Rose Bay High School · a) Progressive ideas and movements (1750 – 1918) b) The Industrial Revolution (1750 – 1914)Movement of peoples (1750 – 1901) 2. Australia and Asia Students

Department of Education

Rose Bay High School

Year 9

Learning Program

Handbook 2019

Page 2

Index Section 1: How to use this guide 4

Assessment 6

Section 2: Compulsory Subjects

English 7

Health and Physical Education 8

History 9

Mathematics 10

My Education 11

Science 12

Section 3: Optional Subjects

Studies in Science and Mathematics

Accelerated Maths

Supplementary Maths

16

16

Engineering 17

Studies in Technology

Applied Technology 19

Food Studies 20

Girls’ Woodcraft and Design 21

Introduction to Hospitality 22

Lifestyle and Fashion 23

Wood Craft and Design 24

Studies in The Arts

Art, Craft and Design 26

Contemporary Music 27

Drama Production 28

General Music 29

Music Ensemble 30

Performance 31

Studies in ICT and Living

Child Studies 33

Digital Art 34

Digital Technologies 35

Personal Development 36

Page 3

Index Cont

Studies in Humanities and LOTE

Creative Writing 38

Economics and Business 39

French 40

Geography 41

Japanese 42

Studies in Recreation and Fitness

Athlete Development Program (Soccer) 44

Outdoor Education 45

Sport and Recreation 46

Sport Science 47

Wellness. Leisure and Recreation 48

Half Year Courses

Animal Studies 50

Athlete Development Program (Netball) 51

Business Computing 51

Ceramics 53

Coding and App Development 54

Cooking for Community and Me 55

Creative Comics 56

School Magazine 56

Dance 57

Drawing 58

Fitness for Life 59

Introduction to Photography 60

Legit Lit 61

Media 62

Metalwork 63

Patisserie 64

Science by Inquiry 65

Yoga 66

Page 4

Section 1: How to use this guide

This booklet contains brief descriptions of the subjects which together make up the

formal curriculum at Rose Bay High School. The subjects described in this booklet are

taught in regular classes, within normal school hours.

In addition to the academic subjects the school also provides a wide range of other

educational activities. These activities may occur during class time but generally take

place during lunch hours, after school, or on days especially set aside for them. They

include such things as Peer Support, Driver Education, SRC, sports teams, as well as

participation in academic competitions, such as in English, Mathematics, Languages and

Sciences and the school Concert, Rock and Stage Bands.

Section 1 provides some general information about subjects, assessment and awards.

It also contains some very important information about how to select optional subjects

and what each student needs to consider before making a selection.

Section 2 provides brief descriptions of the subjects which are compulsory at Rose

Bay High School and which, consequently, every student in Grades 9 must study.

Section 3 describes the optional subjects which are offered in Grades 9 and 10. It

must be noted, however, that subjects can be provided only if a sufficient number of

students choose the subject to make a workable class and the number of classes in

each subject will be limited by the facilities available.

We encourage students to leave their future options open by selecting a

variety of subjects. A range of optional choices from a number of options

groups should provide a balanced course of study in Grades 9 and 10.

If you are in Grade 8, or you are a parent of a child in Grade 8, you should read this

booklet carefully before choosing subjects for study in Grade 9 and Grade 10.

Keep in mind that you are committing yourself to a full year’s work in each subject,

unless you choose one of the half year courses. It is your responsibility to make an

informed choice by reading the guide carefully, talking to subject leaders and

attending the Open Night and Options Information Evening with your

parents/guardians.

Page 5

Before you make your final selection ...consider all your options

We recommend that students choose their optional subjects with care, considering

their future.

With students now expected to complete Year 12, students should be thinking of a

four year programme of senior secondary study (years 9-12).

Students contemplating tertiary study may need to seek specialist advice given course

prerequisites and quotas. Further information regarding post Year 10 provision can

be obtained from Rose Bay High School and Rosny College.

Please choose carefully as there will be no change of Option

choices after 3 December 2018.

Subject selection will be online via the Web Preferences website. This

website will become available through the school internet page on

Monday 10 September and will remain live for two weeks. Any students

who cannot make their selection within this period will need to see Mrs

Cash.

Questions you should ask

before making a choice

Which subjects do I like?

What will I learn in this subject?

Which subjects am I interested in?

What will I do in this subject?

Which subjects am I likely to do well in?

Which subject(s) may help my career choice?

Are there any new subjects I have not studied before?

What methods of study does each subject use?

What special skills might I need for success in the subject?

What extra time commitment will I need to make?

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Assessment

All subjects at Rose Bay High School will be assessed under one of the following

assessment frameworks.

Australian Curriculum Framework

Students will be assessed against the Australian Curriculum. The expected

Achievement Standard for each year represents a broad range of student

knowledge, understanding and skills. Student achievement in Years 7–10 will be

reported using the letter ratings A–E.

A indicates that a student is performing well above the standard expected.

B indicates that a student is performing above the standard expected.

C indicates that a student is performing at the standard expected.

D indicates that a student is approaching the standard expected.

E indicates that a student is performing below the standard expected.

Australian Curriculum General Capabilities Framework

General Capabilities encompass knowledge, skills, behaviours and dispositions that,

together with curriculum content, will assist students to live and work successfully in

the twenty-first century. Students will receive reports with assessments against five

standards :

Excellent, Good, Acceptable, Developing or Needs Attention.

Page 7

Section 2: Compulsory Subjects

Which subjects are compulsory?

English

The study of English is central to learning: it enables students to communicate

confidently and to think logically, critically and creatively.

What will I be doing?

In English classes students

learn to listen to, read, view, speak, write, create and reflect on spoken,

written and multimodal texts across a range of different social, historical and

cultural contexts

appreciate, enjoy and use the English language and its power to evoke feelings,

convey information, entertain, persuade and argue

understand how Standard Australian English works

develop skills in inquiring into the aesthetic aspects of texts in order to gain an

appreciation of literature

use strategies for making levels of meaning from texts, to challenge the

information that is presented in them and to justify their responses using

evidence and examples from the texts

learn how to choose and use appropriate text forms for particular audiences

and purposes in order to create effective, original texts.

Where can this take me?

English provides a pathway to the following subjects in Years 11 and 12

English Applied 2

English Foundation 2

English Literature 3

English Writing 3

How will I be assessed?

Students are assessed against the Australian Curriculum

Page 8

Health and Physical Education

The curriculum at Rose Bay is based on the Australian curriculum for Health and

Physical Education.


The content is across two interrelated strands:

Personal, social and community

health

Movement and physical activity

Resilience, mental health and

wellbeing

Alcohol and drugs

Relationships and Sexual health

Food and nutrition

Safety

Health benefits of physical activity

Physical play and modified games

Fundamental movement skills

Rhythmic and expressive

movement

Games and sports

Individual challenge activities

Health-related physical activities.

The Health and Physical Education curriculum is informed by a strengths-based

approach which affirms that all children and young people, and their communities,

have particular strengths and resources that can be nurtured to improve their own

and others‘ health, wellbeing, movement competence and lifelong participation in

physical activity.


