context. The students learn to value their ownand others’ aesthetic responses to dance.



Unit: DA598 - Bring it On

Students will explore the skills of cheerleading. Atrained professional will guide students through theskills needed to become a cheerleader. Motion and hiphop choreography and stunts ranging from basic thighstands to elevators and pyramids will be taught.

AssessmentSmall group routines using their own choreographyand soundtrack.Analysis of peer performance, live or recorded danceperformance.Reflection on learning in dance journals.

Unit: DA595 - All That Jazz

This unit explores dance styles in Musical Theatre.Students will perform routines from Chicago, Cats, Singin’in the Rain, Oklahoma and many more. They develop theskills to create and perform their own choreography andchoices in musicals and dance styles. Students will takeon the creative roles of choreographer, performer, actorand director. The dance styles of jazz, cabaret, tap andballet will be featured in this unit.

AssessmentRehearsal and performance of a teacher devised danceworkIndividual or paired choreographyAnalysis of peer performance, live or recorded danceperformance.Reflection on learning in dance journals.


24

Unit: DA593- Dance Fusion

Students explore the history of social dance. Learningpopular dance styles from the 1920’s through to themodern genres. They will take a step back in timeand enjoy experiencing what was happening socially,politically and artistically during the eras.

AssessmentRehearsal and performance of a teacher deviseddance workIndividual or paired choreographyAnalysis of peer performance, live or recorded danceperformance.Reflection on learning in dance journals.

Unit: DA597 - This is Me

Students learn the art of choreographing and dancecomposition with learning experiences in solo, duet andgroup dance. Students will choreograph movement piecesinspired by their favourite songs and artists, lyrics,paintings and childhood memories. They study thechoreographers who paved the way in contemporarydance and analyse some of their work.

AssessmentRehearsal and performance of a teacher devised danceworkIndividual or paired choreographyAnalysis of peer performance, live or recorded danceperformance.Reflection on learning in dance journals.


25


Course Overview:

Drama has the capacity to engage, inspire and enrich all students, exciting the imagination and encouragingthem to reach their creative and expressive potential. Drama is a collaborative art, combining physical, verbal,visual and oral dimensions. Drama enhances personal and interpersonal skills, developing emotionalrelationships, negotiation and conflict resolution. In drama, students will experience theatre and develop anunderstanding of the performer/ audience relationship. Learning in drama can be both process andperformance. Students will combine the elements of drama to make, present and respond to representation ofhuman situations, characters, behaviour and relationships.

The Study of Drama ensures students:

● understand how the elements of drama and levels of energy create meaningful drama through the useof character transformation and storytelling.

● develop creativity, critical thinking, aesthetic knowledge and understanding about theatre practicesthrough rehearsing, performing and responding to dramatic works with increasing self confidence.

● use their life experiences to express and communicate ideas, explore the imaginative world andobserve people to inform their development of character.

● develop a language of drama to express, problem solve, direct, collaborate and critique their own andother's work.

● have an understanding of local, regional and global cultures through the study of drama history,traditions, styles and methods.

● use a variety of technological mediums to create meaning within dramatic performance.

Connections for Year 11 and 12: Drama


● Drama



Unit: DR542 - Melodrama

Students will explore the history of Melodrama througha comedic and practical unit in this style. They willperform, create and respond in this genre as they learnall about the stereotypical characters and conventions.Students can expect to present either a performance ordevising task to the public as a part of the assessmentin this unit.

AssessmentRehearse and perform a written melodrama scriptDesign and direct a Melodramatic Silent FilmRecord progress and respond to dramatic works indrama journalResponding Task - analysis of a performance

Unit: DR544 - Realism

Students will explore the history of this importantgenre of drama in a practical unit in this style.They will perform, create and respond in thisgenre as they experience a variety of scripts fromthe best playwrights of this genre. Students canexpect to present either a performance or devisingtask to the public as a part of the assessment inthis unit.

AssessmentRehearse and perform a scene from a publishedplayWrite a scene for a playscriptRecord progress and respond to dramatic works indrama journalResponding Task - analysis of a live performance

26


Unit: DR543 - Shakespeare

Students will explore the greatest playwright of all time,William Shakespeare in this practical unit in this style.They will perform, create and respond in theElizabethan genre as they learn all aboutShakespeare's most popular works. Students canexpect to present either a performance or devising taskto the public as a part of the assessment in this unit.

