CURRICULUM HANDBOOK Year 10 - 2012 · YEAR 10 – 2012 2 CONTENTS Contents 2 Foreword 3 Languages in the Senior School 4 Curriculum Support 4 English as a Second Language 4 Outdoor

YEAR 10 – 2012

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CURRICULUM HANDBOOK Year 10 - 2012

YEAR 10 – 2012

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CONTENTS

Contents 2

Foreword 3

Languages in the Senior School 4

Curriculum Support 4

English as a Second Language 4

Outdoor Education 4

Mission 4

Assumed Knowledge and Subject Prerequisites 4

The South Australian Certificate of Education (SACE) 5

Year 8, 9 and 10 Subjects 6

Subject Choice Flow Chart – The SACE 7

The International Baccalaureate Diploma (IB) 11

Subject Choice Flow Chart – THE IB DIPLOMA 12

Heads of Faculty and Subject Coordinators - 2111 15

THE ARTS

Art . 16

Art Design 18

Drama 20

Music 21

ENGLISH

English 22

HUMANITIES

Geography 23

History 24

Religious and Values Education (RAVE) 26

LANGUAGES

Chinese 27

English as a Second Languages (ESL) 28

French 29

German 30

MATHEMATICS

Mathematics 32

Mathematical Applications 34

PHYSICAL EDUCATION AND PERSONAL DEVELOPMENT

Physical Education 36

Personal Development 37

Personal Learning Plan 37

SCIENCE

Agriculture 38

Biology 39

Chemistry 40

Geology 41

Physics 43

TECHNOLOGY

Design Technology – Material Products 44

Design Technology – System and Control Products - Robotics 45

Information and Communication Technology 46

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FOREWORD

Students entering Year 10 at St Peter’s College have a wide range of subjects to choose from. This Handbook provides some useful guidance to support students and parents in making an informed choice. The Handbook should be read in conjunction with the subject selection form.

Questions about particular subjects, especially their relationship to Year 11 and 12 subjects offered at Saints, should be put to the Head of the respective Faculty or Subject Coordinator.

In Year 10, all subjects are studied for a full year. All students take English, Mathematics, Physical Education and Personal Development. All subjects lead on to subjects in Years 11 and 12. See the flowcharts on the following pages.

Students in Year 10 are strongly encouraged to study at least one Language other than English.

Bill Sweeney Director of Teaching and Learning

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LANGUAGES IN THE SENIOR SCHOOL

St Peter’s College offers three languages; Chinese (Mandarin), French and German. All Year 8 and 9 students will study one Language other than English (LOTE) and are encouraged to study a second. Students in Year 10 are strongly encouraged to study at least one Language other than English.

CURRICULUM SUPPORT

Curriculum Support covers the education of students with particular learning needs. At St Peter’s College we have concentrated on students who have a diagnosed learning disability or difficulty.

Curriculum Support provides programs and support through several methods. This may be through the regular classroom, with support of modified curriculum or additional human resources. This means that a support teacher works closely with the class teacher to provide additional support. Students who require more intensive support may meet the criteria to be eligible for Curriculum Support Class (Years 8-10). These classes are smaller and allow for more individual attention.

Students are encouraged to develop a range of effective learning skills and strategies that will enhance their ability to become more effective learners and successful students across all curriculum areas.

Curriculum Support will be made available upon the recommendation of the Coordinator of Special Education and approved by the Director of Teaching and Learning.

ENGLISH AS A SECOND LANGUAGE (ESL)

English as a Second Language is designed for students whose English language is significantly restricted because they come from a non-English speaking background. Enrolment is subject to assessment by the ESL Subject Coordinator.

OUTDOOR EDUCATION

Outdoor Education is an integral part of the Curriculum in Years 8-10. All students participate in a graduated program at the School’s own property, the Norm Howard Outdoor Education Centre situated on the banks of the Finniss River near Strathalbyn, 85km south east of Adelaide. The Ventures provide many new and exciting challenges which capture the imagination and enthusiasm of students.

Students are encouraged to be self-reliant, independent, resilient and to take responsibility for their actions. Most students appreciate the value of teamwork while living and camping together. In general, students face the challenges honestly and experience a real sense of achievement, positive self-esteem and gain a new respect for others with whom they have shared the experience. Most importantly, the outdoor programs allow students to exhibit strengths which are not always evident in the classroom.

The program culminates in Year 10 with a 5-day Venture program which involves camping, cycle touring, kayaking, abseiling and rock climbing. This can be mentally and physically demanding, and it is designed to promote a sense of community, interdependence, teamwork and leadership.

In addition to the compulsory ventures, a number of students become active members of the Exploration Society. The Exploration Society has run for over 30 years and students enjoy extending upon the year level ventures in their holidays on a wide range of activities in a variety of locations.

MISSION

All Year 10 students are involved in the Mission Service program, again in House groups. During Activities Week students are placed with one of the many Community Service organisations around Adelaide, or their home community. They are expected to be very actively involved in the services that the organisations provide to members of the community.

Most students find this an exciting and challenging program and learn a great deal about life outside of the School.

Some of the organisations involved in this program include the Elizabeth Mission, the Julia Farr Centre, Riding for the Disabled, various Elderly Persons’ Centres and Nursing Homes and several Child Care Centres and Kindergartens.

ASSUMED KNOWLEDGE AND SUBJECT PREREQUISITES Certain subjects in Year 11 and 12 have assumed knowledge. The Subject Choice Flowcharts later in this Handbook indicates recommendations of pathways and requirements for previous study. Parents and Students should familiarise themselves with these flowcharts to ensure subject options for the SACE or IB Diploma are not limited.

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THE SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION (SACE)

What is SACE?

The South Australian Certificate of Education (SACE) is a qualification awarded to students who successfully complete their Senior Secondary Education (Years 11 and 12).

The certificate is based on two stages of achievement: Stage 1 (normally undertaken in Year 11) and Stage 2 (Year 12). Students will be able to study a wide range of subjects and courses as part of the SACE.

What are some of the features of the SACE?

As part of the SACE students will:

• receive credits for many different forms of education and training (such as academic subjects, learning a trade, TAFE, vocational training and community service) provided they are recognised by the SACE Board;

• be able to return to their studies at any time in the future to complete the SACE without losing credit for work already undertaken;

• receive A-E Grades in every Stage 1 and Stage 2 SACE subject;

• be expected to gain and demonstrate essential skills and knowledge for their future, focusing on communication, citizenship, personal development, work and learning;

• have 30 per cent of their work in every Stage 2 subject externally assessed. This will be done in various ways, including examinations, practical performances and presentations;

• have outside moderators check the school-assessed parts of Stage 2 subjects to ensure consistent grading across the State.

What is required to achieve the SACE?

To gain the certificate students must earn 200 credits. Ten credits are equivalent to one semester or six months’ study in a particular subject or course.

Some elements of the SACE are compulsory. These are:

• a Personal Learning Plan at Stage 1 (usually undertaken in Year 10), worth 10 credits;

• at least 20 credits towards literacy from a range of English/English as a Second Language Studies at Stage 1;

• at least 10 credits towards numeracy from a range of mathematics studies at Stage 1;

• a major project of extended studies called Research Project at Stage 2, worth 10 credits;

• completion of at least 60 additional credits in Stage 2 subjects and courses.

The importance of the compulsory element is reflected in the requirement that students must achieve either an A, B, C or equivalent in these subjects to complete the SACE successfully.

In addition to the compulsory elements, students will choose from a wide range of subjects and courses to earn the remaining 90 credits to gain the SACE. These include subjects and courses from either Stage 1 or Stage 2.

