CONTENTS

PAGE

A message to girls beginning Year 10 ...................................................................................................... i

South Australian Certificate of Education ..................................................................................... ii-iv

University & TAFE entry ..................................................................................................................................... v

Vocational Education and Training ........................................................................................................... v

Careers Education ................................................................................................................................................... v

Year 10 Subject Outlines:

Art .................................................................................................................................................................................... 1

Chinese (Mandarin) ............................................................................................................................................ 2

Drama ............................................................................................................................................................................ 3

English ........................................................................................................................................................................... 4

French ........................................................................................................................................................................... 5

Geography ................................................................................................................................................................. 6

History .......................................................................................................................................................................... 7

Information Communications Technology ......................................................................................... 8

Mathematics ............................................................................................................................................................ 9

Mathematical Applications ......................................................................................................................... 10

Music .......................................................................................................................................................................... 11

Outdoor Education (Stage 1) ...................................................................................................................... 12

Personal Learning Plan (Stage 1) ....................................................................................................... 13-14

Philosophy (Stage 1) ......................................................................................................................................... 15

Physical Education (Recreational) ........................................................................................................... 16

Physical Education (Stage 1) ......................................................................................................................... 17

Science ....................................................................................................................................................................... 18

Textiles ........................................................................................................................................................................ 19

- i -

A MESSAGE TO GIRLS BEGINNING YEAR 10 Welcome to the Senior School. Our Senior School provides an extensive academic program and a broad range of activities and leadership opportunities so that each girl has the chance to continue to develop independence in her learning, her unique range of skills and talents and her leadership capabilities. This booklet outlines the courses available to Year 10 students and provides a flowchart from Year 10 to SACE Stages 1 and 2 to assist girls to consider their learning pathway. Many girls at this stage do not know exactly what they want to do when they leave school. Our Year 10 course maintains a broad scope of study in order to cater for a wide range of interests and future possibilities. Each girl in Year 10 studies the Core Subjects of Australian Curriculum English, Mathematics and Science as well as Physical Education and the Personal Learning Plan. In addition each girl chooses 3 full year Elective Subjects from Art, Chinese, Drama, French, Geography, History, Information Communication Technology, or Music and two semester length Elective Subjects from Stage 1 Outdoor Education, Stage 1 Physical Education, Stage 1 Philosophy or Textiles. An overview of each of the Core and Elective Subjects offered at Year 10 is provided in this Course Guide. You will commence your South Australian Certificate of Education (SACE) studies this year by undertaking the Personal Learning Plan (PLP), a compulsory subject in the SACE. The Personal Learning Plan will help you to:

identify and research career paths and options

choose appropriate SACE subjects and courses based on plans for future work and study

consider and access subjects and courses available in and beyond school

review your strengths and areas you need to work on, including literacy, numeracy and ICT skills

identify goals and plans for improvement

review and adjust plans to achieve goals. The Personal Learning Plan will contribute 10 credits towards the required total of 200 credits in the SACE. As it is a compulsory subject in the SACE you must achieve a C grade or better. We encourage each girl to plan a SACE course around her personal strengths, interests and career direction. Career planning is an important part of the process of subject selection. You will need to be aware of the requirements for entry into tertiary institutions when making subject choices for the SACE. The PLP will help you with this, as will the multiple sources of information provided by our Careers Counsellor. The individual subject choice and career guidance counselling sessions provided during Year 10 and 11 will also assist you with finding your passion and making the right subject choices in the SACE to reach your goals.

- ii -

SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION

The SACE is an internationally recognised qualification. To gain the SACE, students undertake Stage 1 and Stage 2, which most students complete over three years. The usual pattern is shown below:

Stage 1 which most students complete in Year 11, apart from the Personal Learning Plan, which most students do in Year 10

Stage 2 which most students complete in Year 12. At Wilderness the Personal Learning Plan is undertaken in Year 10. All Stage 1 (Year 11) girls do Research Practices in preparation for the Research Project that they will undertake in Stage 2 (Year 12). Each subject or course successfully completed earns ‘credits’ towards the SACE, with a minimum of 200 credits required to gain the certificate. Students will receive a grade from A to E for each Stage 1 subject and A+ to E- at Stage 2. For compulsory subjects they must achieve a C grade or better. The compulsory subjects are