AssessmentRehearse and perform monologue or duologueCreate directorial design folio for a Shakespearean playRecord progress and respond to dramatic works indrama journalResponding Task - analysis of a live or videoperformance

Unit: DR545 - Collage/Verbatim Drama

Students will experience collage and verbatimdrama first hand as they explore this genre ofdrama in this unit. They will perform, create andrespond in this genre as well as experienceverbatim drama from a variety of communityexperiences. Students can expect to presenteither a performance or devising task to the publicas a part of the assessment in this unit.

AssessmentDevise, rehearse and perform Collage DramaCreation of a Collage Drama scriptResponding Task - analysis of a live or videoperformanceRecord progress and respond to dramatic works indrama journal


27


Course Overview:

Media education brings the world into the classroom. It has the capacity to engage, inspire and enrich allstudents, exciting the imagination and encouraging students to reach their creative and expressive potential.Media Arts gives students the opportunity to create and communicate representations of diverse worlds and tellstories through communication technologies such as television, film, video, newspapers, radio, video games,the internet and mobile media. Students learn to be critically aware of ways that the media are culturally usedand negotiated and are dynamic central to the way they make sense of the world and of themselves. They canlearn to interpret, analyse and develop media practices through their media arts making experiences. They areinspired to imagine, collaborate and take on responsibilities in planning, designing and producing mediaartworks. Media Arts encourages students to question, evaluate, understand and appreciate their media culture.It inspires students to use media tools creatively and prepares them for a workforce that increasingly demandsthe use of sophisticated forms of communication. Media Arts teaches students to become active, engagedmedia consumers and users.

The study of Media Arts ensures that students develop:

● enjoyment and confidence to participate in, experiment with and interpret the media-rich culture andcommunications practices that surround them.

● creative and critical thinking, and exploring perspectives in media as producers and consumers.● aesthetic knowledge and a sense of curiosity and discovery as they explore imagery, text and sound to

express ideas, concepts and stories for different audiences.● knowledge and understanding of their active participation in existing and evolving local and global

media cultures.



● Film and Television & New Media


The study of Media Arts in Years 9 and 10 is organised in a two year rotation to provide students the opportunityto discover and explore the key concepts and elements of Media Arts, applying story principles and making andresponding to Media Arts in a variety of forms.


Unit: MD532 - Pump Up the Volume!

Students develop an understanding of the formsand practices used by the music industry topromote popular artists and songs. Students willemulate roles and practices in the film industry bycollaborating to create a music film clip.Opportunities exist to collaborate with another artunit.

AssessmentMusic Video AnalysisDesign and produce a Music Video

Unit: MD534 - Eye Openers

Media is a form of communication, which people canuse to convey either good intentions, or not-so-goodintentions. This Unit explores the ways we use differentmediums to share our opinions, perspectives, andviews, and how this can influence others. We willexplore ‘culture jamming’, and multi-modaldocumentaries. The second half of this Unit givesstudents the opportunity to apply what they’ve learned,and create their own mini-documentary.

Assessment:Persuasive EssayDocumentary Production

28


Unit: MD531 - Press Any Key To Start

Students will explore the history of media technologies,and investigate the issues that can arise fromprogressing too fast. We look at photography,videography, virtual reality, augmented reality, and CGI,and identify key points in Australia’s film history.

The second half of this Unit focuses on the video game,and asks students to design a portfolio for a role-playinggame of their very own. They will consider elementssuch as the storyline, character design, tutorial mission,map design, and dialogue, among others.

Assessment:Research EssayGame Bible Portfolio

Unit: MD585 - Lights, Camera, Action!

Students investigate the film advertising worldthrough the lens of the film trailer - once simple,now often works of art all on their own. Exploreand analyse what makes film trailers so effective,and use their knowledge to design, film, and edit atrailer for a fictional film of their own design.

AssessmentFilm Trailer AnalysisDesign and produce a Film Trailer


29


Course Overview:

The study of Music develops students who

● make decisions about musical elements, languages and cultural protocols in relation to specific style,function, audience and purpose of music works

● create and shape music works by manipulating musical elements to express meaning in differentcontexts

● modify and refine genre-specific music works, using interpretive and technical skills● present music works to particular audiences for a specific purpose, style and function, using genre

specific music techniques, skills, processes and cultural protocols● respond by deconstructing music works in relation to social, cultural, historical, spiritual, political,

technological and economic contexts, using musical elements and languages● reflect on learning, apply new understandings and justify future application

The study of Music in Years 9 and 10 is organised in a two year rotation to provide students with a wide varietyof different music styles, techniques, skills and experiences to enhance their competency leading to seniorcurriculum choices



● Music



Unit: MU560 - Pop & Rock

This unit is an excellent introductory unit to the worldand history of Pop and Rock music. Students exploreand analyse music of these important genres as well ascompose and perform in this style. Students will haveaccess to the MusicEDU program suite where they willlearn recording and compositional techniques as well askeyboard, ukulele, percussion and voice. Students willpresent a public performance as a part of theassessment of this unit.

