2022 SUBJECT SELECTION YEAR 10

2022 SUBJECT SELECTION

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YEAR 10

Respect Learning Community Creativity

Contents

CHOOSING WHAT TO STUDY

PRE-REQUISITES FOR GENERAL SUBJECTS

Year 10 English

Year 10 Literacy Short Course

Year 10 Extension Mathematics

Year 10 Core Mathematics

Year 10 Foundation Mathematics

Year 10 Numeracy Short Course

Year 10 Humanities

Year 10 Science

Year 10 Agricultural Science

Year 10 Health & Physical Education

Year 10 German

Year 10 Indonesian

Year 10 Visual Art

Year 10 Drama

Year 10 Music

Year 10 Agricultural Practices

Year 10 Business

Year 10 Design Technology

Year 10 Food & Nutrition Technology

Year 10 Hospitality

Year 10 Information Technology

Year 10 Industrial Technology Manufacturing

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CHOOSING WHAT TO STUDY IN YEAR 10

Some of the most important decisions you make at school are choosing subjects to take in Year 10, later leading to your selection of a course of study in Years 11 and 12. These decisions are important since they may directly affect your success at school and how you feel about school. They may also impact on your career plans when you leave school.

OVERALL PLAN

As an overall plan, it is suggested that you choose subjects which:

• you enjoy;

• you have enjoyed some success in;

• will help you achieve your chosen career goals or keep your career options open;

• will develop skills, knowledge and attitudes useful throughout your life.

If you follow these guidelines and ask for help when you need it, you should come up with a study program that is appropriate for you and that you will enjoy.

GUIDELINES

Keep your options open

At the moment you may not know exactly what you want to do when you finish school. This is normal at this stage of your life and means that it’s important for you to explore many options. It is wise to keep your options open. This means choosing a selection of subjects that makes it possible for you to continue exploring your career options before making more specific decisions in the future.

Ferny Grove State High School require that your study program include the following subject areas:

• English

• Mathematics

• Science

• Humanities

These study areas provide excellent foundation skills for both your future career and your life. In addition, you will be able to choose from a range of electives that are designed to develop your interests and practical skills.

Students will be able to choose two elective subjects for the year from the following;

Languages The Arts Technology

German Drama Business

German Immersion Music Design Technology

Indonesian Visual Art Food and Nutrition Technology

Science - Agriculture HPE Industrial Technology Manufacturing

Agricultural Practices Health & Physical Education Information Technology

Agricultural Science Hospitality

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Think about career options

It is helpful to have some ideas about possible career choices, even though these ideas may change when you learn more about yourself and the world of work.

Check the following sources of information on careers:

• myfuture – national career information service at http://www.myfuture.edu.au

• My QCE website at https://myqce.qcaa.qld.edu.au/

Find out about the subjects or units of study offered by your school

It is important to find out as much as possible about the subjects offered at school.

The following ideas will help:

• read this subject guide and the descriptions provided;

• talk to the heads of department and subject teachers at your school;

• look at textbooks and resources used by students in the subjects;

• talk to students who are already studying the subjects;

• listen carefully at class talks and subject selection nights.

When investigating a subject to see if it is suitable for you, find out about the content (i.e. what topics are covered) and how it is taught and assessed.

Your choice of subjects may affect your choice of a study program in Years 11 and 12. For example:

• It will be difficult in the future to take Senior Mathematical Methods and Specialist Mathematics without a strong background in Years 8, 9 and 10 Mathematics;

• Chemistry and Physics will be more manageable if good results are obtained in Years 8, 9 and 10 Mathematics and Science;

• Music and Languages in the senior years always require previous study in Years 8, 9 and 10.

• Successful achievement in pre-requisite subjects in Year 10 are be required to enroll in particular Year 11 and 12 subjects.

Make a decision about a combination of subjects or units that suits you

You are an individual, and your particular study needs and requirements may be quite different from those of other students. This means that it is unwise to either take or avoid a subject because:

• someone told you that you will like or dislike it;

• your friends are or are not taking it;

• you like or dislike the teacher;

Be honest about your abilities and realistic with your occupational ideas. There is little to be gained by continuing with subjects or units that have proved very difficult even after you have put in your best effort. Also, if your career choices require the study of certain subjects, do you have the ability and determination to work hard enough to achieve the results required?

Be prepared to ask for help

If you need more help, then ask for it. Talk to your parents, teachers or guidance officer. Make use of the school subject selection program. Look at the resources suggested in this guide. You’ll feel much more confident about your selection of a study program.

http://www.myfuture.edu.au/

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SENIOR SUBJECTS OFFERED AT FERNY GROVE STATE HIGH SCHOOL IN YEARS 11 & 12

Mathematics

Technologies

Science

General General General

General Mathematics Design Agricultural Science

Mathematical Methods Digital Solutions Biology

Specialist Mathematics Food & Nutrition Chemistry

Applied Engineering Physics

Essential Mathematics Applied Psychology

Agricultural Practices Applied

English Building & Construction Skills Science in Practice

General Engineering Skills Agricultural Practices

English Furnishing Skills

Literature Industrial Graphics Skills

The Arts

Applied Information & Communication Technology

General

Essential English Hospitality Practices Drama

Vocational Education Music

Humanities Certificate III in Hospitality Music Extension (Composition)

General Music Extension (Performance)

Accounting

Health & Physical Education Visual Art

Ancient History General Applied

Business Health Visuals Arts in Practice

Economics Physical Education

Geography Applied

Legal Studies Sport & Recreation

Modern History Vocational Education

Applied Fitness – Certificate III

Social & Community Studies

Tourism

Languages

Vocational Education General

Business – Certificate III German

German Extension

Senior External Exam Only

Indonesian

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PRE-REQUISITES FOR GENERAL SUBJECTS To ensure students are successful with Senior General Subjects the following prerequisites must be met. Students must

demonstrate the identified standard/s on their Year 10 Semester Reports.

GENERAL SUBJECT PRE-REQUISITES

MATHEMATICS

General Mathematics Year 10 Mathematics - Core (Mainstream) - C+ or higher

Mathematical Methods Year 10 Mathematics Extension - C+ or higher

Specialist Mathematics (must be studied in conjunction with Mathematical Methods)

Year 10 Mathematics Extension - B or higher

ENGLISH

English Year 10 English - C or higher

Literature Year 10 English - C or higher

HUMANITIES

Accounting Year 10 Business OR Year 10 English - C or higher

Ancient History Year 10 Humanities OR Year 10 English - C or higher

Business Year 10 Business OR Year 10 English - C or higher

Economics Year 10 Humanities OR Year 10 English - C or higher

Geography Year 10 Humanities OR Year 10 English - C or higher

Legal Studies Year 10 Humanities OR Year 10 English - C or higher

Modern History Year 10 Humanities OR Year 10 English - C or higher

TECHNOLOGIES

Design Year 10 Design OR Year 10 English - C or higher

Digital Solutions Year 10 Information Technology OR Year 10 Mathematics (Core) - C or higher

Food & Nutrition Year 10 Food & Nutrition OR Year 10 English - C or higher

Engineering Year 10 Mathematics Extension – C or higher OR Year 10 General Mathematics – B or higher

HEALTH & PHYSICAL EDUCATION

Health Year 10 HPE - B or higher OR Year 10 English - C or higher

Physical Education Year 10 HPE - B or higher OR Year 10 English - C or higher

SCIENCE

Agricultural Science

Year 10 Science (Core) - C or higher and Year 10 English OR Year 10 Humanities - C or higher Recommended Year 10 Mathematics (Core) - C or higher