Personal Learning Plan (10 credits at Stage 1)

Literacy – at least 20 credits from English (Stage 1)

Numeracy – at least 10 credits Mathematics subjects (Stage 1). (At Wilderness all students study 20 credits in Mathematics at Stage 1)

Research Project – an in-depth major project (10 credits at Stage 2)

Other Stage 2 subjects totalling at least 60 credits. The remaining 90 credits can be gained through additional Stage 1 or 2 subjects or Board-recognised courses (such as VET or community learning) of a student’s choice. Minimum Requirements Credits Year 10 Personal Learning Plan 10 Year 11 (Stage 1) Literacy (from English) 20 Numeracy (from Mathematics subjects) 10 Years 11 or 12 (Stages 1 or 2) Other subjects and courses of the student’s choice up to 90 Year 12 (Stage 2) Research Project 10 Other Stage 2 subjects and courses 60 or more

Total 200 There is no time limit imposed on the completion of the SACE. Assessment and Reporting Assessment and reporting in the SACE are based on performance standards. These standards, which teachers will provide for each subject, describe in detail the level of achievement required for each grade, from A to E for Stage 1, and from A+ to E- for Stage 2. Teachers and assessors will use these standards to decide how well a student has demonstrated her learning.

- iii -

Stage 1 Overview At Stage 1, schools assess student performance. The SACE Board will approve learning and assessment plans for Stage 1 subjects. The SACE Board will moderate the Personal Learning Plan and the English and Mathematics subjects at the C/D borderline. The Board will also undertake some monitoring of student results to ensure consistent application of performance standards. List of Stage 1 and Stage 2 Subjects

Stage 1 Stage 2 Biology Biology Business and Enterprise Business and Enterprise Chemistry Chemistry Chinese (Background Speakers) Chinese (Background Speakers) Chinese (Continuers) Chinese (Continuers) Drama Design & Technology – Multimedia English Drama English as a Second Language English Communications French (Continuers) English Studies Geography English as a Second Language History French (Continuers) Information Processing & Publishing (Stage 2) Legal Studies Legal Studies Mathematical Applications Mathematical Applications Mathematical Methods Mathematical Studies Mathematical Studies Specialist Mathematics Specialist Mathematics Music Modern History Nutrition Music Physical Education - Recreational Nutrition Physical Education (Stage 1) Physical Education *Physical Education (Stage 2) Physics Physics Psychology Psychology Research Project B Research Practices Society and Culture Visual Arts - Art Visual Arts - Art Workplace Practices Workplace Practices

* Can only be taken if Stage 1 was completed in Year 10 Please read the Subject Choice Outlines carefully, taking note of the fact that eligibility for some subjects is determined by grades achieved in the previous year. These subjects include Chemistry, Physics, Mathematics and English Studies.

Research Project The Research Project is a compulsory Stage 2 subject, worth 10 credits. Students will need to gain a C grade or better in the Research Project to achieve the SACE. The Research Project gives students the opportunity to study an area of interest in depth. It allows students to use their creativity and initiative, while developing the research and presentation skills they will need in further study or work. The Research Project can take many forms, for example:

community-based projects

technical or practical activities

work-related research

subject-related research.

- iv -

Other Stage 2 Requirements In addition to the Research Project, students must achieve at least 60 credits in their choice of Stage 2 subjects or courses. Students wishing to apply for university entry must also meet some other requirements (see next page).

Stage 2 Assessment At Stage 2, assessment will be 70% school-based, with the remainder assessed externally. Central moderation will confirm that school-based assessment levels are consistent with each subject’s performance standards.