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YEAR 8, 9 and 10 SUBJECTS

Year 8 Year 9 Year 10

Compulsory Subjects: Compulsory Subjects: Compulsory Subjects:

English English English

Mathematics Mathematics or Mathematical Applications

Mathematics or Mathematical Applications

Science Science Personal Development (PLP, Health and Religion and Values Education)

Language* (Chinese, French, German)


Physical Education

Geography and History Geography and History

Religion and Values Education Religion and Values Education Choice of three Subjects from:

Health & Physical Education Health & Physical Education Art or Art Design

Art Art Drama

Drama and Music Drama and Music Film Geography

Design Technology Design Technology History

Information Technology Curriculum Support#

One Optional Subject:

Information and Communication Technology or Material Products

One Optional Subject: Language* (Chinese, French, German)

Music


English as a Second Language# Chinese

Classical Studies Classical Studies English as a Second Language

English as a Second Language#

Curriculum Support#

French

Curriculum Support# Music Elective# German

Art Extension#

Information Technology Choice of three Subjects from:

Agriculture

Biology

* Language Policy All year 8 and 9 students will study one Language other than English (LOTE) and are encouraged to study a second. Students in Year 10 are strongly encouraged to study at least one Language other than English

Chemistry

Geology

Physics

# These subjects have special conditions and are offered upon recommendation.

Systems & Control Products

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SUBJECT CHOICE FLOW CHART - THE SACE

Mathematicsor

Mathematical Applications

Mathematicsor



Specialist Mathematics

Mathematics

Year 10 SACE Stage 1 SACE Stage 2

May commence this course without

prerequisites

Compulsory subject Course has prerequisites

Required pathway

Recommended pathwayNot Essential

Mathematical Methods

Mathematical Studies

Science

Chemistry Chemistry Chemistry

Physics Physics Physics

Agriculture Agriculture Agriculture & Horticulture

Biology Biology Biology

Geology Geology Geology

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English English

Classical Studies

English Studies

English



prerequisites


Required pathway


English Communications

Humanities

History Modern History Modern History

Geography Geography Geography

Accounting

Business and Enterprise

Legal StudiesLegal Studies

Economics Economics

Business and Enterprise

(10 Credits)

Religion Studies

Studies in Religion Religion Studies

Accounting

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Visual Art - Art

Technology



prerequisites


Required pathway


The Arts

Information Technology

Information Technology

Visual Art - Design Visual Art - Design

Communication Products

Visual Art - Design

Visual Art - Art Visual Art - Art

Material Products Material ProductsMaterial Products

Systems and Control Products

Systems and Control Products

Integrated Learning II(Stage 2)

Communication Products

(10 Credits)

Music Music Music

Drama Drama Drama

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Languages



prerequisites


Required pathway


Health and Personal Development

Physical Education

Physical Education

Chinese Chinese ChineseContinuers

Physical Education

Health

Chinese Chinese ChineseFrench French French Continuers

German German German Continuers

Physical Activity(10 Credits)

Personal Learning Plan

Personal Learning Plan/

Research Project

Research Project

English as a Second Language



Compulsory SACE Components

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THE INTERNATIONAL BACCALAUREATE DIPLOMA (IB)

The Diploma Program is a two-year program of international education. It leads to a qualification that is widely recognised by the world’s leading universities as well as within Australia.

The curriculum contains six subject groups together with a core made up of three separate parts. This is illustrated by a hexagon with the three parts of the core at its centre.

Core Subjects Students study six subjects selected from the subject groups for the full two years. Normally three subjects are studied at higher level (HL), courses representing 240 teaching hours, and the remaining three subjects are studied at standard level (SL), courses representing 150 teaching hours.

Students usually remain in the same class with the same teacher for 2 years, although some movement may occur depending on the subject or whether a student changes from SL to HL or vice-versa.

Subjects

All subjects are offered at both the High and Standard Level unless otherwise indicated.

GROUP ONE – First Language (Language A) • English • Chinese A1

GROUP FOUR - Experimental Sciences. • Biology • Chemistry • Physics

GROUP TWO - Second Language (Language B) • English B • French B • German B • Italian ab initio (SL only) • Mandarin B

GROUP FIVE - Mathematics • Mathematics • Mathematical Studies (SL only)

GROUP THREE - Individuals and Societies • Economics • Geography • History (Europe/ME - Peacemaking) • Information Technology in a Global Society.

GROUP SIX - The Arts and Electives This is the opportunity for students to select a second subject from Groups Two, Three or Four above, or:

• Music • Visual Arts • Theatre • Further Mathematics (SL only)

Additional Requirements - Extended Essay, TOK and CAS

The three additional requirements are:

1. Extended Essay: This has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university. It is written within one of the Diploma subject areas.

2. Theory of knowledge (TOK): This interdisciplinary course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives.

3. Creativity, action, service (CAS): Participation in the School’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

Assessment

Each subject is marked out of 7, with 4 regarded as a pass. A combination of internal and external assessment is used. External assessment is usually an examination that usually counts for between 75% and 80%.

IB Internal Assessment tasks and exams are graded using criterion referencing, which means that the mark depends upon the standard of the individual’s work when compared with well-defined levels of achievement. The six subjects contribute up to 42 points, and another 3 are available depending upon the marks gained for Theory of Knowledge & the Extended Essay.

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SUBJECT CHOICE FLOW CHART - THE IB DIPLOMA

Group 2 - Languages

Year 10 IB


prerequisites


Required pathway


Group 1 - English

Mandarin BHL or SL

French BHL or SL

German BHL or SL

English BHL or SL

Italian ab initio SL

English English A1HL or SL

Group 3 – Individuals and Society

History (Europe) HL or SL

Economics HL or SL

Information Technology in a Global Society

HL or SL

Geography HL or SL

History

Geography

Chinese A1

HL or SL

Information & Communication

Technology

Chinese

French

German


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Mathematicsor


MathematicsHL

MathematicsSL

Mathematical StudiesSL

Group 5 - Mathematics

Year 10 IB


prerequisites


Required pathway


Group 4 - Sciences

Chemistry

Physics

Agriculture

Biology

Geology

Biology HL or SL

Chemistry HL or SL

Physics HL or SL

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Compulsory IB Diploma Components

Year 10 IB


prerequisites


Required pathway


Group 6 – The Arts

Visual Art - Design

Visual Art - Art

Music

Theatre Arts HL or SLDrama

Visual Arts HL or SL

Theory of Knowledge

CreativityActionService

Extended Essay

Music HL or SL

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HEADS OF FACULTY AND SUBJECT COORDINATORS - 2011

Head of the Arts Scott Russell

Director of Music Doug Morgan

Director of Performance Paul Fabbro

Director of Visual Arts Scott Russell

Head of English Emily FitzSimons

Subject Coordinator of Curriculum Support Carmen Bester

Subject Coordinator of English Walter Barbieri

Head of Health and Physical Education Laurie Humphreys

Director of Outdoor Education Curtis Eyles

Head of Humanities Sally Bartz

Subject Coordinator of Commerce David Docwra

Subject Coordinator of Geography Kylie Flanagan

Subject Coordinator of History & Classical Studies Sally Bartz

Subject Coordinator of Studies in Religion Ben Bleby

Head of Languages Irene Castrechini-Sutton

Subject Coordinator of Chinese Fangfang Qiu

Subject Coordinator of ESL Jane Moore

Subject Coordinator of French Irene Castrechini-Sutton

Subject Coordinator of German Daniel Ganama

Head of Mathematics Alex Smith

Subject Coordinator of Mathematical Applications Mark Bruce

Head of Science Paul Hadfield

Subject Coordinator of Biology Chris Smyth

Subject Coordinator of Chemistry Tony Begley

Subject Coordinator of Physics Paul Hadfield

Head of Technology Nick Lamont

Subject Coordinator of Design Technology Nick Lamont

Subject Coordinator of Information Technology Tony Cretan

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THE ARTS

ART

Scope Year 10 Art students will cover a core of Art disciplines. During the year, these areas will include: drawing, sculpture, painting, printmaking and a studio area, which is specific to their teacher’s expertise.

During the course students will:

• make Art using observation, experiences and research to express ideas and feelings;

• make works of Art by applying appropriate skills, techniques and process;

• use appropriate language to describe the way images and forms are organised;

• understand the ways Visual Arts works are made within a particular cultural and historical context.

Students will talk and write about Art in a formal way. They will develop skills, which will enable them to use appropriate language to describe the way images and forms are organised to express ideas and feelings.

Students will submit formal essays and presentations on historical, contemporary and cultural topics.

Students are to maintain a Visual Diary where their ideas are to be recorded in the form of drawings, photographs, notes etc.

Learning Outcomes Through the teaching of Art at St Peter’s College, students will develop:

• a capacity to create and communicate about Visual Arts;

• personal expression and imagination;

• technical skills in ceramics, computer aided graphics, digital imaging, design, drawing, painting, printmaking and sculpture;

• problem-solving techniques and decision-making;

• an understanding of artworks and the ability to respond through writing and discussion;

• a sound basis for further study in the Visual Arts.

Methodologies Programs are written to encourage the creative development of the students and reflect the skills and experiences of the teacher delivering the Art curriculum. It is therefore not anticipated that all students will do the same exercises within each year level. The important aspect is that all students will cover the same disciplines rather than the same subject matter and technique.