Biology Year 10 Science (Core) - C or higher and Year 10 English OR Year 10 Humanities - C or higher Recommended Year 10 Mathematics (Core) - C or higher

Chemistry (recommended to be studied in conjunction with Mathematical Methods)

Year 10 Science (Core) - B or higher and Year 10 English OR Year 10 Humanities - C or higher and Year 10 Mathematics (Core) - B or higher, Extension - C or higher

Physics (recommended to be studied in conjunction with Mathematical Methods)

Year 10 Science (Core) - B Year 10 English OR Year 10 Humanities - C or higher and Year 10 Mathematics (Core) - B or higher OR Mathematics Extension - C or higher

Psychology

Year 10 Science (Core) - C or higher and Year 10 English OR Year 10 Humanities - C or higher Recommended Year 10 Mathematics (Core) - C or higher

LANGUAGES

Indonesian Year 10 Indonesian – C or higher

German Year 10 German – C or higher

German Extension (Units 3 & 4 only) Year 12 Year 11 German or German Acceleration - B or higher

THE ARTS

Drama Year 10 Drama OR Year 10 English - C or higher

Music

Year 10 Music OR Year 10 English - C or higher and an interview process to determine music experience.

Music Extension (Units 3 & 4 only) Year 12

Year 11 Music – B or higher and an interview/audition process to determine music experience and ability.

Visual Art Year 10 Art OR Year 10 English – C or higher

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ENGLISH

Year 10 English

Units of Study

Unit 1 Truth Unit 2 War Unit 3 Love Unit 4 Identity

Unit Description

Truth In this study of media texts, students consider representations of ‘truth’, with a particular focus on satire. Students engage with a variety of satirical texts to analyse the ways people, cultures, events and concepts are represented. An examination of language, structure and visual choices in texts is also a key focus, as is the identification of values, beliefs and assumptions underlying texts and invited meaning.

This subject is delivered in Impact, Foundation, Core and Extension levels. The Impact and Foundation classes will study the Literacy Short Course in Semester 2.

War This unit uses war as a thematic device to consider the ways in which literature is used to represent and influence opinions. Through the study of war poetry, students consider the ways subject matter and language are used to represent war. Poetic devices, and the specific ways in which they are used for effect, are analysed and students are given opportunities to analyse poems and articulate their own personal responses. The theme of war is continued through the study of a contemporary novel which foregrounds responses to conflict (eg. courage, sacrifice).

Love Through a close study of Shakespeare’s Romeo and Juliet, students will analyse the language of the play and how it is used to represent characters and events, and convey key themes. Students will also view and analyse the interpretations of contemporary film versions of Romeo and Juliet to consider the ways in which inclusions, exclusions and film techniques are used to position viewers, and compare these to those in the play.

Identity In this unit students examine and create Australian literary fiction. Through the close study of a novel set in Australia, students analyse the representation of character, themes, language and setting. The use of setting to create a sense of place for readers is a focus. Students apply this understanding as they examine short stories and create their own original short story which evokes a sense of place through an Australian setting.

Learning Experiences

In Year 10 students will be exposed to a range of written, spoken and multi-modal text types drawn from different genres and contexts. These texts will be used to achieve the explicit learning intentions of the Language, Literature and Literacy strands of the Australian Curriculum: English. The texts included have personal, social, cultural or aesthetic value and have the potential to enrich student understanding and experience. Through a variety of whole-class, group and individual learning episodes, students will be encouraged to use and develop higher-order thinking skills, and assessment tasks enable students to demonstrate their capacity to make discerning choices when producing texts, and understand the effects of language and textual features in others’ texts.

Assessment

A variety of strategies is used to assess student achievement, progress and understanding in Year 10 English. These include:

• Creating an Australian short story

• Writing an analytical essay

• Analysing war poetry

• Writing a feature article

Pathways to Year 11 & 12

All students study an English subject in Years 11 and 12, either a General English subject (English / Literature) or the Applied English subject, Essential English.

Other relevant considerations

and expectations

N/A

Associated Costs

N/A

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ENGLISH

Year 10 Literacy Short Course

Units of Study

Literacy is a one-unit course of study, developed to meet a specific curriculum need. It is informed by the Australian Core Skills Framework (ACSF) Level 3.

Topic 1: Personal Identity and education Topic 2: The work environment

Unit Description

Students learn strategies to develop and monitor their own learning, select and apply reading and oral strategies to comprehend and make meaning in texts, demonstrate the relationships between ideas and information in texts, evaluate and communicate ideas and information, and learn and use textual features and conventions.

Students identify and develop a set of knowledge, skills and strategies needed to shape language according to purpose, audience and context. They select and apply strategies to comprehend and make meaning in a range of texts and text types, and communicate ideas and information in a variety of modes. Students understand and use textual features and conventions, and demonstrate the relationship between ideas and information in written, oral, visual and multimodal texts.

Learning

Experiences

By the conclusion of the course of study, students will:

• evaluate and integrate information and ideas to construct meaning from texts and text types

• select and apply reading strategies that are appropriate to purpose and text type

• communicate relationships between ideas and information in a style appropriate to audience and purpose

• select vocabulary, grammatical structures and conventions that are appropriate to the text

• select and use appropriate strategies to establish and maintain spoken communication

• derive meaning from a range of oral texts

• plan, implement and adjust processes to achieve learning outcomes

• plan, implement and adjust processes to achieve learning outcomes

• apply learning strategies.

Assessment

Schools develop two assessment instruments to determine the student’s exit result.

Topic 1: Personal Identity and education

One assessment consisting of two parts:

• an extended response — written (Internal assessment 1A)

• a student learning journal (Internal assessment 1B).

Topic 2: The work environment


• an extended response — short response (Internal assessment 2A)

• a reading comprehension task (Internal assessment 2B).


A course of study in Literacy may establish a basis for further education and employment in the fields of trade, industry, business and community services. Students will learn within a practical context related to general employment and successful participation in society, drawing on the literacy used by various professional and industry groups.

Other relevant considerations and expectations

N/A

Associated Costs N/A

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MATHEMATICS

Year 10 Extension Mathematics

Units of Study

1. Statistics, Linear Equations and Inequalities 2. Quadratic Equations, Probability and Statistics 3. Real Numbers (Surds – mini unit), Pythagoras’ Theorem and Trigonometric Ratios,

Measurement and Conics 4. Exponential Growth and Decay

Unit Description

Statistics – evaluate the validity of statistical reports in digital media and elsewhere; calculate and interpret the mean and standard deviation of data and use these to compare data sets; use technologies to investigate bivariate numerical data sets, including trend lines. Linear Equations and Inequalities – graph linear equations and inequalities with and without technologies and solve related equations and inequations. Quadratic Equations - expand binomial expressions; factorise non-monic quadratic expressions using a variety of techniques; determine critical points and sketch quadratics and solve problems. Probability and Statistics - describe the results of two- and three-step chance experiments, assigning and determining probabilities including conditional probability; investigate the concepts of dependence and independence. Real Numbers - express surds on a number line, simplifying and operating (addition, subtraction, multiplication) on surds; and express roots with fractional indices. Pythagoras' Theorem and Trigonometric Ratios – apply right angled triangle ratios to bearings and directions; and solve right-angled triangle problems in three dimensions. Apply the sine rule and cosine rules for all triangles; and use the area rules for triangles without a perpendicular height. Utilise the unit circle to define trigonometric functions and establish symmetry. Measurement and Conics - formulate mathematical proofs using knowledge of geometric properties of angles, lines, circles, chords, similarity and congruence and deductive proofs. Solve problems (algebraically and using digital technologies) involving surface area and volume including right pyramids, cones and spheres. Represent conic sections using algebraic relationships (circles, parabola, hyperbola, lines) on the Cartesian plane. Exponential Growth and Decay - explore compound interest as repeated simple interest to develop compound interest formula; solve problems involving growth and decay; apply index laws and establish logarithm laws. Polynomials – determine degree of and sketch polynomials by determining key features - x- and y- intercepts and the general shape of particular functions. Develop the factor and remainder theorem and use polynomial division to determine roots of equations. Apply four operations to functions.