Health and Physical Education provides a pathway to many subjects in Years 11 and

12, including:

Personal Health and Wellbeing 2

Physical Recreation 2

Health Studies 3

How will I be assessed? Australian Curriculum


Page 9

History (The Making of the Modern World)

The Year 9 curriculum provides a study of the history of the making of the modern

world from 1750 to 1918. It was a period of industrialisation and rapid change in the

ways people lived, worked and thought. It was an era of nationalism and imperialism,

and the colonisation of Australia was part of the expansion of European power. The

period culminated in World War I 1914-1918, the ‘war to end all wars’.

What will I be learning?

There are three depth studies for this historical period. Making a Better World?

Students investigate how life changed in the period in depth through the study of

ONE of these major developments:

a) Progressive ideas and movements (1750 – 1918)

b) The Industrial Revolution (1750 – 1914)Movement of peoples (1750 – 1901)

2. Australia and Asia

Students investigate the period 1750 – 1918 in depth through either:

a) Asia and the worldMaking a nation

3. World War I (1914-1918)

Students investigate key aspects of World War I and the Australian experience of the

war, including the nature and significance of the war in world and Australian history.


It will consolidate your knowledge for the grade 10 History course. Which leads into

the following pathways in college (TASC and University/TAFE pathways):

History and the Environment 2

Ancient History 3

Geography 3

Modern History 3

Philosophy 3

Studies of Religion 3

Australia in Asia and the Pacific



Mathematics-numeracy

Mathematics and problem solving are a necessary part of the secondary curriculum and

in Mathematics we aim to enable students to develop:

http://www.australiancurriculum.edu.au/Glossary?a=H&t=modern

http://www.australiancurriculum.edu.au/Glossary?a=H&t=nationalism

http://www.australiancurriculum.edu.au/Glossary?a=H&t=imperialism

Page 10

Their Mathematical knowledge and the oral, written and practical skills used in

everyday applications and situations;

Their skills to think purposefully and logically in the solution of problems;

An awareness of structure and pattern with Mathematics;

An enquiring attitude, including the capacity to question the reasonableness

and accuracy of results arising from computational, practical and investigative

situations.


The curriculum at Rose Bay is based on the Australian curriculum for Mathematics.

The content is across three strands: Number and Algebra, Measurement and

Geometry, and Statistics and Probability. The proficiency strands for this content

involve fluency, problem solving and reasoning.

Students will be assessed against national achievement standards for their year group

and will be awarded a rating of A-E. Where students are operating at well below the

standards for their year group it may be necessary to assess them at a lower year group

level.


Mathematics provides a pathway to the following subjects in Years 11 and 12

Workplace Maths 2

General Mathematics Foundation 2

Maths Methods Foundation 3

General Mathematics 3



My Education


Page 11

Important career and life planning skills to assist you to navigate through your future

learning, work and life opportunities. You will learn how to identify your personal

interests, values, strengths, opportunities and aspirations and how to use these

effectively to make decisions about your future. My Education is delivered as a

suspended curriculum model utilising 4 days throughout the school year to work

with your Grade Supervisor and Home Group teachers to undertake activities and

topics as a whole grade which are mapped against the 9/10 My Education Framework

and 9/10 Australian Curriculum – Work Studies.


Students who consider their interests and opportunities early on during their

education will have a clearer picture about who they are and what they might like to

do into the future.


Students are assessed against the 9/10 My Education Framework and 9/10 Australian

Curriculum – Work Studies.

Page 12

Science

The Science curriculum is designed to help students become lifelong learners who

are:

inquiring and reflective thinkers

effective communicators

self-directed and ethical people

responsible citizens


Students will be studying concepts associated with each of the disciplines: Biology,

Physics, Chemistry and Earth Science. The aim is to develop scientific skills and

knowledge which will enable the student to make sense of, and appreciate the world

they live in, and to make informed decisions about scientific issues into the future. There is an emphasis on practical investigations and problem solving enabling

students to develop their analytical and laboratory skills. Alongside this, students

develop an understanding of the development of accepted scientific theories and

knowledge. By providing relevant contexts, it is hoped that students will develop and

enhance their interest in the world around them.


Science provides a pathway to the following subjects in Years 11 and 12

Life Sciences 2

Physical Sciences - Foundation 2

Environmental Science 3

Physical Sciences 3

Biology 3


Students are assessed against the Australian Curriculum: Science

Page 13

Section 3: Optional Subjects

The options choices made by Grades 9 and 10 students now will

be used to make decisions about school staffing and organisation

for 2019.

It is imperative that the choices students make now

are well-informed and final. In 2018 there were waiting lists in some subjects.

Every effort is made to give all students maximum choice but, where a subject is

over-subscribed, the following process will take place:

Once classes are set, limits will apply to class numbers in most subjects and many

options will be closed.

Opportunities for students who change their mind about their options choices

will be limited.

The remaining places will be filled taking into account the order of preference on

the selection form.

Grade 9 students who miss out will be given priority for 2019.

Students who receive an unsatisfactory result in an over-subscribed subject (or

allied Grade 8 syllabus) in 2018 will, most likely, not be considered for inclusion

in the subject in 2019.

At Rose Bay High the following optional subjects will be

offered to students in 2019:

Please note that subjects offered will only go ahead if there are sufficient

students to make up full classes; a fifth option choice is essential.

All optional subjects are regarded as being of equal merit. All these subjects involve

approximately one hundred hours of study, including schoolwork and homework,

during the course of one year.

This year, the optional subjects from each discipline have been grouped together to

enable students to choose from areas of specific interest or relevance to them.

Page 14

Choosing from three or more groups will enable students to structure a balanced

overall program.

Choosing three subjects from the same group is not permitted.

Science and Mathematics Recreation and Fitness

Accelerated Maths Athlete Development Soccer

Supplementary Maths Outdoor Education

Engineering Sport and Recreation

Technology Sport Science

Applied Technology Wellbeing, Leisure and Recreation

Food Studies Half Year Courses (pick two)

Girls Woodcraft and Design Athlete Development Netball

Introduction to Hospitality Business Computing

Lifestyle and Fashion Ceramics

Woodcraft and Design Coding and App Development

The Arts Cooking for Community and Me

Art Craft and Design Creating Comics

Contemporary Music Creating a School Magazine

Drama Dance

General Music Drawing

Music Ensemble Fitness for Life

ICT and Living Introduction to Photography

Child Studies Legit Lit

Digital Art Media

Digital Technologies Patisserie

Personal Development Science by Inquiry

Humanities and LOTE Yoga

Creative Writing

Economics and Business

French

Geography

Japanese

Four of these subjects must be chosen for detailed study each year in Grade 9 and in

Grade 10 along with the compulsory subjects mentioned previously. Students should

choose a balance between academic and practical courses.

Page 15

Studies in Mathematics and Science

Accelerated Mathematics

Engineering

Supplementary Maths

Page 16

Accelerated Mathematics


This course is designed for those students who are interested in, have an aptitude for

Mathematics, and are considering studying at pre-tertiary level in Year 11 & 12. The

course will cover the national curriculum content for both grade 9 and grade 10

using core and option time.


Maths Methods 3C (Year 10), Maths Methods 4C (Year 11), Maths Specialised (Year

12) It is not essential for students intending to do General Mathematics – Foundation

2C in Grade 10 but is highly recommended for Mathematical Methods Level 3.

Students considering this option should talk to their grade 8 maths

teacher.


Students are assessed against the Australian Curriculum Mathematics Grade 9 and

10.