Students will be involved in:

• a stimulating environment which encourages experimentation and self-development;

• a variety of studio areas;

• exposure to talks and practical exercises by visiting artists;

• excursions to art exhibitions and places of interest to stimulate ideas for practical expression;

• maintaining a Visual Diary to record class activities, excursion reports, and ideas for practical investigation;

• assignments, which encourage an understanding of their own culture and the ideas of other cultures in the global community;

• individual work as an extension to both their historical, theoretical and practical studies;

• working in groups and negotiating with others to successfully complete practical exercises;

• the use of computer software to manipulate images, present projects and to submit written assignments;

• taking responsibility for their own artistic development and idea generation.

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Teaching Materials and Resources The Art Centre is well-resourced and provides a pleasant safe place in which students can work. It is equipped with an Art library, an extensive range of practical studio areas, computer access and exhibition space. The Centre is divided into areas which cater for Ceramics, Computer Graphics, Drawing, Life Drawing, Painting, Photography, Printmaking and Sculpture.

Computers are used in a variety of studio areas in the Visual Art program. CD-ROMs and the Internet are available for research in the History of Art component of the course.

Assessment Although all of the following criteria must be considered in determining satisfactory achievement, their relative weightings may vary for individual students, according to their year level and the task undertaken.

Students’ performance in practical work will be judged by the extent to which they demonstrate:

• ability to conceive and develop original ideas;

• evidence of recording ideas via the development process;

• evidence of experimentation and practice aimed at skill development;

• a reasonable level of skill in handling the media;

• ability to identify and solve problems as they arise;

• quality of the finished art work.

Students’ theory and history work will be judged by the extent to which they demonstrate:

• knowledge and understanding of Art from their own and other cultures;

• reasonable attempts to describe, analyse, interpret and evaluate works of Art;

• the use of Art-related concepts and terminology in context;

• an adequate standard of written expression;

• logical structure in written expression;

• acknowledgement of sources of information.

During an assessment period, students will be assessed within their particular class. The Head of Art will discuss the awarding of grades with individual teachers.

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ART DESIGN

Scope The course aims to:

• foster a greater understanding of the design process with an emphasis on developmental drawings, techniques and technology,

• develop an awareness of the designer’s role in society,

• provide students with an understanding of the use of computer graphics within our culture,

• provide students with a practical working knowledge of computer hardware and software applications related to Art and Design,

• provide students with strategies when using derived images to maintain design integrity,

• prepare students for SACE Stage 1 Art Design.

Students will talk and write about Art Design in a formal way. They will develop skills, which will enable them to use appropriate language to describe the way images and forms are organized to express ideas and feelings.

Students will submit formal essays and presentations on historical, contemporary and cultural topics.

Students are to maintain a Visual Diary where their ideas are to be recorded in the form of drawings, photographs, notes etc.

Learning Outcomes After the end of the course, students should be able to:

• understand the influence computer imagery has on our society;

• be able to use the computer as a tool in the process of designing within our culture;

• understand copyright law and the ethical use of images;

• be able to operate computer hardware using appropriate procedures;

• manage files appropriately draw using computer graphics application;

• successfully scan and manipulate images;

• save work in appropriate formats;

• understand, select and apply font types;

• be able to create and print images selectively;

• understand and observe safe work practice in a computer graphic studio.

Methodologies Students will be involved in:

• a stimulating environment which encourages experimentation and self-development;

• maintaining a Visual Diary to record class activities, excursion reports, and ideas for practical investigation;

• working in groups and negotiating with others to successfully complete practical exercises;

• the use of computer software to manipulate images, present projects and to submit written assignments;

• taking responsibility for their own design development and idea generation.

Students will produce six major projects incorporating the skills acquired during the year. The subject matter for these projects will be teacher directed, and in some cases student-initiated.

Drawing will be a major component for all projects.

Students will maintain a Visual Diary in which they will keep developmental drawings and ideas.

Students will submit two 1000 word reports and two PowerPoint presentations on Design-related topics throughout the year.

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Teaching Materials and Resources The Art Centre is well-resourced and provides a pleasant safe environment for students to work in. It is equipped with an Art Design library, an extensive range of practical studio areas, computer access and exhibition space.

Within the Art Centre, Art Design students will have access to industry-standard graphics programs, CD-ROMs and the Internet.

Assessment Although all of the following criteria must be considered in determining satisfactory achievement, their relative weightings may vary for individual students, according to their year level and the task undertaken.

Students’ performance in practical work will be judged by the extent to which they demonstrate:

• ability to conceive and develop original ideas;

• evidence of recording ideas via the development process;

• evidence of experimentation and practice aimed at skill development;

• a reasonable level of skill in handling the media;

• ability to identify and solve problems as they arise;

• quality of the finished Art Design work.

During an assessment period, students will be assessed within their particular class. The Head of Art will discuss the awarding of grades with individual teachers.

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DRAMA

Scope Improvisation: A range of improvisation activities, including theatre sports games, are employed to encourage students to think on their feet, to speak and perform confidently in front of their peers. In small groups students will regularly devise original performances on various topics (social issues, the future, crime, war, families, love, conflict).

Monologues: In Term 1 students will be expected to learn a short speech from a play and to perform the scene to the class.

Theatre History: Students will study Stanislavski, his theory of acting and the rise of naturalism as a performance style. An investigation of Ancient Greek, Medieval and Elizabethan Drama will take place.

Performance and Text Interpretation: Student will perform in a production and be expected to assist with set construction, costumes and props.

Film Making: In Term 4 students write and produce short films.

Reviewing: After performances students are expected to articulate constructive feedback to their peers.

Learning Outcomes At the end of the course, students should be able to:

• work co-operatively and effectively with other students in the class;

• rehearse and present polished performances to an audience that is much larger than only a class;

• understand theatre stage-craft in terms of stage positioning, blocking, vocal projection and relating to an audience;

• distinguish between performance styles and perform confidently in different ways themselves;

• observe a live theatre production and articulate their interpretation of the performance.

Methodologies Teachers employ a range of teaching methodologies to cater for different learning styles. Strategies are employed to ensure that the activities chosen are inclusive and each student finds a means of participating. Students have opportunities in most classes to create original work but excerpts of texts may be used. Where possible students have access to computers, sound and lighting equipment and some filming may occur.

Assessment Students will be assessed on their involvement in class activities, their approach to rehearsals and their concentration and commitment in performances. An element of assessed written work is included in the course. This may be a reflection on a dramatic experience, a research assignment or project, a response to a performance, or script writing.

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MUSIC

Scope 1. Performance (once per term)

2. Music Theory (Grade 3 minimum)

3. Music Appreciation/History

4. Aural Comprehension (Intervals, Chords, Scales, Rhythmic & Melodic Dictation)

5. Composition (Major & Minor Tonalities)


• give confident and polished performance on their nominated instrument/voice;

• demonstrate an understanding of ensemble skills;

• demonstrate a thorough knowledge of theoretical concepts equivalent to the AMEB Grade 3 syllabus;

• use music software to input music notation;

• create various compositions (using music software);

• listen to music more knowledgeably and be more informed about its role in society past and present;

• recognise and notate intervals within the octave, chords, simple melodies, and rhythms.

Methodologies • Individual instruction on an instrumental/voice with peripatetic teacher.

• Individual accompaniment sessions.

• Participation in an ensemble (where appropriate).

• Student-centred learning (via theory work-books, question sheets and appropriate software).

• Teacher-directed learning for music appreciation, aural comprehension and compositions.

• Class discussion about topics covered.

• More student-centred learning via individual tasks on the computer.

Teaching Materials and Resources Staved whiteboards, audio-visual equipment, multi-media workstations with various music software and CD-ROM (including resources accessed via the school’s intranet), class text and selected recordings, instruments, piano in class and wall charts.

Assessment Periodic formative and summative assignments and tests, as well as discreet assessments for the History, Aural and Theory sections, including performance practicals at the conclusion of each term. Reporting as per the school’s assessment policy.

Note: Music before School runs at 8.00am on Tuesdays, Thursdays and Fridays as an alternative to the timetabled class. The course content is similar but is structured differently and includes singing, aural training and sight-reading.

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ENGLISH

Scope The Year 10 program is focused on students growing in their awareness of the constructed nature of all texts, from the world of the novel to advertising and film-making. It encourages students to not only continue to explore, discuss and analyse ideas in texts but also to begin to appreciate the ways in which authors employ strategies to shape audience responses to those ideas.