AssessmentComparative EssayPop Song CompositionPerformance Task

Unit: MU562 - Musical Theatre

This unit explores the music theatre style and itsdevelopment from its origins in vaudeville tocontemporary theatre today. Students will listen toand perform music across the diverse history ofBroadway and become familiar with different stylesand forms used in musical theatre. They will alsocontinue to develop their aural and composingskills. Students will present a public performanceas a part of the assessment of this unit.

AssessmentAnalytical EssayMusic Theatre CompositionPerformance Task

30


Unit: MU561 - Film Music

This unit explores various types of music in the media,including music from films, TV, and video games.Students will listen to and compose music in thesegenres becoming familiar with different styles and formsused. Students will have access to the MusicEDUprogram suite where they will learn recording andcompositional techniques in the film style. Students willcontinue to develop their aural skills. Students willpresent a public performance as a part of theassessment of this unit.

AssessmentAnalytical EssayFilm Score CompositionPerformance Task

Unit: MU563 - Jazz

This unit investigates the style of Jazz and theinfluence this genre has had on popular musicstyles. Students will listen to, compose andperform various jazz repertoire and becomefamiliar with different styles and forms used in thisgenre. Students will have access to the MusicEDUprogram suite where they will learn recording andcompositional techniques in this style. Studentswill present a public performance as a part of theassessment of this unit.

AssessmentComparative EssayJazz CompositionPerformance Task

Future Jobs:


31


Course Overview:

Digital Technologies enrich and impact on the lives of people and societies globally. Digital Technologies, intheir development and use, are influenced by – and can play an important role in transforming, restoring andsustaining – our societies and our natural, managed, and digital environments. The Technologies learning areadraws together the distinct but related subjects of Design Technologies and Digital Technologies.



● Digital Solutions (General Subject)● Certificate II in Information, Digital and New Media



Unit: TC521 – Computer Coding Introductory

Task 1: - Theory - Programming TechniquesTask 2: - Practical Project - Construction of a

Application using C#

AssessmentTheory - SummativePractical Project - Summative

OR

Unit: TC533 – Networks and Linux

Task 1: - Theory - Understanding NetworkingTask 2: - Practical Project - Build a linux server

and creating a functional firewall

AssessmentDesign Folio - SummativePractical Project - Summative

Unit: TC522 – PY Game

Task 1: - Theory - Design a game using PythonTask 2: - Practical Project - Develop an

interactive game


OR

Unit: TC534 - Game Design

Task 1: - Theory - Design a game using Unity and C#Task 2: - Practical Project - Develop an

interactive game


Future Jobs: Gaming, Software Engineering, IT Support, Network Management

For enquiries contact the Head of Department: Mr Jared Keioskie [email protected]

32


Pre-requisites: A Foundation unit must be completed before undertaking TT661 or TT662

Course Overview:Technologies enrich and impact on the lives of people and societies globally. Technologies, in theirdevelopment and use, are influenced by – and can play an important role in transforming, restoring andsustaining – our societies and our natural, managed, constructed and digital environments. The Technologieslearning area draws together the distinct but related subjects of Design and Technologies and DigitalTechnologies. The Australian Curriculum: Technologies will ensure that all students benefit from learning aboutand working with traditional, contemporary and emerging technologies that shape the world in which we live.



● Fashion (Applied Subject)


The study of Technologies Fabric Design can be studied across 4 semesters with the level of design and projectdetail increasing each semester. The first unit that is undertaken, will focus on basic concepts of design andhand skills. This will be taught whether the students are in Year 9 or 10.


Unit: TT561 - Foundation

Task 1: Theory - Fabric andproperties, Design linked to theprojectTask 2: Practical Project - BeachBag

AssessmentDesign Folio - SummativeTheory Test - SummativePractical Project - Summative

Unit: TT661 Eco-Fashion

Task 1: Theory - Impact of the TextileindustryTask 2: Design Folio - RecycledDesign ChallengeTask 2: Practical Project - RecycledProduct

AssessmentDesign Folio - SummativeTheory Test - SummativePractical Project - Summative

Unit: TT662 - Master Class

Task 1: Theory - Usingcommercial patterns, bodyshapes and how to enhanceappearance, Process journalTask 2: Practical Project -Garment to fit using a commercialpattern

Assessment:Process Journal - SummativeTheory Test - SummativePractical Project - Summative

Future Jobs: Dressmaking, Fashion Design, Design, Personal Styling, Costume Design, ProductionManufacture, Merchandising and Retail.