Note: Students will not be permitted to study this course in addition to

Supplementary Maths, they can only choose one of the two.

Supplementary Maths


For students who would like to improve their general

maths skills and deepen their understanding of the subject. This option compliments

the Grade 9 Australian Mathematics Curriculum; allowing students to consolidate

their knowledge, work on extension topics and advance investigation techniques.

There are no pre-requisites for this option just a willingness to learn.


Students are assessed against the Australian Curriculum General Capabilities.


Accelerated Maths, they can only choose one of the two.

Page 17

Engineering


This course is specifically designed for the committed student with an interest in

engineering, robotics, inventing, building prototypes and participating in state and

national challenges and competitions.

Over the course of the year students will be offered a choice of segments in the

following:

Electronics; learning how to create circuits that can be used to create designed

solutions with Raspberry Pi, BBC Microbit

3D digital design leading to 3D printing

Computer Aided Design and Manufacturing

Python Coding

Robotics to create robots that can compete in various robotics competitions

Competitions such as the Science and Engineering challenge, F1 in Schools,

Bookend Trust challenge and others

The goal is to gain proficiency in the Engineering Design Life Cycle, which recognises

the need for hardware and software technical skills, collaboration and self-direction.

Student will increase their ability to define a problem to be solved, design and create

a solution and then present the solution to an audience

Choices include:

Term 1 Term 2 Term 3 Term 4

Electronics Course

Robotics

Python Coding

3D Design

Science and

Engineering

Challenge

Electronics Course

Electronics Project

Robotics

3D Design

RoboCup

Python

Raspberry Pi

Electronics Course

Electronics Project

Robotics

3D Design

Python

Raspberry Pi

Electronics Course

Electronics Project

Robotics

3D Design

Python

Raspberry Pi


Engineering provides a pathway to subjects in Years 11 and 12, such as Student

Directed Inquiry and other mixed field courses. Electronics, Design and Computing

and other technology course, UTAS STEM Fields.


Students are assessed against the Australian Curriculum General Capabilities

Page 18

Studies in Technology

Applied Technology

Food Studies

Girls, Woodcraft and Design

Introduction to Hospitality

Lifestyle and Fashion

Wood, Craft and Design

These subjects will contribute to student outcomes in Technology.

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Applied Technology


This subject is designed for self-directed, motivated students who like design

challenges and who wish to develop problem solving and research skills. Students will

be given the opportunity to design and make projects that solve class challenges. The

subject has a strong emphasis on collaborative learning, designing, making and

problem solving.


The subject covers many aspects of engineering, physics and modern technology.

Students considering future studies at University should strongly consider

undertaking this course.


Students are assessed against the Australian Curriculum Design Technologies

Cost: The cost to make and complete set projects will be covered by student levies.

If students choose to undertake projects using non-standard materials,

they will be required to pay for the materials or provide their own.

Students will also be supplied with a pair of safety glasses and ear plugs as part of

their levies, but will be responsible for replacing these items if they are lost or

damaged.

Page 20

Food Studies Food Studies is largely practical in nature, but does have an essential theoretical

component. This subject aims to improve students’ skills in preparing and presenting

food, develop students’ ability to use kitchen equipment and appliances and

encourage safe and hygienic kitchen practices.

The theoretical component aims to develop students’ understanding of

nutrition, problem solving, decision making and resource management.

This is undertaken through the completion of research tasks, design

briefs and recipe selection and/or development.


Cooking a variety of recipes suitable for breakfast, lunch, dinner, dessert and snacks.

Following design briefs to create recipe and menu ideas

Making a fancy decorated chocolate cake

Units are based on topics such as:

Introduction to Food Studies 2 (studied in 2017)

Food from Other Countries

Foods for Festive Occasions

Celebrity Chefs

Chef Idol: Cooking for Competition

Connecting with the Community

Edible Art (studied in 2018)

Australian Food and Culture

Foods for Special Needs

Fast Food Fast Equipment (studied in 2017)


Food Studies provides a pathway to the following subjects at college level:

Food and Cooking Essentials 1

Food and Hospitality Enterprise 2

Food, Cooking and Nutrition 2

VET Hospitality (Certificate 1 and 2)

VET Kitchen Operations (Certificate 11)



Page 21

Girls’ Woodcraft and Design

Girls’ Woodcraft and Design offers female students the opportunity to produce projects

predominately using wood and a wide variety of materials and processes. The course

has a flexible format, which enables students to work on set projects and negotiate

design projects to suit their personal interest or needs.


Students will be learning about materials, tools and equipment used to construct

products using timber and associated materials. Students will be encouraged to

incorporate other materials such as metal, plastics and glass into their designs. Students

studying this course for the first time will be expected to complete a number of skills

based projects. Students who continue with this subject and have gained the required

skills from their first year of study will be given the opportunity to undertake a

negotiated project.

Projects may include:

Trinket boxes, mosaics, small furniture items and utensils,

picture frames and mirrors, games and storage units.

Cost: The cost to make and complete set projects will be

covered by student levies. If students choose to undertake

projects using non-standard materials, they will be required to pay for the

materials or provide their own. Students will also be supplied with a pair of

safety glasses and ear plugs as part of their levies, but will be responsible for replacing

these items if they are lost or damaged.


Girl’s Woodcraft & Design provides a pathway to the following subjects in Years 11

and 12:

Creative Projects 2

Design and Production (Composite Materials) 2

Design and Production (Wood) 2

Housing and Design 3



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Introduction to Hospitality

Introduction to Hospitality is designed for students who

may be interested in working in hospitality (e.g. cook, chef,

waiting staff, hotel management), or for those considering

catering-based or VET subjects at college. It will be largely

practical in nature, supported by an essential theoretical

component.


Throughout the year students will have the opportunity to:

Participate in the planning, preparation and service of a range

of functions

Gain Barista skills by preparing a range of coffees for staff and students.

Prepare food and drinks in a mini café – Terms 3 and 4

Participate in the Clarence City Council Safe Food Handling Program

Visit Hospitality establishments such as Government House and Hotel Grand

Chancellor.

Develop knowledge of the pathways available in the Hospitality Industry

Prepare a range of cuisines and develop their knowledge of current industry

trends.

Enhance team work, time management and decision making skills.


Introduction to Hospitality provides a pathway to the following subjects at college

level:







Students are assessed against the Australian Curriculum General capabilities

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Page 23

Lifestyle and Fashion

Lifestyle and Fashion focuses on the development of skills in the designing and making

of crafts, machine sewn items, soft furnishings and jewellery. This subject is practical in

nature with students completing a range of textile and craft items. Lifestyle and Fashion

also contains elements of problem solving, decision making, consumer budgeting and

personal development.


Different work is completed each year and is based on interest. Topics may include:

Cushion Design and Making

Journal covers

Textile Art

Fabric Dyeing

Screen Printing

Garment Construction

Purses and Bags

Friendship bracelets

Fashion Drawing

Jewellery Making

Dream catchers

Costs

The cost to make and complete standard projects will be covered by student levies. If

students choose to undertake projects using non-standard materials, they will be

required to pay for the materials or provide their own.