‘Text’ refers to any form of communication. In Year 10 students study texts from traditional, multi-media (such as newspapers, advertising, documentaries, websites) and everyday (brochures, letters, journals, debates, speeches) sources. All students will study one Shakespearean play, some multicultural literature and a connected text study where they compare the presentation of a theme or issue across a number of different texts.

Learning Outcomes By the end of Year 10, students should be able to:

• Read, view and listen to a wide range of texts to compare and contrast key ideas; make inferences; interpret and integrate ideas; and to understand the effect of purpose, audience and context;

• Interpret and analyse visual, linguistic and structural features of texts;

• offer reasoned explanations of how the language choices in texts influence the responses of audiences and explore how such features are used to make meaning and achieve particular purposes;

• understand and use well-designed and nuanced structures and features of language in creating, responding to and presenting written, spoken and multimodal texts for a range of purposes.

Methodologies Teachers will give the students the chance to achieve the Learning Outcomes by programming activities including the following:

• reading and viewing a range of visual, multimodal and written texts containing challenging ideas and issues;

• examining some relationship between texts & contexts through studying a range of texts on a common theme;

• comprehensively studying the ways in which language can be used to persuade an audience, through modes such as advertising, the media, documentaries and political speeches;

• listening to a range of texts to analyse and compare complex ideas and diverse opinions, judging the effect of the interrelationship between context, purpose and audience;

• producing critical and analytical essays;

• undertaking an independent reading assignment in which students study a text either from another culture or about tension between two cultures;

• Composing a range of texts that include detailed information and explore different perspectives on diverse topics or issues, adjusting the text to produce an intended effect upon the audience.

Teaching Materials and Resources Student Texts: Into English (Sadler and Sadler), Romeo and Juliet (William Shakespeare)

Novels for shared text study will be drawn from class sets owned by the Faculty.

Assessment Assessment will be continuous and varied in nature, and from any one assessment period, it may include written, oral and multimodal tasks. There will be two Common Assessment Tasks (CAT), in Terms 1 and 3. There will be a mid-year test and end-of-year examination in which students complete text responses, text productions and critical reading sections.

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HUMANITIES

GEOGRAPHY

Scope • Mapping

• Hazards

• River Systems

• Murray River

• Catchments

• Dams

• Tourism


• use a range of written, oral, IT and graphic forms to communicate geographical information,

• demonstrate a sense of place about environments outside of Australia,

• describe the geographical processes that form and transform environments,

• identify and discuss geographical issues from a range of perspectives,

• describe the interrelationships between people and environments,

• explain how geographical knowledge, understanding and skills contribute to active and informed citizenship,

• describe the differences in life opportunities throughout the world in terms of social, cultural, economic and physical environments,

• identify and gather geographical information,

• organise and interpret geographical information.

Methodology Teachers employ a range of teaching methodologies to cater for different learning styles. These include a range of text-based approaches to learning, exercises embracing the visual interpretation of data, student-directed learning and research-based learning. Students work as individuals and as members of groups to conduct geographical inquiry. Practical numeracy links are provided as students read and interpret maps, analyse statistical evidence and construct tables and graphs. Literacy skills are enhanced in reading writing, talking, listening and viewing when acquiring geographical skills and knowledge. During the course, students use appropriate information technology through research on the Internet and active use of a (Geographic Information Systems) mapping program.

Classroom learning is supported by a closely-monitored range of homework activities, IT-based exercises, oral presentations and some research assignments, based on primary material collected during fieldwork.

These strategies are applied to make the learning experience in Geography a more holistic and enjoyable experience.

Teaching Materials and Resources The main text for this subject is D. Waugh ‘The New Wider World’ (3rd edition.). This is supported by a range of handout material, video, IT links and the GIS program.

Assessment Students are regularly assessed across the six key topics: mapping, hazards, rivers, catchments, dams and tourism. Continuing assessment work is completed by longer term testing at the end of each semester. Information on student progress is made available to parents according to the school’s normal reporting program.

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HISTORY

Scope This course aims to provide an understanding and appreciation of the major influences that have shaped international and Australian historical development from the mid-18th, to the mid-20th, centuries.

The course also aims to provide students with a background in the political, ideological, social and economic, historical forces appropriate to the senior SACE and IB History offerings at Year 11 and/or Year 12.

Year 10 literacy-history skills: note-making, key word & terminology recognition, revision & recall, extended writing, source/evidence-based analysis; historical narrative, analysis, argumentation and evaluation.

Year 10 conceptual history skills: causation, change and continuity, reasoned empathy, historiography.

The Year 10 History course focuses on World History of the 18th to 20th centuries. Its content reflects a “Eurocentric” approach, in keeping with the major causal developments of the times under consideration, but recognises the global impact of these developments. Thus the course links developments in Australia and other parts of the world to these European-driven shifts and changes.

Concentration will be placed on major aspects of economic, social and political history as appropriate to the time period.

Syllabus outline: Semester 1 (18th to 19th centuries)

• WORLD IN THE 1780s: A PERIOD OF CHANGE AND EXPANSION.

• Case studies of 18th century American and French revolutions and the Industrial Revolution.

• BRITISH COLONISATION IN AUSTRALIA

• Settlement and development of Australia to 1901- including case studies of South Australia’s development in the 19th century

Syllabus outline: Semester 2 (20th century)

• INTERNATIONAL RELATIONS BY 1900

• Growing international rivalries and German unification

• THE COMING OF WAR, 1900-1914

• Long- and short-term causes.

• THE NATURE OF THE GREAT WAR, 1914-1919

• The fighting fronts and the Home Front.

• Wilson’s 14 Points & the Peace Treaties: their impact on post-war Europe

• POST-WAR EXTREMISM and its consequences Revolution in Russia; the rise of extreme Nationalism in Germany and Japan

• Overview of The causes of world war II

• (Europe and Asia)

Learning Outcomes At the end of the Year 10 History program, students should be able to:

• describe how particular societies in selected periods and regions have been shaped by external and internal forces;

• identify and explain causes and effects;

• construct a reasoned historical argument;

• identify, analyse and evaluate primary and secondary sources as evidence for historical judgment;

• understand and evaluate the historical concepts of change and continuity;

• show empathy through an appreciation of the roles and motives of individuals and groups in History;

• recall relevant historiographical information and debates.

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Methodologies During the Year 10 History program students will experience the following skills of historical enquiry. They will:

• pose questions, locate, analyse and apply relevant historical materials in the construction of historical narrative and debate, communicate historical ideas and arguments in clear and effective prose and form judgments on the basis of evidence.

Teaching methodologies for these skills may include:

• problem solving, group discussion and oral presentation, individual and group investigative research using a variety of resources, including visual and ICT, review and testing of acquired knowledge;

• independent student learning – particularly reading and note-making;

• ongoing verbal and written teacher feedback directly to students.

Teaching Materials Student Texts: Bidgood et al, Twentieth Century History, 1900-1945

Reference Texts: Laidlaw, Discovering Australian History to 1900; Condon, The Making of the Modern World

During the course of the year, students will be provided with a number of extension text materials, will access Internet sites and view documentary and fictional materials appropriate to their course studies.

Assessment Assessment will be continuous and varied in nature, and may include written, oral, structural and/or IT-related presentations.

At the end of the year there will be a review examination.

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RELIGIOUS AND VALUES EDUCATION (RAVE)

Scope The study of religion is vital in helping students develop an understanding of themselves, others and

the societies in which we live. Students are encouraged to think critically about beliefs, both personally

and in a wider context. The course approaches the study of religion from a biblical Christian perspective

based on Dr Peter Vardy’s model of five strands which are:

• Biblical Strand: Culture and Tradition

• World Religions Strand: Understanding and Tolerance

• Philosophy of Religion Strand: Humanity and Divinity

• Values Strand: Theoretical and Applied Ethics

• Affective Strand: Silence and Stillness

Student’s are engaged in these strands by focussing on units of work based on one or more of the strands, including:

• The Matrix – Life and Reality

Learning Requirements Students are expected to:

• demonstrate a knowledge and understanding of the Bible and Christian Faith, and the relevance and application of these to life;

• acknowledge and explore the spiritual aspects of life;

• investigate and examine World Religions in order to appreciate the variety of beliefs that people have in our world;

• develop an understanding of the formation and basis of values and ethics;

• engage meaningfully in class activities..

Assessment A variety of assessment tasks are used including essays, research assignments, oral presentations, multimedia presentations, involvement in discussions and class activities, journals and written responses.