Students will participate in a variety of experiences which include: • Classroom expository learning. • Computer-based activities. • Analysis of mathematical methods. • Independent tasks. • Collaborative tasks. • Problem solving and modelling tasks

Assessment

Students will be exposed to a range of assessment tools including exams, diagnostic tests, and a problem solving and modelling task.


Students will study Mathematical Methods or both Methods and Specialist Mathematics in Year 11. Students may also opt to study General Mathematics in Year 11. Pre-requisite for Physics and preferred for Chemistry.


and expectations Students are expected to complete one hour of homework after each mathematics class

Associated Costs Scientific calculators, stationery and the textbook are required for the majority of classes.

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MATHEMATICS

Year 10 Core Mathematics

Units of Study

1. Statistics and Probability 2. Linear Equations and Relationships 3. Pythagoras’ Theorem and Trigonometric Ratios and Measurement 4. Financial Mathematics and Quadratics

Unit Description

Statistics - determine quartiles, interquartile range and five number summaries; construct and interpret box plots; compare data sets using box plots and standard deviation; make comparisons between box plots, histograms and dot plots; review statistical reports in the media by linking claims to displays, statistics and representative data. Probability - describe the results of two- and three-step chance experiments; assign and determine probabilities including conditional probability; investigate the concepts of dependence and independence. Linear Equations and Relationships – explore connections between algebraic and graphical representations; simplify and solve algebraic fractions and expressions and linear equations; make generalisations in relation to parallel and perpendicular lines. Students will solve simultaneous equations - identifying the solution to two intersecting linear equations, applying graphical, and substitution methods and solving word problems; inequalities - recognise the difference between linear equations and linear inequalities; and solve simple problems. Pythagoras' Theorem and Trigonometric Ratios – revise trigonometric ratios; apply angles of elevation and depression; apply to bearings and directions; solve right-angled triangles; establish and use the area of a triangle rule for triangles without a perpendicular height; and formulate simple mathematical proofs using knowledge of geometric properties of angles, lines and congruence. Measurement - apply geometric properties and proofs to solve problems involving surface area and volume of prisms. Financial Mathematics - use simple interest as the introduction to compound interest to solve various problems; use compound interest to assist in understanding exponential patterns (growth and decay) Quadratics – expand binomial products and factorise monic quadratic expressions using a variety of strategies; solve quadratic equations using a variety of techniques.


Students will participate in a variety of experiences which include:

• Classroom expository learning

• Computer-based activities

• Analysis of mathematical methods

• Independent tasks • Collaborative tasks

• Problem solving and modelling tasks

Assessment Students will be exposed to a range of assessment tools including exams, diagnostic tests, and a problem solving and modelling task.


Students will study either Essential Mathematics or General Mathematics in Year 11. Students will not be able to study Mathematical Methods or Physics in Year 11.


and expectations

Students are expected to complete one hour of homework after each mathematics class

Associated Costs

Scientific calculators, stationery and the textbook are required for the majority of classes.

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MATHEMATICS

Year 10 Foundation Mathematics

Units of Study

Semester 1

• Measurement and Geometry Number

• Probability and Statistics

Semester 2

• Numeracy Short Course

Unit Description

Measurement and Geometry - apply knowledge of properties of 2D and 3D shapes to describe, draw and construct common everyday 3D objects; measure, estimate and calculate length, perimeter, mass, capacity/volume, time, temperature and simple area.. Students convert between routine metric units by applying understanding of common prefixes e.g. milli, centi or kilo. Identify and estimate common angles (45°, 90°, 180°, 360°), apply Pythagoras’ theorem and use distance, direction, coordinates, simple scales, labels, symbols and keys to read and use everyday maps and plans. Number - calculate with whole numbers and everyday or routine fractions, decimals and percentages; convert between familiar equivalent forms and calculate with simple fractions e.g. 20% or 1/5 of $250. Use and apply order of arithmetical operations to solve multi-step calculations; calculate simple interest; and use rates in familiar situations. e.g. km/hr, $/kg or $/m. Probability and Statistics - collect and organise familiar data and construct tables, graphs and displays manually or with spreadsheets using simple scales and axes. Describe, compare and interpret the likelihood of everyday simple chance events (e.g. rolling a six on a dice or the chance of rain) using qualitative terms such as certain, likely, impossible and relate these to everyday or routine fractions, decimals or percentages.

Numeracy Short Course – see following page

Learning

Experiences

Students will participate in a variety of experiences which include:

• Classroom expository learning

• Computer-based activities

• Learning Journal

• Practical real world tasks

• Independent tasks as well as collaborative tasks

• Simple problem solving

Assessment

Students will be exposed to a range of assessment tools including exams, diagnostic tests, and a problem solving and modelling task.


Students will study Essential Mathematics in Year 11.


Students are expected to complete 30 minutes of homework after each mathematics class

Associated Costs

Scientific calculators, stationery and the textbook are required for the majority of classes.

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MATHEMATICS

Year 10 Numeracy Short Course

Units of Study

Numeracy is a one-unit course of study, developed to meet a specific curriculum need. It is

informed by the Australian Core Skills Framework (ACSF) Level 3.

Topic 1: Personal identity and education Topic 2: The work environment

Unit Description

Essential Mathematics benefits students because they develop skills that go beyond the traditional

ideas of numeracy.

Students develop their conceptual understanding when they undertake tasks that require them to

connect mathematical concepts, operations and relations. They learn to recognise definitions, rules

and facts from everyday mathematics and data, and to calculate using appropriate mathematical

processes.

Students interpret and use mathematics to make informed predictions and decisions about personal

and financial priorities. This is achieved through an emphasis on estimation, problem-solving and

reasoning, which develops students into thinking citizens.



• select, recall and use facts, rules, definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

• comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance

• communicate using mathematical, statistical and everyday language and conventions

• evaluate the reasonableness of solutions

• justify procedures and decisions by explaining mathematical reasoning

• solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance

Assessment


• an extended response — oral mathematical presentation (Internal assessment 1A) a student learning journal (Internal assessment 1B).


• an examination — short response (Internal assessment 2A) a student learning journal (Internal assessment 2B).


A course of study in Essential Mathematics can establish a basis for further education and

employment in the fields of trade, industry, business and community services. Students learn within

a practical context related to general employment and successful participation in society, drawing

on the mathematics used by various professional and industry groups


and expectations

Students who study the Numeracy Short Course can only select Essential Mathematics in Years 11 and 12.