Lifestyle and Fashion provides a pathway to the following subjects at college level:

Introduction to Applied Fashion Design and Technology

Certificate 11 in Applied Fashion Design and Technology

Technical Theatre Production 11



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Woodcraft and Design

Woodcraft and Design offers students the opportunity to learn about materials, tools

and equipment used to construct products using timber and associated materials.

Students will be encouraged to incorporate other materials such as metal, plastics and

glass into their designs.


Students studying this course for the first time will be expected to

complete a number of skills based projects. Students who continue with

this subject and have gained the required skills from their first year of study will be

given the opportunity to undertake a negotiated project.

Projects may include: Craft items, games boards, small furniture items and utensils,

clocks, carvings and wooden models.






damaged.


Woodcraft & Design provides a pathway to the following subjects at college level:

Design and Production (Wood) 2

Housing and Design 3

Cert 1I in Construction 2




Page 25

Studies in The Arts

Art, Craft and Design

Contemporary Music Studies

Drama

General Music

Music Ensemble

Performance

These subjects will contribute to student outcomes in the Arts

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Art, Craft and Design

This subject is designed to help students continue to develop their technical skills and

to enhance confidence in developing the individual’s ideas. To flex the creativity

muscle and enjoy the art process of self- expression. Like any muscle it requires

practice to keep it healthy.


Students learn how to set goals, solve problems creatively, work independently and

collaboratively. Students also learn how to interpret and appreciate the art of other

people. The course has both theoretical and practical components. Workshop

opportunities and excursions to exhibitions and to community Arts projects are

valued activities that link classroom art to the outside world and are part of this

grade 9/10 course. This course is a full year course. It includes good variety of

the following areas of practice: drawing, painting, mixed media, printmaking, ceramics,

sculpture, papier mache, altered books, skateboard deck design, stencil art and

graphic design including digital media.


The skills students gain in this subject establish the foundation for further study in

Year 11 or 12. The specific pathways lead to: Art Practice 2C, Art Production 3C

and furthermore Art Studio Practice 3C in Grade 12.


Students are assessed against the Australian Curriculum Arts

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Contemporary Music Studies


Students will:

Build and develop their solo instrumental, ensemble and performance skills

Investigate the relationship between society and other popular arts forms

including music

Be able to deconstruct and reconstruct musical styles

Develop original composition and song writing skills

Perform musical works to an audience

Learn about sound, technology and recording techniques

Learn how to use and maintain equipment and do basic electronics repairs

Participate, support and co-operate with others

Gain an understanding of rock music’s place in history.

This course offers students the opportunity to engage in a balance of practical and

theoretical tasks designed to expand student knowledge and skills in contemporary

music styles. There is a strong focus on styles, historical and social perspectives,

performance and presentation, creativity, developing musical ideas and the technical

elements relating to popular styles of the last century. Students attempting this

course must be semi-competent on at least one instrument and have basic theory

and notation skills. Students will be encouraged to develop motivation and self-

discipline, time management, co-operation, planning and leadership skills.

What are the big ideas and skills students will learn about in this

program?

How does music reflect societal values?

How has popular music developed over the last century?

What message does popular music communicate?


Study in this subject provides pathways to further study at college in: Music Studies 2C,

Contemporary Music 2C, Music Ensemble (Stage Band, Funk Band, Jazz Combo, Vocal

Ensemble, Production Band and others), Music Technology Projects 3C, UTAS Music

Technology Projects 3C.



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Drama Does acting interest you? Always wanted to know what happens on and off the stage? Do

you like being the centre of attention? Do people say to you “Wow, you could be the next

Leo Dicaprio or Jennifer Lawrence!” Then Senior Drama is the subject for you.


This subject is for students who enjoy exploring and performing dramatic works.

You will have the opportunity to work with an increasing

range of lighting, sound and performance facilities.

You will develop communication and performance skills

which will help to build your confidence.

You will work with others in practical workshops to explore,

and express your ideas and feelings about issues and events which are interesting

or important to you. This may take the forms of stories, poems or short plays.

You will learn to use technical elements such as lighting and sound to enhance these

works.

You will learn about different styles of drama from different times and cultures.

There will be opportunities for you to refine and polish some pieces

of work for presentation to small or large audiences.

You will have the opportunity to view and comment on professional

and amateur productions in the community.

Why Study Drama?

To develop confidence.

Many careers require excellent verbal communication skills. In some careers (for

example Teaching, Tourism and the Police Force) Drama is a recommended

subject.

Wanting to work in film, television, radio, theatre or any career that requires public

speaking and presentation skills.


Musical Theatre 2

Technical Theatre Production 2

Drama Foundations 2

Theatre Performance 3

Drama 3

Certificate II in Creative Industries

Certificate III in Live Production and Services

Batchelor of Contemporary Arts – UTAS (or mainland equivalents)



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General Music This course is primarily directed at:

(a) The development of each student's ability in the performance of music.

(b) Providing students with knowledge and skills in the language of music.

(c) Providing opportunities for students to use a range of equipment and

technology for a variety of musical purposes.


In the area of performance, students will learn to play music from a variety of styles as

well as work on the technical aspects of playing, improvisation and practice techniques.

Students will play in both group and individual situations. To support a student’s

performance standard expert tuition is available from one of our specialist teachers on

most instruments. Studies in the language of music will involve students in listening to

music, reading and writing music notation, creating music and learning about the

theoretical basis of music. In the development of compositional skills students will

explore their resourcefulness and their ability to develop musical ideas. An emphasis

will be given to placing performance repertoire within an historical and cultural

context.

The study of Music enables students to develop

Self confidence

A positive attitude to work

Supportive relationships with others

Self-discipline

Creative potential

A life-long recreational interest and/or career.


The study of Music in Grade 9 and 10 is the main pathway to various courses at college,

including: Music 3C, UTAS Practical Study 3C, UTAS Advanced Practical Study 3C,

Music Studies 2C, Contemporary Music 2C, Music Ensemble (Stage Band, Funk Band,

Jazz Combo, Vocal Ensemble, Production Band and others), Southern Colleges and

UTAS Wind Ensemble, Music Technology Projects 3C, UTAS Music Technology

Projects 3C.



Page 30

Music Ensemble

This course enables learners in Grades 9 and 10 to develop as musicians through

engagement and collaboration in the rehearsal process and in performance in the

school’s Senior Concert Band. Successful completion of this Level 2 course counts

towards the student’s Tasmanian Certificate of Education. Attendance requirements

include weekly after school rehearsals during term time of 1 hour 15 minutes, four

weekend rehearsal of 10 hours each, and participation in culminating performances of

the material prepared during rehearsals.


This course recognises the participation and the developing expertise of Rose Bay

High School Concert Band members in successful ensemble performance. The

content focusses on the building of ensemble skills and the development of basic

behaviours, attitudes and practices. The unit culminates in at least two full and

successful presentations of prepared material published at Grade 3 level or higher.


This course provides another avenue to further music studies at college and tertiary

level as indicated above under General Music. Many students undertake the course

in addition to the Music courses offered during school hours.


Music Ensemble is accredited by the Office of Tasmanian Assessment, Standards and

Certification (TASC) and attracts 5 TCE credit points.

Note: This course runs entirely after school and does not count as one of

the four options subjects that students need to choose.

Page 31

9/10 Performance – The Musical!