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LANGUAGES

CHINESE

(Modern Standard Chinese/Mandarin)

St Peter’s College offers three languages; Chinese (Mandarin), French and German. Students in Year 10 are strongly encouraged to study at least one Other Language. All three languages are offered in Year 11 and 12 for both the SACE and IB Diploma. Students who take the IB Diploma must study at least one language in Group 2 and they may continue the study of a second language. Italian ab initio, a beginner’s language course is available at Year 11 in the IB Diploma Program. Tours and Exchanges to China, France, Germany and Italy are available to students who continue in their chosen Language(s) to Year 12. Students in Year 10 Chinese are eligible to apply for the Tour to China.

Scope With continuing opportunities to develop competency in the four basic skills of language: listening, speaking, reading and writing, the course covers the following broad topics:

The spoken and written systems of the Chinese language; Festivals and celebrations; Climate, Weather and the Seasons; School life (timetable; discussion of school subjects; likes/dislikes, results, daily routine, lending and borrowing, asking about school facilities and directions, etc.); Shopping: Entertainment and leisure activities.

An introduction to aspects of modern life and traditional culture of China:

Climate and seasons; major tourist sites in China; Schooling in China; Daily transport; Religion in China; Extracurricular pastimes; Forms of entertainment (Peking opera, music, traditional dances); Traditional foods for festivals, etc.

Elements of Chinese grammar:

Indicating likelihood; indicating length of time; asking permission; the conditional (if…then…); asking which is which; use of directional compliments; indicating completion of an action; discussing modes of transport; distance; time required; approximations; indicating ‘before’ or ‘after’ an event; stating frequency; indicating interest; stating degree of comparisons; stating similarities & comparing appearance; indicating that an activity is part of one’s experience; indicating sequence.


• communicate simply, in spoken and written language, in the areas described above,

• read more complex Chinese (character-based) texts in the areas described above,

• understand and apply in context basic grammatical concepts as outlined above,

• understand aspects of traditional and modern Chinese culture, as outlined above.

Methodologies A range of teaching methods are employed to cater for different learning styles. Including audio-visual or text-based approaches to language, different methods of vocabulary acquisition, student-directed learning, research-based learning etc. Chinese character-based word processing & games software, as well as video, CDs, DVDs & other audio-visual media are utilised to make language learning a more vital and enjoyable experience. Extension materials is also provided. necessary.

Teaching Materials and Resources The Year 10 Chinese textbook is Ni Hao 2 and Ni Hao 3. This is supported by a workbook and CD material for classroom presentation and practice. Tests and extension material are also a part of the basic course.

Assessment Students are regularly assessed across the four macro-skills for language learning, i.e. listening, speaking, reading and writing. Formal grammar and vocabulary knowledge - in particular Chinese characters - are also regularly assessed. Continuing assessment work is complemented by longer term testing at the end of Semester 1 and by final examinations at the end of the year.

Students in Year 9 who wish to continue with Chinese in Year 10 have the opportunity to participate in an exchange program to China. Students have found the experience to be a valuable and enjoyable way of extending their knowledge of Chinese, as well as enriching, both socially and culturally.

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ENGLISH AS A SECOND LANGUAGE (ESL)

Students in Year 10 are strongly encouraged to study at least one language. (Chinese, French, German or ESL)

English as a Second Language (ESL) is offered for approved students from a non-English speaking background. Enrolment in ESL is subject to assessment for eligibility by the ESL Coordinator.

Students enrolled in ESL at Years 8, 9 and 10 must still study the mainstream literature-based subject “English” in addition.

ESL is offered in Years 11 and 12 for both the SACE and IB Diploma (Language B).

Scope • English for academic purposes: including essay writing, research, oral presentation skills, listening, note-taking and

dictionary skills.

• English for social participation: including accessing, understanding and giving official information, conversation skills and letter writing.

• English for aesthetic expression: including narrative, poetry and drama.

• Grammar: including complex verb forms, sentence structures and text connectives.

• Australian culture and language.

• The Anglo-sphere: awareness of English speaking varieties, accents and cultures from around the world.


• compose various texts for a range of audiences and purposes;

• demonstrate clarity and accuracy in original writing;

• obtain, understand and evaluate information and opinions from a range of written, oral, visual and electronic texts;

• exchange opinions and information in formal and informal situations;

• understand and apply a range of grammatical concepts;

• apply skills and strategies for language acquisition;

• feel a sense of identity within Australian culture;

• appreciate the linguistic and cultural diversity of the English speaking world.

Methodologies Teachers employ a range of teaching methodologies to cater for different learning styles. These include audio-visual and text-based approaches to language, student-directed learning, research-based learning, small group work, modelling and joint construction.

Classroom learning is supported by a closely monitored range of homework activities, such as vocabulary learning, grammar practice exercises, reading comprehension activities or research assignments.

Where suitable, authentic multimedia resources are used to make language learning a more vital and enjoyable experience.

Teaching Materials and Resources Textbooks include the Oxford Academic Skills series and Cambridge English as a Second Language Series.

Graded abridged novels and audio books are used to extend and encourage student reading.

Assessment Students are regularly assessed across the four macro-skills for language learning: writing, reading, speaking and listening/viewing. Formal grammar and vocabulary knowledge are also regularly assessed. Ongoing assessment is complemented by a test at the end of Semester 1 on the work of the first half of the year and by a final examination at the end of the year.

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FRENCH

St Peter’s College offers three languages; Chinese (Mandarin), French and German. Students in Year 10 are strongly encouraged to study at least one Other Language. All three languages are offered in Year 11 and 12 for both the SACE and IB Diploma. Students who take the IB Diploma must study at least one language in Group 2 and they may continue the study of a second language. Italian ab initio, a beginner’s language course is available at Year 11 in the IB Diploma Program. Tours and Exchanges to China, France, Germany and Italy are available to students who continue in their chosen Language(s) to Year 12.

Students in Year 10 French are eligible to apply for the Exchange to France.

Scope • Topics for discussion/Personal language: Leisure activities; Holiday jobs; Recounting events; Cinema; Eating out;

Relationships; Friendships; Arranging to meet; Future plans; Writing letters; Daily routine; School life; Food and cooking; Travelling; Giving/following instructions/advice; Organising a holiday; Talking about the past; Planning and going to a party; Describing character; Making suggestions.

• Aspects of France: Poitiers; Restaurants; La Rochelle; Cinema; Sailing; Québec; Education; School exchanges; Le Petit Nicolas; Morocco; Regional cuisine; French-speaking countries; French songs; Parties in France; Zodiac; Jacques Prévert • Grammar: Verbs: Further irregulars; Imperfect; Savoir/Connaître; Future; Depuis + present; Reflexives (present and perfect); Il faut; Faire/ laisser + infinitive; Venir de + infinitive; Pronouns: Direct object; Y; Indirect object; En; word order; expressing ideas in present, past and future tenses.

• Topics for discussion: Reading newspaper articles and TV guides, recipes, air and train travel, requesting information/assistance, finding accommodation, recounting past events, making comparisons, reading street texts and signs, using the post office, arranging to meet.


• communicate, in spoken and written language, in the areas described above;

• read French texts based on the areas described above;

• understand and apply in context grammatical concepts as outlined above;

• understand and appreciate elements of French culture, for example aspects of French geography, cuisine, lifestyle etc.;

• understand basic principles of language acquisition.

Methodologies A range of teaching methodologies is employed to cater for different learning styles. These include audio-visual or text-based approaches to language, different methods of vocabulary acquisition, student-directed learning, research-based learning etc.

Classroom learning is supported by a closely-monitored range of homework activities, such as vocabulary learning, grammar practice exercises, reading comprehension activities or longer term assignments.

Where suitable, computer programs, CD-ROMs, DVDs, videos, etc are used to make language learning a more vital and enjoyable experience.

Teaching Materials and Curriculum The Year 10 French books are Tapis Volant! 2 (Units 6-12) and Ça Y Est (Units 1-3). These texts are supported by workbooks and recorded material for classroom presentation and practice. Tests and extension material are also an integral part of the course.

A wide range of supplementary material in the form of books, magazines, CDs, CD-ROMs, on-line websites, etc are available to students through the Miller Library, French Department Library and the IT Centre.

Assessment Students are regularly assessed across the four macro-skills for language learning, i.e. listening, speaking, reading and writing. Formal grammar and vocabulary skills are also regularly assessed. Continuing assessment work is complemented by longer term testing at the end of Semester 1 and by a final examination at the end of the year.