Associated Costs

N/A

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HUMANITIES

Year 10 Humanities

Units of Study

Year 10 Humanities is a subject for all students, but follows a different format from that adopted in Years 7, 8 and 9. The aim of the Years 8 & 9 Humanities course is to provide students with the basic knowledge and skills required for a range of different Humanities courses. Year 10 aims to extend and develop student knowledge and skills through beginning a degree of specialisation towards Year 11 while continuing to follow the Australian Curriculum. Each Semester, five different Humanities courses are offered and students must choose ONE first preference and ONE second preference. This choice is made towards the end of Term 3 in Year 9. Every effort will be made to give students their first preference, but this may not be possible. If problems arise with class creation using first and second choices (for example- insufficient numbers choose a particular option so it does not run) students will be notified and requested to choose from the electives that will be running.

PLEASE NOTE: None of these Year 10 courses are pre-requisites for any Year 11 course SEMESTER 1 - Students select one preference course:

• A look at the Ancient World*

• The Economy and You

• Extreme Geography

• The Law and You

• Modern History (The modern world and Australia – 1918- present)* *These are the units of study in the Foundation Humanities course

Unit Description

PLEASE READ THE FOLLOWING BRIEF DESCRIPTIONS OF THE FIVE OPTIONS OFFERED

A look at the Ancient World A look at ancient societies through a study of their buildings and artefacts. A look at the famous ancient buildings around the world, how they were built, used and connected to everyday life.

Explore the seven architectural wonders of the ancient world along with the famous monuments of ancient Egypt, Greece, Rome, Central and South America, Great Britain and Asia

The Economy and You This unit explores why and how governments manage economic performance to improve living standards. Students will explore current issues in order to explain the variations in economic performance and standards of living within and between economies. Students will have the opportunity to investigate a current economic issue or event using cost-benefit analysis and appropriate criteria to propose and justify a course of action

Extreme Geography The first study topic theme is entitled “Water World” through three studies which look at the world’s oceans and the impacts people have had/are having on them; 1. The beach erosion issues people created for the Gold Coast through environmental interference;2. What are we doing to our Oceans? – a look at oceanic trash. Study topic two will look at wellbeing around the world and the extremes in which people live; What is life like in different countries? What contrasts and extremes are there in standards of living? How and why are people in some countries trapped by extreme conflict?

The Law and You This unit explores the role of rules and laws in our country. Students will study informal family and school rules and Local, State and Federal laws. Students will acquire basic citizenship knowledge required by all members of society and essential knowledge needed by teenagers. Students will study current issues using media resources such as TV, newspapers, radio and the internet. There is an emphasis on introductory Criminal Law. Students need to be aware that a power point presentation in front of the class is a mandatory requirement in this subject.

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The modern world and Australia from World War I to the present The Year 10 History curriculum provides a study of the history of the Modern World and Australia from 1919 to the present day. It was a period of conflict and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and World War 2 was part of the expansion of European and Asian power. The period culminates in the modern world and the characteristics of youth culture. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. There are two depth studies and one brief study associated with the History course. The humanities and social science subjects provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high level skills needed for the twenty-first century.

Learning

Experiences

During the semester students will participate in a number of experiences which include: • Sequencing historical events, developments and periods • Using relevant terms and concepts • Identifying a range of questions about the past, to inform an historical inquiry • Conducting Geographical inquiry research during field studies • Identifying and locating relevant sources, using ICT and other methods • Using GIS resources to analyse data • Identifying the origin and purpose of primary and secondary sources

• Locating, comparing, selecting and use information from a range of sources as evidence

• Drawing conclusions about the usefulness of sources.

• Identifying and describing points of view, attitudes and values in primary and secondary sources

• Developing texts, particularly descriptions and explanations, which use evidence from a range of acknowledged sources

• Using a range of communication forms (oral, graphic, written) and digital technologies

Assessment

Two Assessment instruments for each Semester will be selected from the following categories: 1. Folio. 2. Short answer/response to stimulus. 3. Written Research Report 4. Extended written response to evidence in paragraph or essay format. 5. Oral report following extended research 6. Response to stimulus exercises


Pathways to Years 11 and 12

General Subjects: Ancient History, Economics, Geography, Legal Studies and Modern History. Applied Subjects: Social and Community Studies and Tourism*.

*Students studying the Foundation Humanities course will need to select from the Applied Pathways to Years 11 and 12.


The base texts are Jacaranda:

• Humanities Alive 10

Associated

Costs

There will be a Geography excursion to the Gold Coast to study the field management techniques designed to solve coastal erosion issues, costing under $25.00.

A Modern History excursion visiting the General Macarthur Museum, the Maritime museum and the Museum of Brisbane will also be conducted costing around $10.00-$15.00.

A Law and You excursion to Boggo Road Jail will cost around$16.00.

An Economics and You excursion (if one can be organised) costing under $20.00

NOTE: All costs are at current costing levels.

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SCIENCE

Year 10 Science

Units of Study

Unit 1: Biological Sciences - Genetics and Evolution Unit 2: Physical Sciences - Kinematics Unit 3: Chemical Sciences – Periodic Table and Reactivity Unit 4: Earth Sciences- Global Systems and the Universe

Unit Description

Unit 1: Students explore genetics and heredity. They investigate DNA and explore genetic diseases. Students track heritable conditions on pedigrees, and analyse monohybrid multi- generation cross and predict the genotypes and phenotypes of offspring. Students develop an understanding of the theory of evolution by natural selection, biodiversity, and constructing evidence-based arguments. Students examine ethical issues associated with current and future application with current and future applications of gene technology and understanding of inheritance.

Unit 2: Students explore the effect of forces on the motion of objects. They consider technologies that allow measurement of forces and motion. They collect quantitative data and apply the laws of physics to predict and describe motion. Student investigate the impact of forces and energy on the motion of objects. They explore the effect of energy and motion during collision and the use of safety features to minimise their impact.

Unit 3: Students identify patterns in atomic structure that allow prediction of the products of chemical reactions and, are reflected by the Periodic Table. Students will examine how scientific understanding of the Periodic Table is refined over time and reinforces the use of scientific conventions and representations.

Students investigate chemical reactions used to create products, and way in which rates of reaction can be changed. Students will examine the development of useful materials and products, and chemical processes. Unit 4: Students examine the cause and effect of changes in global systems and analyse the effect of human activity on the environment. They evaluate the impact of changes to the global system on the planet’s equilibrium and biodiversity. The role of science and scientific research in assisting society to address global environmental issues is explored. Students are asked to consider their individual responsibility to the sustainability of the planet.

Students explore features of the universe and how the Big Bang Theory is used to explain the formation of the universe. They will consider how theories have changed over time in line with technological advances and are continuing to be refined. They will see how secondary data is analysed to describe astronomical phenomena.

This subject is delivered in Impact, Foundation, Core and Extension levels.

Learning

Experiences

Students will participate in a number of experiences which include:

• Teacher exposition and questioning.

• Laboratory activities and demonstrations.

• STILE lessons and activities, computer simulations and tutorials.

• Extended Experimental Investigations.

• Case studies of previous scientific investigations.

• Library/computer research and assignment work.

• Guest speakers on aspects of the curriculum.

Assessment Students experience a range of assessment tools including exams, diagnostic in-class tests, assignments, group activities and practical investigations.


Students continue their Science study by selecting electives from general subjects - Agriculture, Biology, Chemistry Physics, and Psychology or applied subjects- Ag practices, Science in Practice.