- v -

University and TAFE entry Comprehensive information is available from the South Australian Tertiary Admissions Centre (SATAC) and is detailed in its booklet Tertiary Entrance in South Australia and the Northern Territory 2015, 2016, 2017, copies of which girls will receive this term. University entry In brief, students applying for university entry:

complete the SACE

complete at least 80 credits of SACE Stage 2 subjects of which at least 60 credits must be 20-credit Tertiary Admissions Subjects (TAS). For details of the remaining 20 credits, see the SATAC tertiary entrance booklet.

complete any prerequisite subject requirements for their chosen university course

obtain a competitive ATAR (Australian Tertiary Admissions Rank). The ATAR will be calculated using results from a student’s best three attempts at Stage 2 SACE studies. Students who intend applying to the University of Adelaide, Flinders University or the University of SA should check the bonus points scheme that is currently in place. Each of these universities offers bonus points for a range of Stage 2 subjects. Please check with the Careers Counsellor or the university websites. TAFE entry Completion of the SACE can meet the Minimum Entry Requirements for most of TAFE SA’s courses. TAFE also considers a variety of other qualifications in its entry and selection processes. Minimum Entry Requirements differ according to the level of the TAFE course. Further information is available from the Careers Counsellor.

Vocational Education and Training

Students may undertake VET as part of the SACE. This provides them with the opportunity for contextual learning and enables them to gain a better understanding of the world of work while in the caring environment of the school. Students who are considering VET subjects should check that the scheduled class time does not clash with after-school commitments in other subjects, e.g. sport, drama, music. VET provides a pathway to tertiary education. Girls who study VET modules at Wilderness will be registered with TAFE SA and receive a TAFE identity number which is valid for all TAFE institutes throughout Australia. The subject offering varies from year to year but may include Retail, Hospitality, Architectural Drafting, Massage for Health & Sport, Nursing and Digital Photography. The Careers Counsellor has more detailed information about VET and the pathways that it offers.

Careers Education

Guest speakers, university and TAFE visits and individual counselling sessions are arranged to help girls with decisions regarding subject choices and career pathways. The Careers Counsellor and the Head of Senior School are available to assist with appropriate course choices and will interview every girl in Term 3.

2014 YEAR 10

- 1 -

ART (FULL YEAR COURSE)

Prequisites – nil, but the study of Art in Year 9 is an advantage.

Aims

The course aims to:

encourage the production of art work that explores themes, concepts and issues

develop skills, confidence and sensitivity in the use of a wide range of media to express ideas

introduce students to artists, artwork and themes in art that will enable them to develop an understanding of different cultural aspirations within a contemporary and historical context.

Themes

Self portraits/portraiture

Australian Art and the landscape tradition

Art and social/political issues

In search of cultural identity

Ideas introduced by Artist in Residence. Content

Drawing, painting, sculpture, printmaking and digital imaging are practised. Topics covered in the analysis, criticism and history of art include a selection of traditional and contemporary artists whose work expresses notions of identity. Indigenous Australian, Australian, Asian and European artists provide the breadth of investigation. Approach

Students develop skills and work through the conceptual processes necessary for the making of art. The School’s collection and Adelaide art galleries are used in the development of skills in art criticism and appreciation. This is supported by the School’s Artist in Residence program, excursions to exhibitions, studios and art events. Access to an extensive collection of art books, journals, audio visual materials and the internet provides an invaluable resource for independent research. Oral and writing activities are related to the themes, concepts and issues explored in the practical work.

2014 YEAR 10

- 2 -

CHINESE (Mandarin) (FULL YEAR COURSE)

Prerequisite - Year 9 Chinese (Mandarin) or equivalent. Aims

The course aims to develop further in students:

the confidence and the ability to communicate with others in Mandarin Chinese;

an understanding of their own identity, the ability to reflect upon their own and other cultures and the ability to move between these cultures;

the ability to construct their own knowledge about language and culture, thereby gaining an understanding of the processes through which learning takes place;

an understanding of the principles of character writing and their formation;

the skills to evaluate their own learning. Content

The course is organised around a series of topics of interest to students at Year 10 level. Topics covered may include:

Celebrations

Education

The Global Citizen

Health

Leisure.