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GERMAN

St Peter’s College offers three languages; Chinese (Mandarin), French and German. Students in Year 10 are strongly encouraged to study at least one Other Language. All three languages are offered in Year 11 and 12 for both the SACE and IB Diploma. Students who take the IB Diploma must study at least one language in Group 2 and they may continue the study of a second language. Italian ab initio, a beginner’s language course is available at Year 11 in the IB Diploma Program. Tours and Exchanges to China, France, Germany and Italy are available to students who continue in their chosen Language(s) to Year 12.

Students who continue their studies into Year 11 German are eligible to apply for the Exchange to Germany

Scope Topics for discussion/Personal language:

• Holidays and excursions: planning outings and holidays, describing outing and holidays one has had, outdoor activities.

• Describing oneself and others: physical appearance, personality and character.

• Leisure: speaking about free time, hobbies and interests, sport, social life, part-time work.

• Buying and describing clothes: Asking for prices and sizes, asking whether clothes fit and suit the wearer, school uniform and casual clothes.

• Writing letters: personal and formal letters and emails.

• Describing one’s home: one’s suburb, home, room, garden. Comparing the living conditions in Germany and Australia.

• School system: describing and expressing opinions about schools and schooling. the school day, teachers, attitudes to subjects.

• Expressing likes, dislikes and preferences. Comparing the school systems in Germany and Australia.

• Plans for the future: tertiary study, employment and the professions. Part-time work, jobs around the house and earning money.

Aspects of Germany:

• Holidays and travel, transport, currency, shops and shopping.

• Sport, fitness and leisure-time activities, German television.

• German cities: Freiburg and the alpine regions, Hamburg.

• Food, national and local festivals, family celebrations.

• Cities, housing and living conditions in Germany and Australia.

• School systems and schools in Germany and Australia.

Grammar:

• Verbs: perfect and pluperfect tenses (regular and irregular with haben and sein), future tense, separable/inseparable and all modal verbs in all tenses, reflexive verbs, imperative mood, the basic form of the conditional.

• Cases: nominative/accusative/dative/genitive.

• Pronouns: in the three cases.

• Adjectives: possessive, demonstrative, comparative/superlative forms, all three groups of adjective endings.

• Prepositions: with accusative/dative, with accusative only, with dative only, with genitive only.

• Word order: main and subordinate clauses; infinitive clause, indirect questions, relative clause (in nominative case).

• Conjunctions: co-ordinating and subordinating conjunctions.

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• Speak or write about the areas described above.

• Read authentic German texts of medium difficulty in the areas described above.

• Understand and respond to texts read aloud or played on tape or CD.

• Understand the grammatical concepts outlined above and apply them in contexts of medium difficulty.

• Understand German cultural elements e.g. aspects of lifestyle, institutions, traditions and festivals etc. of the German-speaking countries.

• Understand the principles of language acquisition.

Methodologies Teachers employ a range of teaching methods to cater for different learning styles. These may include audio-visual or text-based approaches to language, different ways of learning vocabulary, various ways of practising and drilling grammar, student-directed learning, research-based learning etc.

Classroom learning is supported by a closely monitored range of homework activities, such as vocabulary learning, grammar practice exercises, reading comprehension activities or assignments requiring research.

Where suitable, online resources, DVDs, videos, and authentic materials, etc are used to make language learning a more vital and enjoyable experience.

Teaching Material and Resources The Year 10 German text books are Feuerwerk 2 and Katzensprung 3, though it is likely that this textbook will be replaced. These are supported by a workbook, taped material for classroom presentation and practice, as well as specially developed resource materials. Tests and extension material are also a part of the basic course.

There is a wide range of supplementary material in the form of books, videos, CD-ROMS etc. which is available to students through the Miller Library, German Department Library and the IT Centre. Students are also encouraged to use sites on the Internet for extension work and interest.

Assessment Students are regularly assessed across the four macro-skills for language learning, i.e. listening, speaking, reading and writing. Formal grammar and vocabulary knowledge are also regularly assessed. Continuing assessment work and tests are complemented by a common test at the end of Semester 1 on the work of the first half of the year and by a common final examination at the end of the year.

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MATHEMATICS

We recognise that students vary widely in ability, confidence, pace of working and interest in mathematical pursuits. Consequently students in Year 10 are placed in sets as follows:

• Mathematics (Level 1): groups doing the essential course material.

• Mathematics (Level 2): groups doing the essential course material as for Level 1 but, in addition, extension material as appropriate.

• Mathematics (Level 3): groups as for Level 2 but with further extension material again.

Scope Arithmetic: Further business mathematics, Pythagoras’ Theorem.

Algebra: Further algebraic fractions, expansions, simplification of expressions, factorisation, simple equations, simultaneous equations and applications leading to them, quadratic equations, quadratic functions. inequalities.

Coordinate Geometry: Equation of straight line in slope-intercept and general forms.

Geometry: Congruence, similarity, transformations, deductive geometry.

Statistics: Frequency tables, calculations from them of mean, median and mode.

Probability: Revision of basics. Definitions, sample spaces, representation as lists, graphs, tree diagrams, joint events.

Trigonometry: Simple definitions of sine, cosine and tangent, applications in right-angled triangles.

Learning Outcomes Students will be expected to:

• understand mathematical concepts and relationships;

• recognise and apply the relevant mathematical techniques needed when analysing and solving a problem in context;

• identify, collect and organise mathematical information;

• create mathematical models to solve practical problems;

• appreciate the importance of Mathematics in society;

• communicate mathematical ideas clearly, both verbally and in writing;

• use a graphics calculator and other technologies effectively;

• work both individually and cooperatively in carrying out activities.

Methodologies A range of methodologies are employed in teaching this course in recognition of the different needs of individual students. Problem-solving exercises, practical activities, audio-visual presentations, directed investigations and projects may be included. There is a strong emphasis on the development of algebraic skills. Where appropriate, graphics calculators and other technologies are used to explore and reinforce concepts.

• Homework is set on a regular basis to reinforce concepts and help develop independent learning. The levels structure is continued from previous years.

It should be pointed out that:

• The content at Level 1 is that required for promotion to mathematics courses for the following year.

• There will be mobility between the different levels, where we judge it to be practical and appropriate, both during the course of the year and in forming sets at the beginning of a year.

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Teaching Materials and Resources The text used in this course is Mathematics for Year 10 (6th Edition) by Haese et. al., supplemented by various other resources.

Each student is expected to buy an approved Texas Instruments graphics calculator. Both the IB and the SACE approve certain models for use.

Arrangements are made through the school for boys to purchase a calculator at the end of Year 9.

The Miller Library and Mathematics Department Library have a wide range of mathematical texts and videos available as student or teacher resources. Students also have access to a range of computer programs, including Excel, Geometer’s Sketchpad together with Internet resources.

Membership of professional associations in Australia, USA and UK provides access to journals and other materials which discuss contemporary issues in mathematics and mathematics education along with additional classroom resources.

Assessment Assessment is mainly based on class topic tests, a mid-year test and a final examination. Work on directed investigations, projects and other activities may be included where appropriate.

Formative assessment is often used to support student learning.

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MATHEMATICAL APPLICATIONS

This course leads to Mathematical Applications in Year 12 and is for students who have had difficulties with the abstract nature of algebra and other topics in Years 8 and 9.

Scope Numbers: Whole numbers, fractions, decimals, percentages.

Car Finance: Buying, financing, insurance, running costs.

Algebra: Equations and formulae.

Triangles: Applied problems with Pythagoras’ theorem and trigonometry.

Statistics: Organising, displaying, measuring and interpreting statistics.

Food: Measurement, time, nutritional value, wastage, catering and consumption.

Percentages: Multipliers, simple and compound interest, depreciation.

Business Maths: Profit and loss, discount, GST, taxation, loans.

Linear Graphs: Plotting points, slope, equations, line of best fit.

Probability: Experiments, simulation, chance, tree diagrams.

Measurement: Reading instruments, conversions, perimeter and length, time, rates.

Learning Outcomes Students will be expected to:

• understand mathematical concepts and relationships;

• recognise and apply the relevant mathematical techniques needed when analysing and solving practical problems;

• identify, collect and organise mathematical information;

• create mathematical models to solve practical problems;

• appreciate the importance of Mathematics in society;

• communicate mathematical ideas clearly, both verbally and in writing;

• use a graphics calculator and other technologies effectively;

• work both independently and cooperatively in carrying out activities.