33


Pre-requisites: A Foundation unit must be completed before undertaking TF641 or TF642

Course Overview:Technologies enrich and impact on the lives of people and societies globally. Technologies, in their developmentand use, are influenced by – and can play an important role in transforming, restoring and sustaining – oursocieties and our natural, managed, constructed and digital environments. The Technologies learning areadraws together the distinct but related subjects of Design and Technologies and Digital Technologies.


● Certificate II in Hospitality (Food and Beverage)

Course Organisation and Assessment:The study of Technologies in Food can be studied across 4 semesters with the level of design and project detailincreasing each semester. Students can take their first unit at any time over the 3 semesters and this couldmean that a student in Year 10 may be doing the unit for the first time. Because of this, the first unit that isundertaken will focus on basic concepts. Students will be expected to work at a higher level in the second unit.


Unit: TF541 – Foundation

Task 1: Theory - Nutrition,Food planningTask 2: Practical Cooking- Snacks and Basic meals

AssessmentTheory test - SummativeCooking test - Summative

Unit: TF641 MulticulturalAustralia

Task 1: Theory -Multicultural Foods andLifestyle DiseasesTask 2: PracticalCooking - HealthyCooking to help overcomelifestyle diseases

AssessmentWritten Report -SummativeCooking test - SummativeTheory test - Summative

Unit: TF642 - How Entertaining

Task 1: Theory - Barista and Catering

Task 2: Practical Cooking - Instant Restaurant & Desserts

AssessmentDesign Folio - SummativeCooking test - SummativeTheory test - Summative

Future Jobs: Fast Food Cooks, Food and Drink Factory Workers, Cooks, Sales Assistant (General), KitchenHands, Butchers and Smallgoods Makers, Travel Attendants, Cafe and Restaurant Managers, Meat, Poultryand Seafood Process Worker, Bar Attendants and Baristas, Bakers and Pastry Cooks, Commercial Cleaners,Other Factory Process Worker, Chef, Takeaway Business, Events Manager, Food Stylist, Nutritionist, Dietician


34


Pre-requisites: Science and Health and Physical Education, Foundation unit must be completed beforeundertaking TF742

Course Overview:Food and Nutrition is the study of food in the context of food science, nutrition and food technologies. Studentsexplore the chemical and functional properties of nutrients to create food solutions that maintain the beneficialnutritive values. Students will actively engage in a food and nutrition problem-solving process to create foodsolutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal,sustainable and technological futures.Using a problem-based learning approach, students learn to apply their food science, nutrition and technologiesknowledge to solve real-world food and nutrition problems. This includes: exploring problems; developing ideas;generating, communicating and testing solutions; and evaluating the process and solutions.In Food & Nutrition, students learn transferable 21st century skills that support their aspirations, including criticalthinking, creative thinking, communication, collaboration and teamwork, personal and social skills, andinformation & communication technologies (ICT) skills. Students become adaptable and resilient through theirproblem-solving learning experiences. These skills enable students to innovate and collaborate with people inthe fields of science, technology, engineering and health to create solutions to contemporary problems in foodand nutrition.


● Food and Nutrition (General Subject)

Course Organisation and Assessment:The study of Technologies in Food and Nutrition is a foundation unit leading into Food and Nutrition Years 11and 12. As a foundational unit, this unit is only run in semester 2 Year 10. This unit will have both practical andtheoretical components along with an examination as the main assessments. Students will be expected to workat a higher level in this unit.

Semester 1 Semester 2 (Excellence Units require specialpermission to enrol in)

Unit: TF643 - Food Experimentation

Task 1: Practical - Folio

Task 2: Theory - Exam

AssessmentDesign Folio - SummativeTheory Test - Summative

Future Jobs: Chemists, and Food and Wine Scientists, Nutritional Professionals, Occupational andEnvironmental Health Professionals, Cafe and Restaurant Managers, Primary Products Inspector, ScienceTechnicians, Nutritionist, Dietician. Can also establish a basis for further education and employment in the fieldsof science, technology, engineering and health.


35


Pre-requisites: A foundation unit will need to be completed before TW691 or TW692 can be undertaken. It ishighly recommended that if choosing to do Wood as a subject that you also complete a semester of Graphics inYear 10.