The students learn about Chinese culture through these language topics and apply their learning in a variety of meaningful tasks. Approach

The course takes an intercultural approach to language learning and teaching, encouraging students to use the language in everyday situations where language is taught within its cultural contexts. A wide variety of Chinese language texts are critically analysed and students are encouraged to reflect on their own and others’ cultures and values, using such texts as stimulus. Students learn about the Chinese language in use in a wide range of authentic contexts and use Chinese in a variety of authentic ways, developing their listening, speaking, reading and writing skills. Students are encouraged to construct their own learning and develop the skills necessary to become independent learners.

2014 YEAR 10

- 3 -

DRAMA (SEMESTER 1, SEMESTER 2)

Prerequisite

Students who have completed Year 8 and Year 9 Drama start the course with the advantage of prior knowledge of methods and expectations. However, any student may choose to study Drama. Aims

The course aims to develop group work skills, encourage creative contributions and foster personal organisation and reliability. For the individual the course aims to develop skills onstage as a performer and/or offstage in design and technical work. At an analytical level students will be taught how to view, observe and analyse live performance and/or film. Content

The course consists of:

class concentration and confidence building activities

small and large group improvisation sessions and classroom presentations

the chance to be involved in a group production to be presented publicly (this involvement may be onstage or offstage)

visits to live theatre as an audience member

review and production essay writing

an introduction to a number of dramatic styles including Naturalism, Surrealism and Epic Theatre

a consideration of performance in historical context

the rehearsal and presentation of different styles of dramatic work . Approach

Teaching methodology will be as appropriate, from the following:

improvisation and self-devised group tasks

group and individual tasks, both practical and written

reading and interpreting dramatic writing

individual and group instruction

group and individual research and discussion.

2014 YEAR 10

- 4 -

ENGLISH (FULL YEAR COURSE)

Aims

In line with the Australian Curriculum this course aims to develop students’ competence and confidence in composing, comprehending, appreciating and evaluating spoken, written, visual and multimedia texts. Through their classroom activities students will extend their understanding of language as a means of representing the world. Critical literacy skills will be used in text analyses. Content

In each term there is at least one shared literary text. Throughout the year a range of literary genres, including classic and contemporary literature is studied.

These also include ‘Twelfth Night’ by Shakespeare, a study of Australian literature, Aboriginal and Torres Strait Islander texts, Asian texts and an exploration of cultural values and social issues through novels, poetry, media texts and film. A program of wider, thematically related, independent reading offers further material for comparison of issues and forms of making meaning. A variety of information and communication technologies will be explored.

Language Literature Literacy

Language variation and change

Language for interaction

Text structure and organisation

Expressing and developing ideas

Literature and context

Responding to literature

Examining literature

Creating literature

Texts in context

Interacting with others

Interpreting, analysing, evaluating

Creating texts

Approach

The Year 10 English program effects a transition from the student-centred, experiential and individual programs of the Middle School to the more formal literary focus of Year 11 and 12 in English. Discussion in class and small groups, dramatic performance, oral and visual presentations, including those using multi-modal technologies, are also used to develop and present students’ understanding of texts and issues. Skills are developed in creative responses, formal essay writing and critical analysis.

2014 YEAR 10

- 5 -

FRENCH (FULL YEAR COURSE)

Prerequisite - Year 9 French or equivalent.

Aims

The aims of the course are to develop in the students:

the ability to communicate in French with given vocabulary and structures

the ability to expand their knowledge through an understanding of the French culture, as well as gaining an insight into their own culture through comparisons

an ability to familiarise themselves further with the structures and specifics of language, thus further enhancing their intellectual development.

Content

The course is organised around a series of topics of interest to students of this age group. Students look at life in France and compare it with their own, a variety of text types including diaries, interviews, conversations, magazine articles, surveys and other authentic texts. An accompanying workbook contains activities for vocabulary practice, language awareness activities, grammar practice and free-writing activities. Approach

Learning takes place in a range of graded language activities which are designed to fulfil the aims of a communicative course. These activities bring together the various elements of language and socio-cultural knowledge in purposeful language use. Through exercises individually, in pairs and in groups, students gain increasing confidence in individual skills and strategies. They learn how to communicate confidently and appropriately about topics of interest. They learn to understand French, spoken at a medium speed with standard delivery, in a variety of situations. They use the language in the written form in creative, practical and informative ways.