Science classes use STILE (online science program) in lessons and for HW. (cost is covered within the Student Resource Scheme)

Associated Costs

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Students select one preference from the three listed below

Year 10 Health Education

Units of Study

• Unit 1 - Closing the ‘Gap’ (Indigenous Health Unit) • Unit 2 – Proactive vs Reactive Health Care

Unit Description

Health Education provides students with the valuable opportunity to engage in “real life” learning in preparation for the separate senior subjects of Health and Physical Education. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum. In Year 10 students will explore the topics of addressing the ‘Health Gap’ and Health Care System throughout the semester within the context of peer and community health. Students will be introduced to specific health approaches and frameworks that can be used to critically analyse and interpret information to provide solutions to these health issues.



• recognise and describe information about health-related topics and issues.

• comprehend and use health approaches and frameworks.

• analyse and interpret information about health-related topics and issues.

• critique information to distinguish determinants that influence health status.

• organise information for particular purposes.

• investigate and synthesise information to develop action strategies.

• evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocate and enable health promotion.

• make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.

Assessment

Students will receive an overall subject result (A-E): Unit 1: Action Research Project – Research Report (50%) Unit 2: Exam Essay – 50%


Study of Year 10 Health is the pre-cursor for Year 11 & 12 Health. A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.

ALWAYS AIM HIGH


Year 10 Physical Education & Fitness

Units of Study

Unit 1: PT Yourself - Understanding the influence of energy and fitness on performance:

• Investigating energy systems and their influence on performance

• Investigating components of fitness and their influence on performance Unit 2: Biomechanics – Understanding and analysing the influence of Biomechanics on

performance:

• Investigating biomechanics and performance

Unit Description

The knowledge, understanding and skills taught through Physical Education enable students to explore and enhance their own and others’ physical activity in diverse and changing contexts. HPE offers students the opportunity to develop an integrated knowledge of physical activity, whilst catering for those who aspire to high levels of performance. Students will engage in physically active learning contexts to develop critical thinking skills and an ability to analyse and improve their own performance through the physiological and biomechanical aspects of sport.



• recognise and explain concepts and principles about movement.

• demonstrate specialised movement sequences and movement strategies.

• apply concepts to specialised movement sequences and movement strategies.

• analyse and synthesise data to devise strategies about movement.

• evaluate strategies about and in movement.

• justify strategies about and in movement.

• make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts.

Assessment

Each topic will be studied using a different sport. Sports may include badminton, basketball, netball, tennis, touch, volleyball and athletics. Students will receive an overall subject result based on the written component of the course and their performance in Touch (A–E). Unit 1: Folio (video + written response) Unit 2: Exam


Study of Year 10 Physical Education is the pre-cursor for Year 11 & 12 Physical Education. A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, fitness trainer, sport marketing and management, sport promotion, sport development and coaching.

ALWAYS AIM HIGH

HEALTH & PHYSICAL EDUCATION Year 10 Sport Recreation & Fitness

Units of Study

Unit 1: Equity – Improving participation in physical activity:

• barriers and enablers to PA

• strategies to improve participation Unit 2: Managing a Sports Competition (Event Management)

• recreation – you and the community

• physical activity and healthy living

• health and safety in recreation

• personal and interpersonal skills in recreation activities

Unit Description

Sport & Recreation provides students with the opportunity to develop knowledge, understanding and skills in preparation for further study in Sport and Recreation. Sport and Recreation provides students with opportunities to learn in, through and about physical activities. This is done through active engagement in individual, group and team-based activities – leading to the development of vocational, life and physical skills. Students will explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine participation in sport and recreation activities, and how the sport and recreation industry contribute to individual and community outcomes.



• demonstrate physical responses and interpersonal strategies in individual and group situations in sport and recreation activities

• explain procedures and strategies in, about and through sport and recreation activities for individuals and communities

• apply concepts and adapt procedures, strategies and physical responses in individual and group sport and recreation activities

• apply strategies in sport and recreation activities to enhance health, wellbeing, and participation for individuals and communities

• use language conventions and textual features to achieve particular purposes

• evaluate the effects of sport and recreation on individuals and communities

• evaluate strategies that seek to enhance health, wellbeing, and participation in sport and recreation activities and provide recommendations

Assessment

Each topic will be studied using a different sport. Sports may include badminton, basketball, netball, tennis, touch, volleyball and futsal. Students will receive an overall subject result based on the written component of the course and their performance in Touch (A–E). Unit 1: Report (600 – 800 words) Unit 2: Multimodal Presentation


A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance

ALWAYS AIM HIGH

LANGUAGES

Year 10 German

Units of Study

- Holidays - Fairy Tales - Travel Destination Germany - Youth Culture

Unit Description

Holidays Students will communicate and comprehend information describing holiday activities and locations. They will comprehend information about holidays specifically for families and teenagers. Fairy Tales

Students will comprehend Grimm fairy tales told in German and will compare them to fairy tales from other countries. Students will learn about the structure of a fairy tale and apply this knowledge to create their own fairy tale. Travel Destination Germany

The main focus for this unit is to prepare students for the forthcoming exchange trip to Germany. They will learn how to communicate travel plans, describe places and sights and reasons for visiting these.

Youth culture

Students will explore how Australian and German –speaking young people experience and perceive youth culture and how it relates to their own identity. Overall, students develop their communicative skills and intercultural competencies through learning new vocabulary and grammatical structures relating to the above topics.

Learning

Experiences

Students develop their German communicative skills and intercultural competencies through

• interacting and socialising with their peers in German.

• comprehending written and spoken texts, including emails, magazine articles, fairy tales, tourist brochures, travel websites and other audio - visual and digital resources.

• creating German texts for a variety of purposes relevant to the above topics.

• participating in a student exchange program with one of our German partner schools. Students may host a German exchange student or participate in the outbound trip, gaining an understanding of living, studying and attending school in Germany. The Year 10 Academic Exchange to Germany with one of our two German sister schools is offered to all students of German or German Immersion in Year 10. The exchange trip includes a one- week tour through Germany and 2 weeks with a host family and attending school. Prior to travelling to Germany, students and their families host students from the sister school.

• Students have the opportunity to have their language skills recognised at an international A1 (Common European Framework for Reference of Languages) by taking the Fit in Deutsch A1 exam.

Assessment

Students will be assessed across the communicative skills of Listening and Reading, Writing and Speaking.


Students must pass Year 10 German to be able to study German in Years 11 and 12.


and expectations

N/A

Associated Costs

N/A

ALWAYS AIM HIGH

LANGUAGES

Year 10 Indonesian

Units of Study

- Weather and Village and City Life - Indonesian Health - Occupations and Student Exchange

- Indonesian History

Unit Description

Weather and Village and City Life In this unit of work, students will be able to share factual information and opinions about their personal and immediate worlds, including about their eating habits, lifestyles, and favourite things. They will learn about Indonesian geography, such as their tropical life, seasons and weather, describing weather, lifestyles of people living in Indonesian cities and villages, staple foods in Indonesia and stories from village life. From a cultural perspective, students will develop an understanding of Indonesian climate in comparison to Australia and the differences and similarities of lifestyles in the villages and cities in Indonesia. Indonesian Health

In this unit of work, students will be able to share factual information and opinions about their personal and immediate worlds, including medical advice and types of medicine available in Indonesia and Australia. They will learn to communicate about various illnesses, visiting a doctor & chemist, taking medicine and remedies, healthy eating and fitness, health services in Indonesia, traditional and modern medicine as well as jobs in the Indonesian health sector. From a cultural perspective, students will develop an understanding of the Indonesian health system as well as the use of traditional medicine and medical practices in Indonesia. Occupations and Student Exchange

In this unit of work, students will be able to share information and opinions about their work and study. They will learn about occupations and places of work in Indonesia, different jobs of Indonesian teenagers, express their personal aspirations and goals in Indonesian. From a cultural perspective, students will develop intercultural knowledge and awareness of Indonesian customs, culture and way of life through an exchange experience. Indonesian History

This unit will inform students about Indonesian history, including their involvement in the Spice Trade, their proclamation of independence, the leaders & political figures, the meaning behind the Indonesian national anthem and the development and importance of Australia & Indonesian relations. From a cultural perspective, students will develop an understanding of Indonesia’s historical past and its relationship with Australia, as well as learn about the film industry in Indonesia. Overall, students develop their communicative skills and intercultural competencies through learning new vocabulary and grammatical structures relating to the above topics.