Course Overview:Technologies enrich and impact on the lives of people and societies globally. Technologies, in their developmentand use, are influenced by – and can play an important role in transforming, restoring and sustaining – oursocieties and our natural, managed, constructed and digital environments. The Technologies learning areadraws together the distinct but related subjects of Design and Technologies and Digital Technologies.

Technologies aims to develop the knowledge, understanding and skills to ensure that, individual andcollaboratively, students:

● are creative, innovative and enterprising when using traditional, contemporary and emergingtechnologies, and understand how technologies have developed over time

● effectively and responsibly select and manipulate appropriate technologies, resources, materials, data,systems, tools, and equipment when designing and creating products, services, environments anddigital solutions

● critique and evaluate technologies processes to identify and create solutions to a range of problems oropportunities

● investigate, design, plan, manage, create, produce and evaluate technology solutions● engage confidently with technologies and make informed, ethical and sustainable decisions about

technologies for preferred futures including personal health and wellbeing, recreation, everyday life, theworld of work and enterprise, and the environment.



● Furnishing Skills (Applied Subject)● Certificate I in Construction

Course Organisation and Assessment:The study of Technologies in Wood can be studied across 4 semesters with the level of design and projectdetail increasing each semester. Students can take their first unit at any time over the 3 semesters and thiscould mean that a student in Year 10 may be doing the unit for the first time. Because of this, the first unit thatis undertaken will focus on basic concepts of design and hand skills.


Unit: TW591 - Foundation

Topic 1: Project Folio - Linked tothe projectTopic 2: Practical Project -Treasure Chest or Occasional Table

AssessmentTheory test - SummativeProject Folio - SummativeProject - Summative

Unit: TW691

Topic 1: Project Folio - Linked tothe projectTopic 2: Practical Project -Bedside Table

AssessmentProject Folio - SummativeProject - Summative

Unit: TW692

Topic 1: Project Folio - Linked tothe projectTopic 2: Practical Project -Coffee Table


Future Jobs: Architecture, Furniture-Maker, Wood Machinist, Cabinet-Maker, Polisher, Shopfitter, Upholsterer,Furniture Restorer, Picture Framer, Floor Finisher or Glazier, Trade based apprenticeships.For enquiries contact the Head of Department: Mr Jared Keioskie [email protected]

36


Pre-requisites: A foundation unit will need to be completed before TM681 or TM682 can be undertaken. It ishighly recommended that if choosing to do Metal as a subject that you also complete a semester of Graphics inYear 10.

Technologies enrich and impact on the lives of people and societies globally. Technologies, in theirdevelopment and use, are influenced by – and can play an important role in transforming, restoring andsustaining – our societies and our natural, managed, constructed and digital environments. The Technologieslearning area draws together the distinct but related subjects of Design and Technologies and DigitalTechnologies.





● investigate, design, plan, manage, create, produce and evaluate technologies solutions



● Certificate I in Engineering Pathways

Course Organisation and Assessment:The study of Technologies in Metal can be studied across 4 semesters with the level of design and project detailincreasing each semester. Students can take their first unit at any time over the 3 semesters and this couldmean that a student in Year 10 may be doing the unit for the first time. Because of this, the first unit that isundertaken will focus on basic concepts of design and hand skills.


Unit: TM581 - Foundation

Topic 1: Project Folio - Linked to theprojectTopic 2: Practical Project - 2x SmallMetal Sheet Projects

AssessmentTheory test - SummativeProject Folio - SummativeProject - Summative

Unit: TM681

Topic 1: Project Folio - Linked tothe projectTopic 2: Practical Project -Top Lid Toolbox


Unit: TM682

Topic 1: Project Folio- Linked to theprojectTopic 2: Practical Project -Automotive Toolbox


Future Jobs: Engineering, Sheet Metal Worker, Metal Fabricator, Welder, Maintenance Fitter, Metal Machinist,Locksmith, Air-conditioning Mechanic, Refrigeration Mechanic or Automotive Mechanic, Trade basedapprenticeships.


37


Pre-requisites: A foundation unit will need to be completed before TG671 or TG672 can be undertaken. It ishighly recommended that if choosing to do Wood, Metal or Design as a subject that you also complete asemester of Graphics in Year 10.

Technologies enrich and impact on the lives of people and societies globally. Technologies, in theirdevelopment and use, are influenced by – and can play an important role in transforming, restoring andsustaining – our societies and our natural, managed, constructed and digital environments.