2014 YEAR 10

- 6 -

GEOGRAPHY (FULL YEAR COURSE)

In line with Australian Curriculum there are two units of study undertaken in the Year 10 curriculum for Geography: Environmental change and management and Geographies of human wellbeing.

Environmental change and management focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability and environmental world views – including Aboriginal and Torres Strait Island cultural perspectives – that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human-environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change. Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate. Content

Semester Core Topics

1

Environmental Functions – These are the functions of the environment that support human life and economic activity.

Environmental Study – In-depth study of a specific environment.

2

Inequalities in Human Wellbeing – An investigation into the causes and differences in wellbeing, on both a national and international scale.

The Development Gap – Exploration of the programs designed to bridge the development gap.

Geographical Inquiry and Skills In undertaking these units of study students will develop the following skills:

Observing, questioning and planning

Collecting, recording, evaluating and representing geographic information

Interpreting, analysing and concluding

Communicating

Reflecting and responding

2014 YEAR 10

- 7 -

HISTORY (FULL YEAR COURSE)

Aims

In line with the Australian Curriculum students study important features of the period (1918 to the present) as part of an expansive chronology that helps them to understand broad patterns of historical change.

Content

Overview content for the Modern World and Australia includes the following:

1. World War II (1939-45) 2. Rights and freedoms (1945 – the present) 3. Popular culture (1945 – present

Approach

By the end of Year 10, students refer to key events, the actions of individuals and groups and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. Students sequence events and developments within a chronological framework and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources and they reference these sources.

2014 YEAR 10

- 8 -

INFORMATION COMMUNICATIONS TECHNOLOGY (FULL YEAR COURSE)

Prerequisites - Nil

Semester 1 Desktop Publishing and Image Branding

Semester 2 Digital Publishing for Web and Mobile Devices

The Year 10 ICT Course provides students with essential digital survival skills and the foundation for further study in Stage 1 and Stage 2 Information Processing and Publishing and Design and Technology (Communication Products). The course focuses on the application of practical digital skills and creative processes to provide innovative design solutions and the purposeful uses of technologies for everyday needs and emerging trends. Software applications include the Adobe Design Suite, MS Office Suite and relevant Cloud tools. Web 2.0 applications are growing in use for digital management, sharing, creating and publishing. Content

Semester Core Topic Applications

1 Digital Design and Image Branding

Adobe Design Suite MS Office Web 2.0 and Cloud Tools Focus: Photoshop and/or InDesign

2 Digital Publishing and Marketing

Adobe Design Suite MS Office Web 2.0 and Cloud Tools Focus: Dreamweaver and Photoshop

Semester 1: Digital Design and Image Branding Students expand their knowledge and understanding of design skills using design principles and design processes to produce innovative and unique desktop publishing solutions. Students learn idea generation, planning, research, development and evaluation skills to support their ongoing media and typographic learning. Project examples include company branding of logos, slogans, business cards, letterheads and creation of magazine covers and posters. Software uses may include Adobe Photoshop, Adobe InDesign, MS Word, Apple Pages, MS PowerPoint, Apple Keynote and assorted Web 2.0 publishing tools. Students critique and apply ethical and social protocols to the integration and impact of our technologies for current uses and future trends. Semester 2: Digital Publishing and Marketing Students expand their knowledge and understanding of design skills using design principles and design processes to produce innovative and unique digital publishing solutions for web and mobile devices. Marketing principles and the impact of marketing trends on design are incorporated into the solution designs. Students learn animation techniques with animated GIFs and HTML scripting for website management. Students learn idea generation, planning, research, development and evaluation skills to support their ongoing media creation and publishing skills.

Project examples include website development for different situations. Software uses include Adobe Photoshop, Dreamweaver and assorted Web 2.0 publishing tools. Students critique and apply ethical and social protocols to the integration and impact of our technologies for current uses and future trends.