Methodologies A range of methodologies is employed in teaching this course in recognition of the different needs of individual students. Problem-solving exercises, practical activities, audio-visual presentations and investigations may be included. There is a strong emphasis on the development of number skills and their application to practical problems.

Homework is set on a regular basis to reinforce concepts and help develop independent learning.

Teaching Materials and Resources The text used in this course is Core Skills Mathematics 10 by Haese et. al., supplemented by various other resources.

Each student is expected to buy an approved Texas Instruments graphics calculator. The SACE Board approves certain models for use. Arrangements are made through the School for boys to purchase a calculator at the end of Year 9.

The Miller Library and Mathematics Department Library have a wide range of mathematical texts, worksheets and videos available as student or teacher resources. Students also have access to a range of computer programs together with the Internet as a resource.

Membership of professional associations in Australia, USA and UK provides access to journals and other materials which discuss contemporary issues in mathematics and mathematics education along with additional classroom resources.

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Assessment Assessment takes two forms:

• Summative class topic tests, a mid-year test and a final examination are designed to assess whether effective learning is taking place.

• Investigations are designed to allow students to demonstrate their knowledge, skills, and understanding as applied to practical areas of interest. Formative assessment may be used to support student learning.

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PHYSICAL EDUCATION AND PERSONAL DEVELOPMENT

PHYSICAL EDUCATION

Scope The Overriding Aim of Physical Education and Health is to:

“Develop positive attitudes towards lifelong participation in physical activity.”

The major emphasis at Year 10 is to develop skills and understandings in ‘lifelong’ activities.

Students will study the following topics:

• Resistance Training-in the Conditioning Room

• Tennis

• Swimming and Lifesaving-all students will be given the opportunity to attempt the RLSSSA Resuscitation Award and a RLSSSA Swimming Award, Level 1 through to Bronze Medallion

• Golf-all students will participate in an excursion to the Par 3 Golf Course at the completion of the unit

Learning Outcomes Through participation in Physical Education and Health lessons students should develop:

• PHYSICAL SKILLS in a variety of activities

• SOCIAL SKILLS including team work, leadership, cooperation, collaboration, respect and tolerance.

• KNOWLEDGE of rules, tactics, strategies and responsibilities of the various roles within activities and the capacity to critically reflect upon and analyse how they apply to performance.

• SELF ESTEEM and CONFIDENCE: An ability to enhance their own and that of others

• SAFE AND RESPECTFUL BEHAVIOURS and responsibility to maintain safe environments.

• EQUITY AND JUSTICE: A commitment to promoting equity, valuing diversity and justice, and establishing supportive learning environments.

• DECISION MAKING SKILLS: The ability to make informed judgements about health and wellbeing for themselves and in their relations with others.

Methodologies Varieties of teaching strategies are used to encourage students to take greater responsibility for their own learning and improved performance. These may include individual work, group work, team work, self and peer assessment, classroom teaching, video analysis, indoor and outdoor activities.

Teaching Materials and Resources Two full Indoor Basketball Courts, 25m Indoor Swimming Pool, 1m and 3m Diving Pool, Conditioning Room with Resistance and Cardiovascular Machines, Health and Sport Videos, Guest Coaches, Worksheets, Fitness Testing Equipment, Heart Rate Monitors, Class set of Video Cameras for use in lessons

Assessment Assessment is ongoing and will focus on the following Performance Standards:

• Leadership

• Performance

• Application

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PERSONAL DEVELOPMENT

The following units are presented during blocks of time for part of the year.

Human Sexuality

The Human Sexuality unit provides accurate, up-to-date information on STDs, HIV/AIDS, contraception, and safe sex practices.

Students will participate in small and large group discussions to share opinions, clarify their values and practise decision-making.

PERSONAL LEARNING PLAN What is it?

The Personal Learning Plan is a compulsory SACE subject, commencing in Year 10 at St Peter’s College. Students will consider their aspirations and research reliable career information to help them make appropriate subject choices and map out their future. Students will work towards goals they need to achieve as they progress through school towards work, training or further study.

The Personal Learning Plan will help students:

• identify and research career paths and options (including further education, training and work)

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

• consider and access subjects and courses available in an beyond school

• review their strengths and areas they need to work on, including literacy, numeracy and information and communication technology (ICT) skills

• gain skills for future employment

• identify goals and plans for improvement

• review and adjust plans to achieve goals.

A minimum of a C Grade is required in the Personal Learning Plan (PLP) and will contribute 10 credits towards SACE completion.

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SCIENCE

AGRICULTURE

Scope The course consists of four themes, each consisting of several units of work:

Theme 1: Agriculture and the Ecosystem

Units: Agriculture in Focus, Climate, Soil, Ecosystems

Theme 2: Plants in Agriculture

Units: Agricultural Plants, Cereal Production, Pasture Plants and Fodder Conservation. Viticulture

Theme 3: Animals in Agriculture

Units: Animal Husbandry, Digestive Systems

Theme 4: Small Organisms in Agriculture

Units: Invertebrates, Micro-organisms

Learning Outcomes This subject aims to give students an introduction to the fundamental concepts of Agriculture. At the end of the course students should be able to understand and clearly express the notion that an agriculturalist is a manager of a sustainable agricultural enterprise. An important aim is for boys to understand the delicate balance between agricultural productivity and a healthy environment.

Methodologies • Students will be taught critical thinking by the use of the scientific method. This incorporates making observations,

developing an hypothesis, testing by experimentation, analysing data and making valid conclusions.

• Students will develop the ability to work in a collaborative, cooperative manner by the use of group interaction and individual skills.

• Formal presentations involving teacher-student interactions where the terms, principles and practices of agricultural production are discussed and explained, followed by formal and informal testing of these.

• Use of IT within the curriculum is encouraged. Students may use word processing software, data processing software, graphic calculators and PowerPoint presentations.

Teaching Materials and Resources Dynamic Agriculture Years 7-10 3rd Edition, is used as the textbook.

Assessment Summative and formative testing of basic Agricultural Science concepts and their application in problem solving, along with assessment of their research and practical assignments, will be the main criteria for assessment.

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BIOLOGY

Scope Anatomy and Physiology of the Human Body, broken down into the following areas of study:

Cells (including use of the microscope)

Biochemistry (simple analysis of Carbohydrates, Proteins and Fats)

Respiration (with and without oxygen)

Digestion (food and diet) and Enzymes

Circulation (heart, blood and vessels)

Homeostasis (keeping temperature, glucose and water constant, removing wastes, involving nerves and hormones)

Excretion (the kidney)

Genetics (inheritance of a single characteristic)

This course will provide a solid foundation for students who wish to study Biology in Years 11 and 12.

Learning Outcomes At the end of the course students should be able to:

• manipulate apparatus and record observations in biological experiments,

• obtain information about biology from a variety of sources,

• demonstrate knowledge and understanding of biological concepts,

• analyse and draw conclusions from biological data,

• use knowledge of biology to make informed personal, social and environmental decisions,

• communicate ideas and reasoning, using biological terms and conventions.

Methodologies Lessons are teacher-led discussions drawn from the text book with a large practical component. These are supplemented with audio-visual and IT presentations, worksheets, questions and data analysis exercises. Students make use of software to reinforce their understanding of the content by preparing practical reports, research topics and PowerPoint presentations.

Teaching Materials Text: Nelson BIOLOGY (Roberts and Ingram 2nd Ed), supported by various worksheets, plus access to many relevant Internet sites which provide alternative sources of information.

The Miller Library and the Biology Dept have a wide range of biological texts, videos and CD-ROM’s which are extensively used as teacher resources.

Assessment Tests are conducted at the completion of each topic; worksheets and practical reports are also assessed at regular intervals.

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CHEMISTRY

Scope Atomic Structure: Particle Theory, Isotopes, Electron Arrangement

Periodic Table: Periods and Groups, Trends across the Periodic Table, Using the Periodic Table to predict properties

Introduction to Bonding: Metallic, Ionic and Covalent bonding, Writing simple formula, Structural formula of covalent molecules

Organic Chemistry: Hydrocarbons, Petroleum Industry,

Metals: Properties, Activity Series, Metal Extraction

Non-Metals: Properties, Halogens, Oxides of sulphur and nitrogen

Solution Chemistry: Acids and Bases and their properties, Indicators and the pH scale, Acid rain,

Energy and Chemical Reactions: Exothermic and Endothermic reactions Simple calculations measuring energy changes.