Learning

Experiences

Students develop their Indonesian communicative skills and intercultural competencies through • interacting and socialising with their peers in Indonesian

• comprehending written and spoken texts, including emails, magazine articles, and other audio visual resources

• creating Indonesian texts for a variety of purposes relevant to the above topics.

• applying and participating in a student exchange program to Indonesia where they gain an understanding of living, studying and attending school in Indonesia. A trip to Indonesia may be offered to students in Year 10. .

Assessment Students will be assessed across the communicative skills of Listening and Reading, Writing and Speaking.


Students must pass Year 10 Indonesian to be able to study Indonesian in Years 11 and 12.


N/A

Associated Costs N/A

ALWAYS AIM HIGH

THE ARTS

Year 10 Visual Art

Units of Study Painting, Portraiture – 2D and Ceramics, Hybrid, Printmaking

Unit Description

Art has existed since the beginning of civilisation and predates language in the written form as a means of communication. Art is one of the most important means by which humankind can express their innate creativity and communicate visually their ideas and feelings in response to certain events and issues occurring around them.

Art should be seen as an important part of the development of all students as this subject prepares young people for participation in the 21st century by fostering curiosity and imagination, and teaching students how to generate and apply new and creative solutions when problem- solving in a range of contexts.

Students develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of world culture and their responsibilities as global citizens.


Throughout the program the students will be involved in a range of learning experiences related to both making and responding to works of art. These experiences may include:

• students making representation of their ideas and intended meanings in different forms

including painting, ceramics, drawing, sculpture, mixed media and digital forms • developing knowledge, understanding and skills as they learn and apply techniques and

processes using materials to achieve theirintentions • analysing representations, viewpoints and practices – considering meanings and interpretations across

societies and cultures.

Assessment

Assessment for all areas is through a combination of folio (practical work and a visual journal) and a written assignment. In the creation of practical artwork, students resolve visual problems through an understanding of the visual conventions and the application of a range of techniques and materials. This involves students: • Translating and interpreting ideas to create images andobjects.

• Selecting and manipulating techniques and processes to communicate meaning.

In the Responding component of the course, students are involved in: • Understanding artists, artworks and audiences from different cultures. • Using appropriate terminology and vocabulary in the discussion and analysis of artworks. Visual

Arts is experienced and assessed through the assessable elements of: Knowledge and Understanding; Making and Responding.


Visual Arts in Junior leads to: • Visual Art • Senior Visual Art in Practice

Career Pathways

A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use creative and innovative skills inherent in this subject. Careers using the knowledge and skills gained from Art include but are not limited to: Art teacher, Art theory, advertising, marketing, web design, media industries (film, television, magazines) etc.

Associated Costs

Each student is required to pay a levy for art to cover the cost of a bulk purchase of his or her materials. This is a much cheaper way of purchasing paint, paper, clay etc. than if they purchased their own. Excursions will be organised to work with artist and view exhibitions. The costs associated with these events will be clarified via permission forms.

ALWAYS AIM HIGH

THE ARTS

Year 10 Drama

Units of Study

• Comedy • Circus • Realism

Unit Description

Drama is an art form which can provide every student with knowledge and skills that are transferable to a variety of artistic, social and work-related contexts. The course includes a wide variety of challenging experiences such as improvisation, acting, directing, creating and performing theatre styles, film, drama and workshops which develop voice and movement skills.

Drama enables students to develop group communication skills as well as the techniques of

negotiating, problem solving, and decision-making, researching and interpreting. Drama challenges students to explore their own identities and culture and extends their understanding of historical and contemporary drama in other cultures.


Students will:

• engage with the language, elements and conventions of drama to enable them to critically analyse, compare and contrast, and respond to live performance

• interpret scripts and extend acting skills through drama based improvisations and process dramas

• practice and rehearse a variety of performance techniques and styles in both individualand ensemble settings

• demonstrate characterisation through live performance work – comedy, circus, realism

** Drama is a group art form and students must be prepared to work in a self-directed yet collaborative manner with others.

Assessment

Tasks are varied and reflect a balance of individual, pair and group work. Examples include performances of scripted text and original drama, individual and group improvisations, scriptwriting and written responses. Achievement is measured in terms of the individual’s performance within the group. Drama is experienced and assessed through the five assessable elements of:

1. Making (Forming) – This technique is used to assess students’ abilities when making drama works. Making artworks in drama enables students to demonstrate their ability to select, manipulate and control the elements of drama to devise drama that communicates meaning.

2. Making (Performing) – This technique is used to assess students’ abilities when performing drama works. Performing artworks in drama enables students to demonstrate their ability to select, manipulate and control form, and the elements of drama to develop roles and characters and interpret and perform drama that communicates meaning.

Responding – This technique is used to assess students’ abilities to explore, respond to, analyse and interpret drama works with before, during or after the making of drama works, or in response to the drama works of others. Students are required to analyse how the elements of drama are used, combined and manipulated in different styles. They also must evaluate how artists from different cultures, times and places communicate meaning and intent through drama.


Drama in Years 11 and 12

Career

Pathways

There is a direct link from school drama studies to many aspects of live and media performance; but the skills learnt in drama can also develop creativity, confidence, communication and presentation techniques which transition into many work and life situations.

Drama should not be seen as leading to an acting career only.

Associated

Costs

Excursions will be organised to work with artist and view productions. The costs associated with these events will be clarified via permission forms. Students will need theatre blacks for performance work.

ALWAYS AIM HIGH

THE ARTS

Year 10 Music

Units of Study

Semester 1 – Pre-Twentieth Century Music, Term 3 – Jazz, Term 4 – Musical Theatre

Course

Description

In the year 10 Music course, students are exposed to a range of music including Orchestral and vocal European art music, Jazz and Musical Theatre. Through developing an understanding the music elements, students will participate in performance experiences as vocalists or on their preferred musical instrument. They will also use digital technologies to compose their own music. Further, they will use their knowledge of the music elements to analyse studied and unstudied repertoire.


Throughout the program, students engage in a range of learning experiences including composing, arranging, performing, improvising, listening, score-reading, analysing, accompanying, viewing and research.

ICT is embedded in the course and students actively use information and communication technologies (ICT) to organise, research, interpret, analyse, communicate and represent music knowledge and composition.