2014 YEAR 10

- 9 -

MATHEMATICS (FULL YEAR COURSE)

Aims

In line with the Australian Curriculum, this course aims to develop mathematicians who

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

develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes and are able to pose and solve problems and reason

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

Content The Australian Curriculum for Year 10 Mathematics is described in 3 context strands: Number and Algebra Statistics and Probability Measurement and Geometry

Real Numbers Chance Using units of Measurement

Money and Financial Mathematics Data Representation and Interpretation

Geometric Reasoning

Patterns and Algebra Pythagoras and Trigonometry

Linear and Non Linear Relationships

and embeds the proficiencies of Understanding, Fluency, Problem Solving and Reasoning across the strands. Understanding includes describing patterns in uses of indices, applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between algebraic and graphical representations of relations, connecting simple and compound interest in financial contexts and determining probabilities of multiple experiments

Fluency includes formulating proofs using congruent triangles and angle properties, factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets

Problem Solving includes calculating the surface area and volume of a diverse range of prisms, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events and their probabilities

Reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets. Approach Students are given opportunities to apply their mathematics as widely as possible and to use concrete materials and logical structures as a framework for acquiring experience and familiarity with symbols and abstract concepts. The use of calculators and computers is encouraged throughout the course. Assessment is based on written and oral work, projects and tests. It includes:

ongoing formative assessment within classrooms for the purposes of monitoring learning and providing feedback and for students to inform their learning

summative assessment for the purposes of reporting to parents and carers on the progress and achievement of students.

2014 YEAR 10

- 10 -

MATHEMATICAL APPLICATIONS (FULL YEAR COURSE)

Prerequisite - A study of Year 9 Mathematics is assumed. Aims

This course aims to provide opportunities for students to:

develop a positive attitude towards Mathematics

deal successfully and confidently with situations involving Mathematics

promote Mathematics as an essential part of life. Content

At this level students continue to develop their competence in arithmetic with emphasis on Consumer Mathematics and Mensuration. Basic mathematical skills in areas such as number, statistics, geometry and algebra are developed with a focus on the application of mathematical knowledge and skills to practical real life contexts. Approach

Students are provided with opportunities to apply mathematical skills as widely as possible with an emphasis on concrete materials and practical situations and applications. The use of calculators and computers is encouraged at all times. Graphics calculators are now an integral part of the curriculum. Assessment will include written work, projects, assignments and tests. The course leads only to Mathematical Applications at SACE Stage 1.

2014 YEAR 10

- 11 -

MUSIC (FULL YEAR COURSE)

Prerequisite This course is recommended for students with a special interest in and aptitude for music. Students must undertake tuition in a musical instrument or voice. A standard of approximately Grade 3 AMEB is recommended as a minimum. Students should be able to read music. Aims

This course aims to develop the capability of students in performance, theory, aural discrimination and understanding of musical developments and forms. Content

Students undertake study of each strand of Music:

Interpreting and Performing (solo and group performance)

Skills and Concepts (theory and aural discrimination)

Developing Ideas (arranging and composing)

Understanding in Context (musical developments and forms). Approach

Students work in a range of different skill areas. Solo and chamber performances are assessed each term and students are encouraged to participate in musical groups within the school. Each strand of the subject is assessed separately with a range of assessments, including projects, practical assessments, student presentations, self-assessment, group work and tests. Students may be accelerated to SACE Stage 1 in consultation with the Head of Music.

2014 YEAR 10

- 12 -

STAGE 1 OUTDOOR EDUCATION (SEMESTER COURSE)

Subject Outdoor Education Credits 10 (half year) Semester 1 or Semester 2

Learning Area Health and Physical Education

Prerequisites Nil

Students gain an understanding of ecology, environmental sustainability, cultural perspectives and physical and emotional health through participating in outdoor activities. They learn to develop and apply risk and safety management skills and responsibility for themselves and other members of a group. Students reflect on environmental practices related to outdoor activities. The focus capabilities for this subject are communication, citizenship and personal development. Content The course extends students’ understanding of and competence in living in the outdoors, navigation and route planning, lightweight camping skills, group leadership, organisation, environmental care and adventure activities. Theory component consists of the following four topics:

Environment and Conservation

Planning and Management

Outdoor Activities

Outdoor Journey. In both semesters bushwalking will be the major focus. Girls will participate in a 4-day bushwalking expedition. In addition girls will develop skills in surfing, rock-climbing and kayaking It is likely that the camps and excursions may be held outside of normal school hours, including weekends. Assessment Students will be presented with a variety of theoretical and practical challenges, both individual and group, to improve their intra-personal, inter-personal and self-reliance skills. Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types:

Practical (Camp and weekly practicals)

Folio

Report.