Rose Bay has a strong tradition of creating

exceptional musical theatre opportunities for

students in grades 9 and 10. In the past we have

produced Smithy, Good Vibes, Footloose, All Shook Up,

Sweet Charity and most recently Disco Inferno.

What will I learn?

This fun, engaging and challenging subject provides students with an opportunity to

build their confidence through learning choreography, harmony singing and creating a

character for the stage with the ultimate goal of working as a class to produce the

end of year musical.

Students will have the opportunity to audition

for lead roles, speaking parts, core dancers and

singers as well as being part of the overall

ensemble.

Students thinking about choosing this subject

will need to be prepared to step out of their comfort zone and give absolutely

everything a go. Be prepared to work some weekends and after school for

extra rehearsals and also be involved in set building and painting working bees.

Students need to have exceptional attendance records

and understand that missing lessons and rehearsals will

directly affect their progress in this subject and potential role

they play in the show.

“The sense of immense satisfaction, pride and achievement felt by students, staff and

parents at the completion of this course is change making and we never tire of seeing

students achieve more than they ever dreamed they could.”

Where will this take me?

The satisfactory completion of this course

Leads to the study of pre-tertiary Drama,

Media or Performance at College.

Assessment Framework:

Students will be assessed against the Australian Curriculum General Capabilities

Page 32

Studies in ICT and Living

Child Studies (The Growing Child)

Digital Art

Digital Technologies

Personal Development

Page 33

9/10 Child Studies - The Growing Child

In this subject students should develop an understanding of the factors involved in the

provision of a positive, stimulating and safe

environment for the growing child.


This will include the study of conception, in utero

development, birth, pre and post-natal factors

including nutrition, the child’s environment, health

and safety and the role of adults in the child’s world.

Assessment is based on the student’s application of their understanding to practical

tasks such as:

Conducting playgroup sessions

Participating in sessions with the ‘Baby Think it Over’ simulator.

Researching baby equipment

completing their personal ‘My Birth ‘ assignment

Cost

The cost to make and complete standard projects will be covered by student levies. If

students choose to undertake projects using non-standard materials they will be

required to pay for the materials or provide their own.

Where can it take me?

Child Studies provides a pathway to the following subjects at college level:

Working with Children

Certificate ll in Community Services (with a focus on Children’s Services)



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Page 34

Digital Art

. What will I be learning?

The digital art course will allow students to become familiar with:

Using a tablet to draw and paint.

Art programs such as Photoshop, Open

Canvas, Sculptris, Openshot and Inkscape.

Important digital concepts such as layers,

opacity, glow and screen.

Photo manipulation.

Movie creation and editing.

Digital sculpting and 3D printing.

Vector imaging for cartoons and logos.

Preparing artwork for publication.

As well as learning key skills in digital drawing and

editing, students will have the opportunity to

develop their own art style with a large project of their choice. An individual project

might be a comic or graphic novel, a short film featuring special effects, a digitally

illustrated book, a sequence of themed artworks, a series of game concept art or

something else entirely.


Almost all commercial artwork these days is done digitally, even pieces

that appear to have been painted by hand. Digital art offers a clean,

modern, editable and striking visual style and it is where most working

artists will find their place.

Although there will be some

overlap between the grade 8 and 9/10

courses, Digital Art can be taken over

multiple years to refine skills and explore

new ideas. Either course will also lead into

the Digital Art courses offered at most

colleges.



Page 35

Digital Technologies

This subject is suited to students with a keen interest in all aspects of computer with

maybe aspirations to work with computers in the future.

Senior Digital Technologies follows the standards and guidelines set out in the

Australian Curriculum. Learning in Digital Technologies focuses on further

developing understanding and skills in computational thinking such as precisely and

accurately describing problems and the use of modular approaches to solutions. It

also focuses on engaging students with specialised learning in preparation for

vocational training or learning in the senior secondary years.

It provides students with practical opportunities to use design thinking and to be

innovative developers of digital solutions and knowledge. Digital Technologies

provides students with authentic learning challenges that foster curiosity, confidence,

persistence, innovation, creativity and cooperation. These are all necessary when

using and developing information systems to make sense of complex ideas and

relationships in all areas of learning.


Study topics on

Computer hardware

Digital networks

Data Handling

Algorithms

Webpage design

Coding using Python

Business applications

Planning and managing digital projects


11/12 Business computing

Information Systems and Digital Technology

Computer Science


Page 36

Personal Development


Students will complete two compulsory units and have a choice of two other courses

during the year.

Compulsory Units

1. Pre-Driver Awareness.

Students will undertake the Road Risk Reduction program, designed to

decrease the number of young people involved in crashes when they start

driving.

2. Financial Literacy

Students will investigate different aspects of financial literacy such as earning

money, consumer decisions, etc.

Optional Units

3. Community Service

Students will undertake a Community Service during the double

lessons in an area of interest.

4. Peer Tutoring

Students will have the opportunity to undertake training and then engage in

peer tutoring of Grade 7 or Grade 8 students in English/literacy or

Mathematics/numeracy.

5. Individual Study

Students will have the opportunity to undertake studies to support or extend

work in other subject areas.


Personal Development provides a pathway to the following subjects in Years 11 and

12.

Certificate 11 in Community Service

Road Safety Education 2

Community Service Learning 2

Financial Literacy 1



Page 37

Studies in Humanities and LOTE

Creative Writing


French

Geography

Japanese

Page 38

Creative Writing What will I be doing?

Creative Writing is an opportunity for students

of all abilities to explore their enjoyment of

writing. Students who have a desire to be

authors, lyricists, actors, designers, artists,

performers, journalists will benefit from this

course as will students who wish to improve

their writing skills.

This course is available to both Grade 9 and 10 students. There is an alternate focus

each year allowing students to choose this option in both grades 9 and 10, if they so

desire.

Throughout the year, students are involved in a range of creative writing activities

stimulated from many sources. Through reading, students analyse and critique the

styles of other writers, using this understanding to inform their own writing.

Students learn to compose and craft texts such as, but not limited to, narratives,

poetry, descriptive essay, picture books, graphic novels, short stories, reports and

articles. Genres are explored, discussed and developed.

In term four of each year students

engage in the writing project.

Through negotiation, collaboration

and reflection students complete an

extended piece that has been edited

and drafted a number of times.

There is an emphasis on encouraging originality and on providing students with the

tools and techniques of writers.

Where can this lead me?

Creative Writing provides a pathway to the following subjects in Years 11 and 12:

English Applied 2

English Foundation 2

English Writing 3


Students are assessed against theAustralian Curriculum General Capabilities

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https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiK77LBsY3WAhWHOJQKHV3_DO8QjRwIBw&url=https://creativewriting.ucsc.edu/for-students/left-nav-page-cw-handout-2015.html&psig=AFQjCNFxqhQ6TlqIvbRSxE8X0iBwKNgqZg&ust=1504678199877565

Page 39


This subject gives students the opportunity to further develop their understanding of

economics and business concepts by considering Australia’s economic performance

and standard of living.


The ways governments manage economic performance to improve living standards is

explored, along with the reasons why economic performance and living standards differ

within and between economies. Students explore the nature of externalities and why

the government intervenes to ensure that prices reflect the depletion of resources or

costs to society. Students examine the consequences of decisions and the responses

of business to changing economic conditions, including the way they manage their

workforce. Students will endeavour to answer the following questions:

How is the performance of an economy measured?