● investigate, design, plan, manage, create, produce and evaluate technology solutions



● Design (General Subject)● Industrial Graphics skills (Applied Subject)● Furnishing Skills (Applied Subject)● Certificate I in Construction● Certificate I in Engineering Pathways

38

Course Organisation and Assessment:The study of Technologies in Graphics can be studied across 4 semesters. Students can take their firstunit at any time in the first 3 semesters and this could mean that a student in Year 10 may be doing the unit forthe first time. Because of this, the first unit that is undertaken, will focus on the basic concepts of design anddrawing skills with sketching and formal board drawings being the platform used.


Unit: TG571 - Foundation

Topic 1: Sketching -Isometric, Oblique andOrthographic of objects

Topic 2: Formal Drawings -Board drawings of differentobjects

AssessmentClasswork - FormativeSketching test - SummativeBoard test - Summative

Unit: TG671 - Computer Aided Design(CAD)

Topic 1: EngineeringIsometric and Orthographic of objects

Topic 2: Architecture -Isometric and Orthographic of objects

AssessmentClasswork - SummativeTest - Summative

Unit: TG672 - Computer Aided Design(CAD)

Topic 1: EngineeringIsometric and Orthographic of objects

Topic 2: Architecture -Isometric and Orthographic of objects

AssessmentClasswork - SummativeTest - Summative

Future Jobs: Architecture, Engineering, Digital Media Design, Fashion Design, Graphic Design, IndustrialDesign, Interior Design,Landscape Architecture, Architectural Drafter, Estimator, Mechanical Drafter, ElectricalDrafter, Structural Drafter, Civil Drafter, Survey Drafter, Furniture-Maker, Wood Machinist, Cabinet-Maker,Polisher, Shopfitter, Upholsterer, Furniture Restorer, Picture Framer, Floor Finisher or Glazier, Trade basedapprenticeships.


39


Pre-requisites: This is a STEAM subject, you will need to have completed or currently completing Science,Maths and Physics. It is highly recommended that if choosing to do Design as a subject that you also completea semester of Graphics in Year 10.

Technologies enrich and impact on the lives of people and societies globally. Technologies, in theirdevelopment and use, are influenced by – and can play an important role in transforming, restoring andsustaining – our societies and our natural, managed, constructed and digital environments.





● investigate, design, plan, manage, create, produce and evaluate technology solutions



● Design (General Subject)● Aerospace Systems (General Subject)● Certificate III in Aviation (Remote Pilot)

Course Organisation and Assessment:The study of Technologies in STEM can be studied across 2 semesters. Students can take their first unit inSemester 1, Yr. 9 being the HPV. They can continue this in semester 1 Yr. 10. Flight can be taken in Semester2, Yr. 10

Semester 1 (Excellence Units require specialpermission to enrol in)

Semester 2 (Excellence Units require special permissionto enrol in)

Unit: TD611- HPV

Topic 1: Ideation – Smart technologyTopic 2: Design – Theory, research:

● Arduino● Designs for using smart technology● Human factors

Topic 3: Production – Components

AssessmentDesign Folio - SummativeProject - Summative

Unit: TD612- Flight (AutoCad)

Topic 1: Ideation - Hovercraft designTopic 2: Design – Theory, research:

● Forces● Electrical components● Radio Frequency or Bluetooth

Topic 3: Production - 3D Printed Hovercraft model

AssessmentTheory - SummativeProject - Summative

Future Jobs: Architecture, Digital Media Design, Fashion Design, Graphic Design, Industrial Design, InteriorDesign, Landscape Architecture, Aviation Management, Flying Streams, Engineering and Aerospace Technicaldisciplines.For enquiries contact the Head of Department: Mr Jared Keioskie [email protected]

40


Pre-requisites:Nil for TR551, TR651Must have completed at least 1 semester of study (in Yrs 9/10) for TR552/TR652

Course Overview:The practical nature of the Technology learning area describes two distinct but related subjects:

● Design & Technologies: students use design thinking and technologies to generate and producedesigned solutions for authentic needs and opportunities.

● Digital Technologies: students use computational thinking and information systems to define, designand implement digital solutions.

Robotics focuses on Digital Technologies to develop enterprising individuals who can make discerningdecisions about the development and use of technologies. Through the use of the engineering process,students work independently and collaboratively to develop solutions to complex challenges.

With a key focus on applying knowledge and practical skills and processes students learn to:

● create innovative solutions● develop a range of thinking skills (systems, design and computational thinking)● learn how to manage projects● respond to current and future needs



● Digital Solutions (General Subject)● Certificate II in Information, Digital and New Media

41


The study of Technology-Robotics can be studied across 4 semesters. The level of work and understandingincreases as students move through the units of study. Students build on previous knowledge to completemore complex construction and programming challenges.