Learning Outcomes At the completion of the course, the students should be able to:

• manipulate apparatus and record observations in chemical experiments,

• demonstrate knowledge and understanding of chemical concepts,

• analyse and draw conclusions from chemical data,

• communicate ideas and reasoning, using chemical terms and environment decisions.

Methodologies • Discussions drawn from text books.

• Large practical component reinforcing what has been learnt in theory.

• Use of IT and audio-visual resources.

• Making observations during practicals, small project work, note taking and answering of questions to improve literacy and reinforce the learning process.

Teaching Materials • Text: Nelson Chemistry (2nd Edition)

• Worksheets

• Absorb Chemistry

Assessment • Topic tests

• Practical reports

• Worksheets

• 1 hour mid-year test

2.5 hours end-of-year exam covering the whole year’s work.

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GEOLOGY

Scope The course aims are to encourage the students to:

• develop curiosity about, interest in and enjoyment of Geology,

• question and explore the world from the perspective of Geology,

• become independent learners,

• develop a range of problem solving strategies,

• become aware of a variety of career paths and opportunities in the field of Geology,

• consider the economic, social, political and cultural influences and constraints on developments in Geology.

In Year 10, as an introduction to the study of Geology in Years 11 and 12, we focus our attention on Lapidary, the art of cutting stones – especially gems and precious stones.

The content covers rock formation and its relevance to the formation, occurrence and use of precious material.

Lapidary skills covered are:

• choice of stones

• abrasives and polishes

• machinery

• practical gem cutting

• making ornamental objects

• oddities of the mineral world

• history and folklore of gems

• tumbling of stones.

Other topics include:

• Planet Earth – Crust and inside minerals

• Introduction to Rock Cycle / Geology of St Peter’s College

• Geologic Time / Fossils / Future

• Earth’s Forces – Plates.

This is a practical course involving the use of specialist equipment. All specimens polished are kept by the students.

Learning Outcomes At the end of this course students should be able to:

• work in a safe manner using lapidary equipment,

• cut and polish a variety of geological specimens and understand their geological development,

• gain an appreciation of the link between Geology, workplace, school, home,

• recognise the importance and place of Geology throughout history,

• appreciate the link between Geology and our every-day-life,

• undertake and carry out practical activities using a variety of equipment and technologies,

• acquire a fundamental level of knowledge to generate a curiosity in all things geological,

• carry out discussions using precise geological terminology.

Methodologies • Workshop cutting and polishing using combination lapidary units.

• Internet discovery and research.

• Digital camera and IT presentations.

• Classroom practicals (self-directed and teacher-directed).

• Formal teacher-directed introductions to topics and practicals.

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Teaching Materials Internet / videos / extensive specimen collections / workshop facilities / directed practical worksheets / overheads.

Assessment Assessment is constant and ongoing. Cumulative marks from many small items are used rather than a few large tests. There is no mid-year test in this subject at Year 10 level.

Lapidary tasks vary and represent approx. 50% of assessment tasks.

50% is devoted to other classroom practicals (10%), topic tests (30%) and research assignments (10%).

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PHYSICS

Scope The following topics will be covered in Year 10:

• reflection of light and plane mirrors,

• curved mirrors,

• electromagnetic radiation,

• specific heat capacity,

• velocity and acceleration,

• Newton’s laws of motion,

• adding forces,

• the solar system,

• electromagnets and electric motors,

• stars and the universe.

Learning Outcomes At the end of this course students should be able to:

• use scientific terminology, procedures and conventions,

• explain everyday phenomena and solve practical problems,

• have an awareness of the interaction between Physics and technology.

Methodologies Most lessons will involve either a demonstration, or investigative work.

Students are expected to take an active role, comprehend experimental procedures, and be able to apply the ideas to problem solving.

Teaching Materials and Resources The syllabus outline, and classroom notes are all available on the School’s Intranet. There are also other interesting links to Scientific sites on the Physics page which is on the School’s Intranet.

Assessment Each topic will be assessed by a test. There is also a mid-year test and an end-of-year examination. Other forms of assessment include a research assignment, practical reports.

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TECHNOLOGY

DESIGN TECHNOLOGY – MATERIAL PRODUCTS

Scope Material Products involves the combination of skills with knowledge and understanding in order to design and make quality products. Participants develop abilities in the safe and effective use of power tools, hand tools and machinery while engaged in designing and making activities. A diverse range of materials will be utilised and integrated when producing solutions to these design challenges.

Students are encouraged to become autonomous and creative problem solvers. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products. Students reflect on and evaluate present and past design and technology, its uses and effects.


• select and use materials, components, techniques and equipment to make products using safe working practices,

• develop their designing and making skills, and to combine these with knowledge and understanding to design and make quality products,

• consider the effects and implications of technological activity,

• relate and apply knowledge and understanding from across the curriculum.

Methodologies Students take part in design and make projects that are linked to their own interests. Students are presented with challenges where they identify an opportunity, design to meet a need, manufacture products, and evaluate the whole design and making process.

Teaching Materials and Resources Students use ICT to help with their work, including Computer-Aided Design (CAD), graphic design and ICT-based resources for research. They consider how new technology affects society and their own lives.

The practical work will be undertaken in the Design Technology workshop within the START Centre.

Assessment The course consists of two major assessment items which require the participants to engage in designing and making challenges. Their solutions are documented in design folios, which serve as a record of the processes they have undergone while producing a solution to the design challenge.

Final assessment will be determined by the following criteria:

Knowledge and Understanding 30%

Designing and Making 70%

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DESIGN TECHNOLOGY – SYSTEM AND CONTROL PRODUCTS - ROBOTICS

Scope Systems and Control Products involve the combination of skills with knowledge and understanding in order to design and make robotic and electronic systems.

This course will allow participants to develop abilities in the use of programming software associated with microcontrollers and Computer Numerically-Controlled (CNC) equipment and the designing and making of single-sided printed circuit boards.

Systems and Control Products encourage students to become autonomous and creative problem solvers. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. Students reflect on and evaluate present and past design and technology, its uses and effects.


• select and use materials, components, techniques and equipment to make products using safe working practices;

• understanding to design and make quality systems;

• consider the effects and implications of technological activity, relate and apply knowledge and understanding from across the curriculum;

• develop their designing and making skills, and to combine these with knowledge.

Methodologies Students are presented with design challenges where they identify an opportunity, design to meet a need, manufacture products, and evaluate the whole design and making process.

Teaching Materials and Resources Students use ICT to help with their work, including Computer Aided Design (CAD), graphic design, Computer Aided Manufacture (CAM), simulating and testing electronic circuits, designing Printed Circuit Boards (PCBs) and ICT-based resources for research. The course will be conducted in the Robotics facility within the START building.

Assessment The course consists of two major assessment items which requires the participants to engage in designing and making challenges. Their solutions are documented in design folios which serve as a record of the processes they have undergone while producing a solution to the design challenge.



Designing and Making 70%

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INFORMATION AND COMUNICATION TECHNOLOGY

Scope Information and Communication Technology involves the combination of skills with knowledge and understanding in order to develop outcomes through the application of Information Technologies.

This course will allow participants to develop technical abilities in the use of technologies associated with 3D modelling, video and sound editing, mobile phone emulators and web based communication.

Information and Communication Technology encourages students to become autonomous and creative problem solvers, as individuals and members of a team.

They must look for needs, wants and opportunities and respond to them by developing a range of ideas and outcomes.


• demonstrate an understanding of the processes, products, and potential of design and technological activity;

• apply given design strategies to implement solutions to technological problems, working collaboratively and/or individually;

• recognise and use the differing characteristics of computer applications to realise outcomes.

• gather, interpret, and apply information relevant to the solution of technological problems;

• communicate to relevant audiences their ideas, understanding, and decision-making processes relating to a product or system based on defensible values and principles.

Methodologies Students take part in projects that are linked to their own interests. Students are presented with design challenges where they identify an opportunity, design to meet a need and produce outcomes.

Teaching Materials and Resources ICT is central to this course with the application and integration of industry standard applications a priority.

Assessment The course consists of four major assessment items which requires the participants to engage in challenges. Prior to undertaking these challenges formative activates are undertaken to develop a base skill level.



Designing and Producing 70%

Documents

CURRICULUM HANDBOOK Year 10 - 2012 · YEAR 10 – 2012 2 CONTENTS Contents 2 Foreword 3 Languages in the Senior School 4 Curriculum Support 4 English as a Second Language 4 Outdoor