2014 YEAR 10

- 13 -

PERSONAL LEARNING PLAN (PLP) (FULL YEAR COURSE)

Subjects Personal Learning Plan (Stage 1) Credits 10 (half year)

Learning Area Cross-disciplinary

The Personal Learning Plan (PLP) is a compulsory 10-credit subject. The PLP helps students to:

plan their personal and learning goals for the future

make informed decisions about their personal development, education and training. Developing goals for the future will engage students in activities such as:

selecting subjects, courses and other learning relevant to pathways through and beyond school

investigating possible career choices

exploring personal and learning goals. Students begin the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12. Students must achieve a C grade or better to successfully complete the PLP and they have opportunities to add further evidence of learning at any stage during their SACE studies. Content The content includes:

capabilities

specific content. Capabilities The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts. They are central to learning in the Personal Learning Plan and are incorporated in the assessment of the subject. The capabilities are:

Communication

Citizenship

Personal Development

Work

Learning. Specific Content Topics could include:

Learning Skills

Thinking Skills and Techniques

Research Skills

Planning and Decision-making Skills

Communication

Work Skills

Personal Characteristics

Interpersonal and Relationship Skills

Health and Well-being.

cont’d...

2014 YEAR 10

- 14 -

PERSONAL LEARNING PLAN (CONT’D) Assessment Assessment at Stage 1 is school-based. Teachers design a set of assessments that enable students to demonstrate the knowledge, skills and understanding they have developed to meet the learning requirements of the PLP. Teachers use performance standards to decide how well each student has demonstrated her learning, based on the evidence provided through the set of five assessments. Performance Standards The Personal Learning Plan Subject Outline includes performance standards which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

2014 YEAR 10

- 15 -

STAGE 1 PHILOSOPHY (SEMESTER COURSE)

Subject Stage 1 Philosophy Credits 10 (half year) Semester 1 or Semester 2

Learning Area Humanities and Social Sciences

Prerequisites Nil

Philosophy involves the rational investigation of questions about existence, knowledge and ethics, to which there are no simple answers. Consequently, philosophical problems tend to provoke disagreement and foster a variety of views and theories. Investigation of these problems through the study of Philosophy requires skills of critical reasoning and the foundations of argument analysis. Philosophy promotes respect for intellectual integrity as a human value and develops students’ skills to engage in philosophical argument. Students build their capacity to be creative and independent critical thinkers who can articulate and justify philosophical positions and argue reasoned action. In this subject students will have opportunities to develop the five capabilities:

Communication

Citizenship

Learning

Personal Development

Work. Content In each 10-credit subject students:

explore philosophical issues

develop philosophical inquiry skills

participate in a community of inquiry

write one guided ethical issues study

undertake one student-negotiated issues study in any key area.

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:

Folio

Issues Analysis

Issues Study

2014 YEAR 10

- 16 -

PHYSICAL EDUCATION (FULL YEAR COURSE)

Aims

The Year 10 Physical Education program aims to provide students with new opportunities in the areas of sport and recreation. It enables students to achieve improved fitness standards and performance in a variety of physical activities. A major focus of the Year 10 course is to provide students with the links between exercise, health and wellbeing. Content

The program could encompass any of the following areas:

European Handball

Ballroom Dance

AFL

Touch Football

Self Defence/Boxing

Fitness Testing and Fitness

Pilates/Yoga

Track and Field. Approach

In team sports, a tactical games approach ensures that students understand the link between skills and the tactics. Knowledge of the rules of each sport is consolidated and students are encouraged to practise umpiring skills. Individual activities are more teacher-directed initially, but students take increased responsibility for their participation as the unit progresses.