Unit: TR551/651

Topic 1: Automated Musical Instrument - Create amusical instrumentTopic 2: Robocup Rescue - Robocup Junior/SeniorRescue challenge.Topic 3: Investigating and Creating InterfacesTopic 4: Robocup Soccer - Robocup Junior/SeniorSoccer challenge (Dance upon request)

AssessmentTopic 1: - Formative in-class tasksTopic 2: - Summative - Digital PortfolioTopic 3: - Formative in-class tasksTopic 4: - Summative - Digital Portfolio

NB Student work is offered at varying degrees ofcomplexity (Level 1, 2, 3) depending on previousunits of study.

Unit: TR552(Units of study rotate through topics below overtwo years)

Topic 1: First Lego League Challenge - Research,design, create and program a robot solution tocomplete a challenge.Topic 2: Wearable Technology - Using an Arduinoelectronic platform, research, design and create anitem of wearable technology.Topic 3: Remote Control Animal/Automated CarChallenge - Research, design, create and programa robot solution to mimic life-like animal behaviour ornavigate a given course unassisted. Extendprogramming using Robot C.Topic 4: Carnival Challenge - Research, design,create and program an automated carnival ride.

AssessmentTask 1: Formative - in class tasksTask 2: Summative - Digital PortfolioTask 3: Formative - in class tasksTask 4: Summative - Digital Portfolio

Future Jobs: Software Developer, Engineer, Electrical Engineering, Artificial Intelligence, Mechatronics


42


COURSE OVERVIEW:

Career development is an ongoing, lifetime process of interaction between the student and their environment. Inthis subject students will focus on developing the knowledge, career development process and enterprisingskills required for the future.

Much of our vocational (and life) success and satisfaction comes from our ability to utilise these skills on a dailybasis. The Career development subject in Year 10 aligns with The Australian Curriculum: ‘Work Studies’, andfocuses on the role of individuals in the world of work and the range of skills they need for full and effectiveparticipation as employees and members of the community.

COURSE AIMS:The unit aims to equip students with knowledge of study options, work and the skills required for a range ofoccupations. It also aims for students to understand and manage influences relating to career planning andlifelong learning. To develop generic skills and the knowledge and capabilities required to make careerdecisions and apply their learning to achieve educational and career aspirations.

The Year 10 subject aims to ensure students develop:

● Knowledge of work and the importance of lifelong learning● Interpersonal skills to work, interact and communicate with others in diverse contexts, using appropriate

behaviours and protocols● Knowledge of enterprise skills required for the future so they can become job creators, not just job

seekers, and navigate more complex careers● Skills and resilience to meet the demands of learning and work in post-school destinations● The capacity to manage change and transition into work


Semester 1 and Semester 2

Unit: CA030 - Work Education

This unit focuses on continuing to develop knowledge, understanding and experience of the world of work. Studentswill develop in-depth knowledge of Workplace Health and Safety issues in preparation for their first block of workexperience, gain knowledge of career development and manage transition from school to further education andemployment. Students will complete one block of compulsory work experience. They will develop financial literacy andentrepreneurial skills on budgets, payslips and taxation.

Assessment

Task 1: Workplace Health and Safety Test

Task 2: Oral Presentation on Work Experience

Task 3: Financial Literacy Task

For enquiries contact the Head of Department: [email protected]

43


Course Overview:WHAT IS ACROSS THE CURRICULUM?

Across the Curriculum subjects are designed to support students that require assistance in other curriculumareas. Across the Curriculum classes can either supplement the work being done in other subject areas orprovide an alternative to traditional learning.

These classes are offered as an invitation only based on consultation with the Inclusive Curriculum team andsubject teachers.

Across the Curriculum classes are offered in AC Assignment Writing (AC011), Literacy Skills (LS060),Numeracy Skills (NS050) and (VS070). Additionally in Year 10, the Inclusive Curriculum team delivers bridgingcourses to prepare students with identified barriers for success in their senior studies. These classes areoffered as an invitation only in consultation with the Inclusive Curriculum team.