Why do variations in economic performance in different economies exist?

What strategies do governments use to manage economic performance?

How do governments, businesses and individuals respond to changing

economic conditions?

In addition, the Web-based Share market Game is used, simulating share trading on

the Stock Exchange


There are a range of subjects available for years 11/12 that students can explore

including Accounting, Business Studies and Economics.



Page 40

French French is a major world language, spoken as the first

language in more than two dozen countries on five

continents and as an official language in 33 countries.

French is a language of diplomacy, used by many

international organisations, and is the dominant working

language at the European Court of Justice. Australia and

the French-speaking world have significant shared history

and strong contemporary connections. Current links between Australia and the

French-speaking world are strong, characterised by bilateral relationships in trade and

investment, educational exchanges, research and development in science and

technology, humanitarian and environmental initiatives, and communications, strategic

and defence priorities. The Pacific region is a particularly important focus of bilateral

engagement. France is a leading destination for Australian travellers, and a partner in

work-exchange opportunities in hospitality, tourism and international relations. Large

numbers of young Australians visit France and other French-speaking countries each

year on student or working visas.


The Year 9 and 10 French programs follow a sequential pathway building on the

foundations established in Year 8 French. Further understanding of the French

language will be gained through listening, speaking, reading and writing.

Students will begin to develop their written and oral skills beyond the simple

question and answer level to basic conversation and lengthier written

communication. Students will be able to work at their level and will make extensive

use of online language programs.


French Foundation 2

French 3


Students are assessed against the Australian Curriculum - Languages

Page 41

Geography

Do you want to take action for a sustainable world future? Then

Geography is the subject for you!

Geography is important because it helps students understand

the world around them, and how people and environments

are interconnected.


Students learn to question why the world is the way it is,

reflect on their relationships with and responsibilities for that world, and propose

actions designed to shape a socially just and sustainable future.

Let’s investigate

Environmental change and management

How does human activity affect the environment?

Are we trashing our oceans?

How do we manage change in coastal environments?

An unequal world

How does the natural environment as well as human activity

cause inequity?

Investigations - rich vs poor, living in poverty, the role of NGOs,

governments and foreign aid, and global population

distribution/issues.

What makes a good life?

Investigating wellbeing and the issues affecting the development

of places and their impact on human wellbeing,

Trapped by conflict

Somewhere in the word, there are always people trapped by

conflict.


There are a range of subjects available for years 11/12 that students can explore

Geography3, Exploring Issues in Society, Australia in Asia and the Pacific



http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Development

http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Human+wellbeing

Page 42

Japanese

Japanese is the official language of Japan,

Australia’s northern neighbour in the Asia

region. Japanese culture influences many areas

of contemporary Australian society, including

the arts, design, technology, fashion, popular

culture and cuisine. Japan has been a close

strategic and economic partner of Australia’s

for more than 50 years, and there is ongoing

exchange between the two countries in the

areas of education, trade, diplomacy and

tourism. The ability to communicate in Japanese may, in conjunction with other skills,

provide students with enhanced vocational opportunities. The acquisition of a

language increases options in employment, education, travel, leisure, community and

family activities.


The Year 9 and 10 Japanese programs follow a sequential pathway building on the

foundations established in Year 8 Japanese. Further understanding of the Japanese

language will be gained through listening, speaking, reading and writing. Students will

become confident to write in the hiragana and katakana scripts and gain some

knowledge of kanji.

Students will begin to develop their written and oral skills beyond the simple

question and answer level to basic conversation and lengthier written

communication. Students will be able to work at their level and will make extensive

use of online language programs.


Japanese Foundation 2

Japanese 3


Students are assessed against the Australian Curriculum - Languages

Page 43

Studies in Recreation and Fitness

Athlete Development Program (Soccer)

Outdoor Education

Sport and Recreation

Sport Science

Wellbeing Leisure and Recreation

Page 44

Athlete Development - Soccer


Students will participate in specialist coaching and training sessions that will improve

and develop their skills, tactical awareness and ability to be proactive. The

fundamentals of sports nutrition, physical conditioning, pre-game preparation, injury

prevention and recovery will also be included.


ADP Soccer provides a pathway to the following subjects at college level

ADP General

ADP Soccer




Athlete Development Netball, Fitness for Life, Outdoor Education, or

Sport and Recreation, they can only choose one of the five.

Page 45

Outdoor Education

This course is designed for students to gain and apply knowledge and skills in an

outdoor setting, providing opportunities for personal development both as an

individual and as a member of a group. As they explore a broad range of

recreational pursuits, students will face a variety of challenges and will have the

opportunity to develop leadership skills in these areas. They will also have the

opportunity the gain a Recreational Powerboat Licence.


It will include core units of:

Outdoor skills

Kayaking

Abseiling, Rock Climbing and Slack Lining

Navigation – Maps, Charts and Compass use

Weather – Interpreting Synoptic Charts and forecasting

Clothing and equipment for outdoor activities

Outdoor cooking – Campfires and Hiking Stove use

Outdoor First Aid

MAST Powerboat Licence course

Optional units may include:

Rafting

Sailing

Bushwalking

Rock Climbing and Abseiling Extension


Outdoor Education provides a pathway to the following subjects in Years 11 and 12

Outdoor Experiences 1

Certificate 11 in Outdoor Recreation

Outdoor Leadership 2

Outdoor Leadership 3




Athlete Development Program (Netball or Soccer), Fitness for Life or


Page 46

Sport & Recreation


This is a practical, “hands on” subject for students with an interest in playing and

being involved in sport, recreation and physical activity. It focuses on participating as

an individual or team member, working collegially with others, making a positive and

productive contribution to a game or match and having fun!

Compulsory Units

Participate in a range of sports and leisure activities

Organising and running a sport and recreation session

Developing sporting skills in a range of activities

Developing sporting management, officiating and leadership skills

Students will have an opportunity to assist at school sports events and to officiate in

local primary school sports rosters.


Sport & Recreation provides a pathway to the

following subjects in Years 11 and 12.

Certificate 1 in Sport and Recreation


Certificate 2 in Sport Coaching

Personal Care 1


Health Studies 3


Sports and Recreation Management

(University




Athlete Development Program (Netball or Soccer), Fitness for Life or

Outdoor Education, they can only choose one of the five.

Page 47

Sport Science


Sport Science is a course that unlocks the secrets behind athletic performance. It

examines the broad range of techniques employed by athletes and

coaches to improve performance, from nutrition and training

methods to sport psychology and ergogenic aids. Practical issues

concerning coaching, exercise prescription, and safety are explored.

Units studied in 2019 will not repeat those in 2018.

Compulsory Units

Principles of Training

Components of Fitness, Short and Long Term Benefits of Exercise, Training

Methods, Program Design

Fuelling for Performance

Nutritional Requirements of Athletes, Hydration, Ergogenic Aids

Coaching:

Roles of the Coach, Children in Sport, Structuring Training Sessions,

Performance Analysis

Social Issues:

Drugs, Violence in Sport, Gender Equity, Professionalism, Current Events.

Individual Areas of Interest:

Design and undertake your own Sport Science Study

Sport Psychology

The power of the mind in athletic performance


Sport Science provides a pathway to the following subjects at college level.