2014 YEAR 10

- 17 -

SACE STAGE I PHYSICAL EDUCATION (SEMESTER 1 AND/OR SEMESTER 2)

Subject Stage 1 Physical Education Credits 10 or 20

Learning Area Health and Physical Education

In Stage 1 Physical Education students gain an understanding of human functioning and physical activity. A large emphasis is placed on subject content in the areas of exercise physiology, biomechanics and skill acquisition. Students will explore their own physical capacities and can analyse their performance in a range of physical activities. They will develop skills in communication, analysis, investigation and the ability to apply theoretical knowledge to practical situations. The focus capabilities for this subject are Personal Development, Communication and Learning. Content

Core Topics – Semester 1

Practical (two of the following) Touch Football

Netball

European Handball

Folio/Theory

The Nature of Physical Activity o Cardiovascular and Respiratory Systems o Acute Responses to Exercise o Food Fuels & Energy Systems

Issues Analysis

Core Topics – Semester 2

Practical (two of the following)

Badminton

Sport & Recreation (Kayaking, Self Defence, Squash)

Korfball

(Practical not covered in Semester 1)

Folio/Theory Biomechanics

Skill Acquisition & Coaching

Issues Analysis

Assessment

SACE grade: 50% of the student’s SACE grade comes from practical assessment (‘practical skills application’ & ‘initiative and collaboration’). 50% of the student’s SACE grade comes from theory (folio) assessment (‘knowledge and understanding’ & ‘analysis and reflection’). School grade: School grade will be calculated through a range of practical and theoretical tasks. Students demonstrate evidence of their learning through the following assessment types:

Folio tasks (assignments

Issues study (essay)

Practical skills checklists (practical performance)

2014 YEAR 10

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SCIENCE (FULL YEAR COURSE)

Aims

In line with the Australian Curriculum this course aims to provide opportunities for students to further develop scientific skills and their understanding of important science concepts and processes, as well as an appreciation for the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. Content

In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang. Atomic theory is developed to understand relationships within the periodic table. Understanding motion and forces are related by applying physical laws. Relationships between aspects of the living, physical and chemical world are applied to systems on a local and global scale and this enables students to predict how changes will affect equilibrium within these systems. The Science Inquiry Skills and Science as a Human Endeavour strands (which are described in the Australian Curriculum across a two year band) are integrated with the Science Understanding strand for Year 10 to ensure that the three strands of the curriculum are interrelated and every girl has the opportunity to meet the Year 10 Achievement Standard.

Science Understanding

Biological sciences: The transmission of heritable characteristics from one generation to the next involves DNA and genes; the theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence.

Chemical sciences: The atomic structure and properties of elements are used to organise them in the Periodic Table; different types of chemical reactions are used to produce a range of products and can occur at different rates.

Earth and space sciences: The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe; global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere.

Physical sciences: Energy conservation in a system can be explained by describing energy transfers and transformations; the motion of objects can be described and predicted using the laws of physics.

Science as Human Endeavour

Nature and development of science

Use and influence of science

Science Inquiry Skills

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

Approach Students cycle through Biological, Chemical, and Physical sciences allowing them tuition by specialist teachers in each field of enquiry. They also undertake a unit of Earth & Space science. Students are thereby enabled to make informed decisions about their future studies in the field of Science.

2014 YEAR 10

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TEXTILES (SEMESTER COURSE)

Aims

This course aims to encourage students to:

design and make functional objects by manipulating fibres and fabrics

gain an awareness and appreciation of traditional and contemporary indigenous Australian culture through the study of string making and basketry. Basketry from a variety of world cultural contexts is also investigated

gain an awareness and appreciation of the traditional Japanese kimono and the felt yurt of Central Asia.

Content

Students will work in some of the following areas: fabric dyeing, felting, garment design, hand stitching, machine sewing, non-loom textiles (basketry, crochet, knitting, string bag making) and screen printing. Photographic and other images may be manipulated as part of the design process. Students will research the work of individual craft makers. Approach

Students have the opportunity to work individually and/or in groups. Talks and demonstrations by visiting artists and craftspeople and excursions to exhibitions support the learning process.

Wilderness School ABN 97 007 529 124 CRICOS Provider Code 00375B