Assessment

Year 10 music places equal weighting and importance on the three dimensions of analysing repertoire, composition and performance. Music is experienced and assessed through the assessable elements of:

• Making – This dimension covers the musical aspects of performance and composition. As performers, students will select repertoire according to the current unit of study, prepare through practice and rehearsal before performing to a live audience as either vocal or instrumental soloists or as a part of an ensemble. As composers, students will first explore how the musical elements can be manipulated within the context of the current unit of study. They will then apply this in their own compositional works using a range of music specific ICTs.

• Responding – This dimensions covers the analysis and evaluation of repertoire. Students will research and respond to musical stimuli in either written exams or through extended writing or multi-modal assignments. Responses will address how composers or performers have manipulated or interpreted musical elements to create musicals works or performances.


Music (Year 11 and 12) and Music Extension (Year 12)

Other relevant

considerations and expectations

Students must be prepared to complete all written and practical aspects of the course and be able to work in a self-directed and focused manner.

Students who study music in combination with participating in the instrumental and choral music program receive a more holistic experience of music.

Associated Costs

Students will need to purchase a music book with an approximate cost of $2 from the uniform shop, a newsagent or office supply store. Excursions will be organised to work with artist and view recitals. The costs associated with these events will be clarified via permission forms.

While owning an instrument and receiving private music tutoring outside of school are encouraged, it is not essential for this course. Students are able to use the music equipment to rehearse with at any time agreed upon by the teacher.

ALWAYS AIM HIGH

TECHNOLOGY

Year 10 Agricultural Practices

Units of Study

Unit 1: Basic Bee Keeping Practices Unit 2: Animal Husbandry (Sheep) Practices

Unit 3: Plant Nursery Practices/Landscape Design and Construction Unit 4: Farm Management Practices: A Business Approach

Unit Description

Agricultural Practices is designed to give students a background into a wide range of practical experiences related to Farm Management Practices.

Students will take part in the following activities:

• Review the Agri-Technology model associated with Bee Keeping and experience the Agricultural department’s bee hive production system.

• Examine Sheep Husbandry Practices including Workplace Health and Safety practices. Students will have practical experiences in handling sheep, including vaccination, tick control, lamb marking and drenching for parasites.

• Experience Plant Nursery Practices e.g. plant propagation and complete a landscape paving

project.

• Review the schools Farms Management Practices including a “one year” cycle, (the farm diary) and inventory processes.


Students will participate in a number of experiences which include:

• Teacher exposition and questioning.

• Activities and demonstrations.

• Farm activities

• Case studies of previous scientific investigations.

• Library/computer research and assignment work.

• Guest speakers on aspects of the curriculum.

Assessment

Students will be exposed to a range of assessment tools including exams, diagnostic in-class tests, assignments, group activities and practical investigations.


This course provides a sound foundation for future studies in Senior Agricultural Practices (Applied Syllabus), as well as provide future pathways to a possible career in Agriculture or related industry.


Students are expected to participate in theory and practical aspects of this subject to the best of their ability.

Associated Costs

Nil

ALWAYS AIM HIGH

TECHNOLOGY

Year 10 Business

Units of Study

Term 1: Financial Foundations Term 2: Forensics and the Real World Accounting Term 3: Future Anything – Plan Your Own Enterprise Term 4: Business Creation and Growth

Unit

Description

The study of business is relevant to all individuals in a rapidly changing, technology-focused and innovation-driven world. Through studying Business, students will develop knowledge and skills that will allow them to contribute meaningfully to society, the workforce and the marketplace and prepare them as potential employees, employers, leaders, managers and entrepreneurs of the future. It will enable them to encompass the successful management of financial resources and systematically organise, critically analyse and communicate financial data and information for decision-making.

Learning

Experiences

Term 1: Financial Foundations

• Introduction to Accounting (The Accounting Process) (5 weeks) - Integrated Excel Spreadsheet

• Financial Statements (4 weeks)

• ASX Stock Exchange Game – Share trading; examine and map share price - trend analysis - starts week 4

Term 2: Forensics and the real world accounting

• Forensic Accounting – Problem solving and Analysis of data and information for decision making Introduction for Financial accounting and real-world integrated programs (ie MYOB)

• Bank Reconciliation Process (2 weeks)

Term 3: PYOE – Plan your own Enterprise

• Future Anything Program – Marketing Business Plan (8-10 weeks) • PYOE Competition and Innovation Showcase Evening

Term 4: Business Creation and Growth • Five (5) stages of the Business Life Cycle

Assessment

Term 1: Combination Exam – Practical and short response

• Accounting Process & Final Accounts exam

Term 2: Practical Project

• Forensic Accounting data

• MYOB incl. Bank Reconciliation

Term 3: Enterprise Day

• PYOE Marketing Business Plan

• Enterprise Day Venture

Term 4: Innovation Showcase Evening

• Combination Exam – Practical and short response

• Business Life Cycle


Students continue their Business studies into Year 11/12 Business (General Subject); Accounting (General Subject) and Certificate III in Business (Vocational Pathway)


and expectations

• Excursion – Future FEST - PYOE approximate cost $50

• Students will be involved in Enterprise Day – Trade Fair

• Students may wish to submit their PYOE project in the Future Anything Competition

• Students will present their PYOE to the community at the Business Innovation Showcase evening

Associated Costs

All costs associated with Business are covered in the student resource scheme.

ALWAYS AIM HIGH

TECHNOLOGY

Year 10 Design Technology

Units of Study

Students studying in this course will engage in the following units of study:

• Unit 1: Sustainable Product Design

• Unit 2: Graphic Design – Design & Technology Occupations Group

• Unit 3: Service Design – Bush Tucker App

• Unit 4: Human Centered Product Design – Wearable Technology

• Unit 5: Environmental Design – Shop Interior

Unit Description

Bringing together all of the previous skills learned in Industrial Design Technology, students in this course are required to produce prototypes of their ideas with a focus on students writing their own criteria, based upon the 5 foundations to design; Aesthetic, Cultural, Economic, Social and Technical.

Student design solutions will be open to their interpretation of the design problems that they are given and it is expected that within a class, students will produce a variety of responses. Students will communicate solutions in various forms, from low- fidelity prototypes, to advanced models, digital solutions and more. Design problems will be explored and solutions developed, following the “double diamond” design process, where students diverge different ideas and converge back to a solution that best suits a client.

Students studying this subject will develop an appreciation of designers and their role in society. Ideas are often a result of trial and error with a willingness to take risks and experiment with alternatives – getting it wrong is encouraged and reflection on what was learned, a high priority.


Students will:

• develop sketching and design thinking skills

• be encouraged to use software to present a solution to problems in a digital form

• work with interfaces for controlling machines to produce prototypes quickly

• trial ideas and produce prototypes

• work individually and collaboratively to solve designchallenges

• develop portfolios of their design journeys

• present their design journey to the class using multimodal techniques

• understand Safety within the maker space

Assessment

• Practical prototyped solutions in physical or digital form

• Design Portfolios

• Multimodal presentations

Pathways to Year 11

& 12

• Y11 & Y12 Design

• Y11 & Y12 Industrial Graphic Skills

• Y11 & Y12 Engineering


and expectations

Students are responsible for:

• the supply of any additional embellishment items they require for their design projects

• bringing along their laptops to ensure they can use the digital in-class curriculum

Associated Costs

• An excursion into QUT Design Lab Gardens Point Campus – approximate cost $6.00

ALWAYS AIM HIGH

TECHNOLOGY

Year 10 Food & Nutrition Technology

Units of Study


• Designing food for appeal and nutrition

• Experimenting with food and the chemistry of food

• Producing and marketing food products

Unit Description

Food & Nutrition is the study of food in the context of food science, nutrition and food technologies. Students participating in this course of study will experience designing and creating food for consumer needs.