Athlete Development 2


Health Studies 3


Sport Science 2

Sport Science Foundation 2

Sport Science 3

Sports and Recreation Management (University



Page 48

Wellbeing, Leisure & Recreation


This subject is designed for those students who find participation in normal Health

and Physical Education classes challenging and will take the place of that subject.

There will be a focus on building confidence, on participating as an individual or

team member, working collegially with others, and having fun!

Compulsory Units

The course will cover various leisure pursuits and will hopefully assist students in

finding an area of interest to pursue further. The Health aspect of the course will

cover some of the content from the mainstream HPE course.

Final selection for this course will be determined by staff. Students

considered not eligible will be placed in the normal Health and Physical

Education course.


Wellbeing, Leisure & Recreation provides a pathway to the following subjects at

college level.



Personal Care 1


Health Studies 3


Sports and Recreation Management (University



Page 49

Half Year Courses

Animal Studies

Athlete Development Program (Netball)

Business computing

Ceramics

Coding and App Development

Cooking for Community and Me

Creating comics

Dance

Drawing

Fitness for Life

Introduction to Photography

Legit Lit

Media

Metalwork

Patisserie

School Magazine

Science by Inquiry

Yoga

Students will need to undertake two half year courses over the year.

Page 50

Animal Studies

This course is designed to educate students on the various aspects of animals in both

domestic and native environments and the ethics behind their relationship with man.


The course will have both theoretical and practical components. There will be

excursions to key facilities within the Hobart region, guest speakers and

opportunities for personal research as well as hands on practical experience.

The five units of study will include:

Australian Native Animals

Livestock/Domestic animals

Paddock to plate – Food & Fibre

Ethics

Endangered Animals

This subject will be offered in each semester. Each semester course will

have a different focus, so students could choose to do both semesters but

will need permission to do this.


Animal Studies provides a pathway to the following subjects in Years 11 and 12:

Certificate ll in Animal Studies

Certificate lll in Animal Studies

Agricultural Enterprise 2

Certificate ll in Agriculture


Students will be assessed against the Australian Curriculum General Capabilities

Page 51

Athlete Development - Netball What will I be doing?

Students will be participating in specialist coaching and training

sessions to improve and develop their skills, tactical awareness

and netball specific fitness.

The practical component includes attacking, defending,

footwork, court craft and strength and conditioning. The theoretical component

includes fitness, recovery methods, injury prevention and reduction and sports

nutrition.


ADP Netball provides a pathway to the following subjects at college level

ADP General

ADP Netball




Athlete Development Soccer, Fitness for Life, Outdoor Education, or


Page 52

Business Computing

Good digital literacy skills are essential for success at college and the work place. This

course is designed to help students to be more prolific and efficient when working on

computers. A computer task may take hours longer than needed when the user does

not fully understand a program or aware of what is possible. From learning to touch

type to office applications, to managing a web site, this course offers a solid

foundation for students heading to college and the work place. The course also looks

at techniques for working through online courses and applications.


MS Office Applications, (Word, Excel and Publisher)

Touch typing

Research skills – efficient use of the internet

Techniques for Completing Online courses

Web page creation and editing for business

Email for business

Online applications

Managing a Social media page for business



Essential skills, using Computers and the Internet 2


Page 53

Ceramics

This course is designed for those students wanting to learn more about

the specialised craft of working with clay.


The Ceramics course covers hand-building techniques such as coil,

moulding and slab work. Plus an introduction to wheel work, which is

using the electric potter’s wheel. Students have the opportunity to

create both sculptural and functional objects from clay, such as bowls,

plates and mugs, heads, animals, birds, shoes, garden gnomes and terra cotta pots.

Theory is an essential part of this course.




and Ceramics.


Assessment Framework: Australian Curriculum General Capabilities.

Page 54

Coding and App Development

Being able to code effectively is a highly valued ability in the modern workplace. To

drastically reduce the time to complete tasks by quickly writing a computer program

is regarded by being equivalent to a super power!

This course is designed to give students the skills to create a digital product using the

coding language Python. Students will learn to write programs that can solve

everyday problems and help them work more efficiently in the workplace. They will

learn to import and work with the countless number of modules built for Python.

Students will also create graphics and games. Students will incorporate their current

maths skills to develop efficient algorithms, as well as produce graphics and sounds.

This is a challenging but rewarding course which will suit students who have a keen

interest in the technical side of computing.


Create algorithms using variables and loops.

Using the windows command module to import modules.

Learn to work with suitable python modules to complete various tasks.

Create workplace solutions, make games and develop graphics using python

Competing in competitions when available


9/10 Digital Technologies


Information Systems and Digital Technology

Computer Science



Page 55

Cooking for the Community and Me

This subject is for students who would like to extend their

Hospitality skills, help others and minimize the war on food

waste. We will work with the Second Bite organisation and

Clarence City Council to prepare and provide nutritious meals

for members of your community.


This course is largely practical and will allow you to:

Prepare and serve morning teas/lunches to community groups

Prepare nutritious meals for those in emergency housing

Menu planning skills

Safe Food Handling Certificate Clarence City Council

Safe use of commercial equipment

Team work skills

Understand the processes involved in food packaging, labelling and storage.

Learn how to adapt recipes and prepare them in bulk


Cooking for the Community and Me provides a pathway to the following subjects at

college level.

Food and Cooking Essentials



VET Kitchen Operations

VET Hospitality



Page 56

Creating Comics


This course is designed for those students interested in developing and extending

their existing skills in both creative writing, and drawing. The learning skill is centred

in gaining further understanding of the elements of art, the principles of design and

literature, and how they combine to communicate a theme or story. Mediums

students will explore will be pencils, ink and washes. The course includes how to

anatomically draw characters, character development and the importance of story,

and art in conveying a message.




and Digital Art Media.



School Magazine


Are you a budding journalist, reporter or photographer? Can you work to deadlines?

Are you a team player? This subject is for you. Students will be writing, editing and

proof reading the school magazine. Students will be responsible for the design of the

magazine, including determining content, layout and graphics.



Year 11 or 12.



Page 57

Dance


This subject is for students who are interested in communicating ideas through dance.

Dance is divided into three areas – dance making, dance skills and dance appreciation.

In dance making, students develop

movement for particular ideas and learn

ways to put them into a sequence. Students

are encouraged to increase their repertoire

of movement – this may involve studying a

new or unfamiliar style, exploring ideas

through improvisation or trying a related

movement theory.

Dance skills are developed through technique classes

where the emphasis is on increasing strength, flexibility

and aerobic fitness. Increasing confidence in

performance is also a focus of the dance skills area.

Dance appreciation refers to viewing and commenting

on performances, being involved in workshops of

sometimes unfamiliar dance styles, as well as being able

to reflect on own and others’ work.

You do not need to have any dance experience to do

this course – just a willingness to work cooperatively

and creatively.

Regular attendance is essential due to the frequency of group work.


Dance provides a pathway to the following subjects in Years 11 and 12:

in Years 11 and 12

Dance: the Basic Moves 1

Dance 2

Dance Choreography and Performance 3 Choreography an



Page 58

Drawing


This is a half year course and is designed for those students who wish to extend their

existing skills in drawing. The learning experience is centred in gaining further

understanding of the elements of art and the principles of design and how to use

these to create successful artwork. A variety of mediums will be explored (lead

pencils, crayons, ink, watercolour, fineliners, pastel and paint). The course includes:

how to draw realistically, still life drawing, cartoon character development and

illustration.




and Digital Art Media.