COURSE AIMS:

AC Assignment Writing (AC011)Supports students to develop:

● Critical and Creative thinking● Personal and Social Capability● Intercultural understanding● Ethical understanding● Information and Communication Technology

AC Literacy Short Course (LS060)This Short Course in Literacy is a one-unit course, developed to meet the Literacy requirement for attainment ofa QCE. Students will learn about Literacy in the context of:

● personal identity and education● the work environment

AC Numeracy Short Course (NS050)This Short Course in Numeracy is a one-unit course, developed to meet the Numeracy requirement forattainment of a QCE. Students will learn about numeracy in the context of:

● personal identity and education● the work environment

AC Certificate II in Skills for Work and Vocational Pathways (VS070)This qualification is designed for individuals who require further foundation skills development to prepare forworkforce entry or vocational training pathways. Students will learn the reading, writing, numeracy and oralcommunication skills required to prepare them for the workforce and enhance their employability.

COURSE ORGANISATION:Across the Curriculum subjects are offered on an invitation basis only, to those students identified by teachersas benefiting from such a program on a semester basis.

44


Semester 1 and 2

Unit: AC ASSIGNMENT WRITING – AC011

Assignment Writing class provides students with additional time to complete tasks from their other subjects.They will also build skills aligned with Mercy's 7 Habits initiative, developing their ability to becomeindependent and effective learners.

Students in these classes will have the opportunity to develop skills in:

● Critical and Creative thinking● Personal and Social Capability● Intercultural understanding● Ethical understanding● Information and Communication Technology

This program is designed to support students to complete a written assessment across curriculum areas andhas been developed to utilise the first 20 minutes of each lesson to explicitly teach the key skills required toachieve success in their senior pathway of choice, before providing the additional time to complete subjecttasks with teacher explanation and assistance.

The aim of Assignment Writing (AC011) is to be a targeted short term intervention and inclusion in thissubject is reviewed at the end of each Semester by teachers.

This subject is suited for those students:

● with learning difficulties● experiencing a high level of absences from school● with anxiety exacerbated by the demands of secondary school

Assessment:

Formative only - small tasks designed to support general classroom needs

Unit: Literacy Short Course - LS060

This Short Course in Literacy is a one-unit course, developed to meet the Literacy requirement for attainmentof a QCE.

Results in Literacy do not contribute to an Australian Tertiary Admission Rank (ATAR) calculation.

The course focuses on aspects of literacy and does not replace the study of any subject from the currentsuite of senior English syllabuses. It will result in 1 QCE point being attained and the opportunity to completea QCE pathway without taking a senior English subject. It can replace English or an elective subject.

This subject is suited for students in Years 10–12 who are competent in many areas of the curriculum, butmay be at risk of not attaining the literacy requirement for the QCE.

In studying Literacy, students will learn about:

● personal identity and education● the work environment.

Studying Literacy supports:

● trade● industry● business● community services.

Assessment:

Students will complete the following assessments:

● extended response — written● extended response — short response● student learning journal.

Unit: Numeracy Short Course - NS050

45

This Short Course in Numeracy is a one-unit course of study, developed to meet the Numeracy requirementfor attainment of a QCE.

Results in Numeracy do not contribute to an Australian Tertiary Admission Rank (ATAR) calculation.

The course focuses on aspects of numeracy and does not replace the study of any subject from the currentsuite of Mathematics syllabuses. It will result in 1 QCE point being attained and the opportunity to complete aQCE pathway without taking a senior Mathematics subject. It can replace Maths or an elective subject.

This subject is suited for students in Years 10–12 who are competent in many areas of the curriculum, butmay be at risk of not attaining the numeracy requirement for the QCE.

In studying Numeracy, students will learn about:

● personal identity and education● the work environment.

Studying Numeracy supports:

● trade● industry● business● community services.

Assessment:

Students will complete the following assessments:

● extended response — written● extended response — short response● student learning journal.

Unit: Certificate II in Skills for Work and Vocational Pathways - VS070

This qualification is designed for individuals who require further foundation skills development to prepare forworkforce entry or vocational training pathways.

This subject is suitable for students who require:

● a pathway to employment or further vocational training● reading, writing, oral communication, learning and numeracy skills primarily aligned to the Australian

Core Skills Framework (ACSF) Level 3● entry level digital literacy and employability skills● a vocational training and employment plan.

In this course, students will learn the reading, writing, numeracy and oral communication skills required toprepare them for the workforce and enhance their employability. To achieve this qualification, competencymust be demonstrated in 14 units of competency. On completion, 4 points will be awarded towards QCEattainment, allowing the opportunity for one less subject to be studied in Years 11 and 12.

Assessment:

Competency in this qualification is achieved through eight projects, consisting of a range of the followingassessment tools:

● Observations● Activity Sheet● Assignment● Short Answer Questions● Case Studies● Portfolio

For enquiries contact the Head of Department: Natalie O’Neill [email protected]

46


subject selection handbook year 10 - mercy college

Documents