Students will use a problem-based learning approach to develop sustainable and nutritious food solutions. They will investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating.

Food and Nutrition is an interdisciplinary subject drawing on the fields of nutrition, consumerism, food science and healthy choices. It focuses on the challenges faced by individuals, families and communities in our contemporary and evolving society.

Learning

Experiences

Students will:

• Apply the problem-solving process to generate healthy food and nutrition solutions

• Produce their own design criteria in response to design problems and evaluate

• Participate in a range of food science experiments and testing

• Develop specific food & nutrition language skills to critically analyse, compare and contrast food products

Assessment

• Design portfolios

• Food experimentation and testing

• Examination

Pathways to Year 11

& 12

Y10 Food & Nutrition Technology leads to:

• Y11 & Y12 Food & Nutrition

• Y11 & Y12 Certificate III in Hospitality

• Y11 & Y12 Hospitality Practices


and expectations

In this subject, students are responsible for:

• the supply of their ingredients for cooking solutions

• bringing along their laptops to ensure they can use the digital in class curriculum

Associated

Costs

• Potential excursion approximately $30

• Additional costs will largely depend on ingredients that students include into their designs

ALWAYS AIM HIGH

TECHNOLOGY

Year 10 Hospitality

Units of Study


• Designing food for functions and events

• Designing food to impress

• Producing and marketing food products

Unit Description

Students participating in this course of study will experience designing and creating food for special events.

In the course, students will develop practical skills in the production of food and the processes of designing food that is eye-catching and appealing. Students will develop skills in the area of producing high quality food for events or functions.

Students will develop a range of skills including: planning functions to meet clients’ needs, safety & hygiene, food preparation and service, evaluating functions, teamwork and collaboration

Learning

Experiences

Students will:

• Apply the design process to plan and produce high quality food products

• Develop specific Hospitality language skills to analyse, compare and contrast food products and

processes in the 21st century

• Produce their own success criteria in response to design problems based on the identified needs and opportunities

• Refine practical skills through planning, managing and preparing practical tasks that develop skills across a range of food products

• Develop techniques and procedures for food preparation in a hospitality context

Assessment

• Design Portfolios

• Functions and Events

• Practical Cooking Tasks • Research Investigation

Pathways to Year 11

& 12

Y10 Hospitality leads to:

• Y11 & Y12 Certificate III in Hospitality

• Y11 & Y12 Hospitality Practices


and expectations

In this subject students are responsible for:

• the supply of their ingredients for weekly cooking

• bringing along their laptops to ensure they can use the digital in class curriculum

Associated

Costs

• A food appreciation excursion at an approximate cost of $30

• Additional costs will largely depend on ingredients that students include into their designs

ALWAYS AIM HIGH

TECHNOLOGY

Year 10 Information Technology

Units of Study

1. HTML/CSS 2. JavaScript 3. Unity 4. Internet of Things (IoT)

Unit Description

Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Student’s Create interactive solutions for sharing ideas and information online using a variety of programming languages Students test and predict results and implement digital solutions.

Learning

Experiences

HTML/CSS

• Creating interactive solutions online using Hypertext Mark-up Language.

• Design of user experience using CCS - Cascade Style Sheets

• Creating user experience on World Wide Web.

• Movement of data in networked digital systems & Data representation on World Wide Web.

• Privacy and security requirements of digital data. JavaScript

• Creating of web-based application using JavaScript.

• Essential programming elements

• Algorithm writing

• Implementing advanced data structures Unity

• Developing digital solutions using cross-platform game engine (Unity).

• Text-based programming language (C#).

• Relationship between objects, components, properties and value.

• Creation of user experience using 2D and 3D objects. Internet of Things (IoT)

• Emulating of Human hands using Arduino.

• Text-based programming language (C++ / Python).

Assessment

HTML/CSS - Assessment: Project – Creation of personal online portfolio JavaScript

Portfolio – Creation of several web-based apps to develop real-world applications. Exam – Java Script. Algorithm Unity Assessment: Project – Creation of digital solution Internet of Things (IoT) Assessment: Exam – Arduion Technical Prposal – Drone project


Students continue their IT study into Year 11/12 Digital Solutions (General Subject) or Year 11/12 ICT Information & Communication Technologies (Applied Subject)

Other relevant

considerations and expectations

Optional Activities:

• Students have the opportunity to sit the National ICAS Digital Technology exam, these occur in May each year at a parental cost of approx. $10 per student.

• After-school ICT Club offers a range of technological activities and skills FREE of charge.

• Students also have the opportunity to enter a technology-based project into the YICTE – Young ICT Explorers competition. This is also a FREE competition.

Associated Costs

All other costs associated with information technology equipment are covered in the student resource scheme.

ALWAYS AIM HIGH

TECHNOLOGY

Year 10 Industrial Technology Manufacturing

Units of Study

Students studying in this course will engage in the following preparatory elements for our Industrial Skills subjects in Y11/12:

• Planning a project • Workplace Health & Safety in a workshop • Hand tools skills development • Basic Static Machinery operations • Workshop Sketching and drawing interpretations • Metalwork and Woodwork jointing techniques

Unit Description

Students studying Industrial Technology Manufacturing will undertake practical projects, in metal and wood, which aim to increase their skills with various workshop tools, machines and processes. They do this Semester about, with one Semester dedicated to woodwork and the other dedicated to metalwork.

This course is preparatory for Industrial Skills subjects in Y11/12 or for students who wish to learn basic hand tool, power tool and static machinery skills.

Students will be required to complete project specific work booklets that cover the underpinning knowledge and theory of each unit. Students will also be required to complete a range of Workplace Health and Safety modules during the course to reinforce and strengthen their knowledge of safety processes in the workshop.

Every lesson, students are expected to follow Workplace Health and Safety practices including the wearing of personal protective equipment. This includes an apron and safety glasses. Students who fail to wear the required protective equipment, will be unable to complete practical work due to safety standards and other learning activities will be provided.


Students will:

• Develop hands on and machinery related wood-working skills

• Develop hands on and machinery related metal-working skills

• Develop an appreciation for safety and safe working practices

• Produce finished products that reflect industry standard

• Understand safety in the workshop

• Enjoy the satisfaction gained by producing a product with their own hands

• Gain an in depth understanding of tools and machines, their uses and procedures

• Work with others in a workplace to negotiate space and use of equipment

Assessment

• Practical completed projects

• Log book of students’ work


• Y11 & Y12 Engineering Skills

• Y11 & Y12 Furnishing Skills

• Y11 & Y 12 Industrial Graphics

• Y11 & Y12 Building & Construction Skills


Students are responsible for:

• the supply of any additional embellishment items they require for their designprojects

• bringing along their laptops to ensure they can use the digital in-class curriculum

Associated Costs

• Nil

Ferny Grove State High School McGinn Road, Ferny Grove Qld 4055

PO Box 128, Ferny Hills Qld 4055 Ph 3550 5777 Fax 3550 5700

Email: [email protected] Web: www.fernygroveshs.eq.edu.au

www.facebook.com/FernyGroveSHS

mailto:[email protected]

http://www.fernygroveshs.eq.edu.au/

http://www.facebook.com/FernyGroveSHS

Documents

2022 SUBJECT SELECTION YEAR 10