Students are assessed against the Australian Curriculum General Capabilities.

Page 59

Fitness for Life Not for the faint hearted!


Through exploring the concept of fitness students will seek to ensure that they have

a solid understanding of looking after their physical health.

Topics covered will relate to fitness, particularly how fitness can be assessed and

developed. The course is designed to extend students capabilities and intensity levels.

Students will need to have the desire to work outside their “comfort zone” and be

able to push themselves in order to achieve a higher level of fitness.

Students will be involved in regular aerobic, strength and conditioning activities and

work towards developing their own individual programs to meet their specific fitness

needs. This course is suitable for females and males at any level of fitness.

Learning is based around the following themes:

Personal training/ individual fitness planning

Sport specific fitness

Strength and conditioning

Diet/nutrition for sport

Training methods

Community Gym visits and visiting instructors

Aerobic fitness including boxing, endurance and interval training, yoga, circuit

training and weight training.


Certificate III in Fitness

Certificate II in Sports Coaching

Certificate 1V in Personal Training




Athlete Development Soccer, Athlete Development Netball, Outdoor

Education, or Sport and Recreation, they can only choose one of the five.

Page 60

Introduction to Photography


This course is designed for those students who wish to learn more about

photography from the basics up. This course covers the following: how to operate

the camera, how to take good photos, composition of the picture, photo techniques,

themes for photography and the digital darkroom where basic digital techniques are

explored. This course has a theory component plus regular critique sessions of

student work. One excursion is included. Students do not need to have their own

camera.



Year 11 or 12. The specific pathways lead to: Photography and Digital Art and Media.



Page 61

Legit Lit

The Legit Lit short course is a personalised literacy program aimed at developing the

necessary skills for students to achieve to the best of their ability across all literacy

areas. Students in this course will be on a learning plan and will be working towards

achieving their co-identified literacy SMART goal/s. Students will be working

independently or in small groups participating in a variety of targeted literacy

activities set up as rotational work stations. Students may be invited to enrol in this

subject based upon their previous English results, in consultation with their

parents/carers. This is a “kick start” program designed for students not otherwise

catered for through the Learning Support program or the Flex Program.

What Will I be doing?

Some of the areas that we focus on are:

Reading

Writing

Text structure

Punctuation

Editing

Information technology


Legit Lit provides a personalised program with the purpose to support you with the

literacy skills you will need in order to succeed in your other subjects and prepare

you for success in achieving your Literacy tick in year 11 and 12.


Students are assessed against the Individual Learning Plan Framework

Page 62

Media

Are you a budding Film Maker? Do you want to be the next Spielberg or Taranteno? Are you

an editor or have a passion for stop motion, animation or music videos? Do you want to

learn to act in front of the camera? Do you want to enter film competitions and have your

work shown in a public arena? Yes? Then this is the subject for you!


This subject will focus entirely on the production of

film and media work, giving students the opportunity

to not only act in front of the camera but also direct,

film and edit their own film productions.

Students will:

Work in small groups to produce filmed work.

Get the opportunity to work with different film mediums.

Learn to edit and work with sound for film

Work with the Rosny College media students and teachers to develop their

skills.

Look at animation techniques

Learn how to manipulate audio and develop music videos.

Review and appreciate other film works and develop sound understanding of

film techniques


Media provides a pathway to the following subjects in

Years 11 and 12:

Certificate II in Creative Industries

Certificate III in Screen and Media

Certificate IV in Screen and Media


Students are assessed against the Australian Curriculum – Arts Media

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Metalwork

Metalcraft and Design offers students the opportunity to design and construct projects

using a range of metal working processes and materials. The course has a flexible

format which enables students to initially work on set projects and then negotiate

design projects to suit their personal interest or needs.


Students studying this course for the first time will be expected

to complete a number of skills based projects. Students who

continue with this subject and have gained the required skills from

their first year of study will be given the opportunity to undertake

a negotiated project. Projects may include:

Camping equipment, storage units, gardening tools, furniture, art

metal, sculpture, lamps, models and jewellery.

This course is directed towards:

The development of each student’s ability to be creative and innovative when

working with metals and associated materials.

Providing students with the knowledge and skills necessary to recognise, shape and

join a variety of metals.

Development of graphic skills, teamwork, craftsmanship and self-confidence.

Safety and the refinement of working practices which are conducive to the cost

effective use of time and materials.






damaged.


Metalcraft & Design provides a pathway to the following subjects in Years 11 and 12:

Design and Production (Metal) 2

Automotive and Mechanical Technologies 2


Cert II in Automotive Vocational Preparation 2


Students are assessed against the Australian Curriculum - Design Technologies

Page 64

Patisserie (Pastries, cakes, cookies and slices)

This subject is a half year course and is offered in

semester 1 and 2. It is largely practical in nature

and is designed for students who wish to focus on

creating delicious and decorative biscuits, cakes,

slices and pastries (sweet and savoury).

Patisserie is a great option for anyone with an interest in food

artistry and decoration who wants to develop these skills for

personal interest or a future career path, e.g. pastry chef.


Students will make a variety of products suitable to serve at

morning or afternoon tea, dessert or special occasions and

will include the making of a novelty cake (previously

undertaken in Food Studies).


Patisserie provides a pathway to the following subjects at college level:








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Page 65

Science by Inquiry

What will I be Doing?

Are you an inquisitive learner? Do you enjoy STEM, tackling real-world challenges or

exploring questions meaningful to you? This course offers students the chance to

explore science through both guided and open inquiry. Students will develop an

understanding of, and skills in extended scientific research with the opportunity to

produce a piece of research in an area of their own interest as part of the CSIRO

CREST and UTAS Investigation awards.

Students will develop confidence in STEM skills: with a focus on the Human

Endeavour and Inquiry strands of the Australian Science Curriculum. There is an

emphasis on advanced practical investigation techniques enabling students to develop

their critical thinking, analytical and laboratory skills.

The framework for the course will enable students to undertake in-depth study in

the scientific fields of:

Forensics, Microbiology and Disease

Analytical Chemistry (including RACI Titration Competition)

Marine and Environmental Science

Student Centred Investigation


Science by Inquiry provides a pathway to the following subjects:

Year 10:

Introductory to Physical Sciences

Life Sciences 2

Year 11 and 12:

Life Sciences 2

Physical Sciences 3

Environmental Science 3

Biology 3

Chemistry 4

Physics 4



Page 66

Yoga


This semester long (half year) subject will give students opportunities to:

Develop understanding about how muscles work and how to strengthen and

tone them through yoga asanas/poses

Learn a series of low impact stretch and strength routines

Learn about the principles which inform the discipline of yoga

Learn basic principles of mediation with a particular focus on mindfulness

through exploring the mind/body connection


Mindful yoga provides students with life-long skills to manage their mental, emotional

and physical wellbeing.

It provides a pathway to the following subjects at college level.

Personal Health and Wellbeing 2C

Health Studies 3C



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Documents

Rose Bay High School · a) Progressive ideas and movements (1750 – 1918) b) The Industrial Revolution (1750 – 1914)Movement of peoples (1750 – 1901) 2. Australia and Asia Students