albanycreekshs.eq.edu.au · We develop and embed a student centred learning framework within a futures orientated curriculum ... vocational education and training at certificate and

P a g e | 1 Table of Contents

GENERAL ...................................................................................................................................................... 1 Principal’s Introduction ............................................................................................................................... 2 General School Information ....................................................................................................................... 3 Key Personnel - Senior Secondary ........................................................................................................... 4 Glossary of Terms ..................................................................................................................................... 5 Revitalising Senior Assessment and Tertiary Entrance in Queensland .................................................... 7 QCE Information Summary for Parents ................................................................................................... 10 Choosing what to study in Years 8, 9 and 10 .......................................................................................... 11 2020 Curriculum Pathway ........................................................................................................................ 13 Albany Creek Inclusion Support Services ......................................................................................... 15 Wellbeing and Values Education ........................................................................................................ 16 Year 10 Subjects ................................................................................................................................... 17 Prerequisites for Success in Senior Subjects ................................................................................... 18

APPLIED TECHNOLOGY ........................................................................................................................ 19 Food and Health Studies (FDS) .............................................................................................................. 19 Graphics (GPH) ....................................................................................................................................... 21 Industrial Technology and Design (ITD) .................................................................................................. 21 Textiles and Food Studies (TFD) ............................................................................................................. 23

BUSINESS AND TECHNOLOGY ................................................................................................................ 24 Business Studies (BST) ........................................................................................................................... 24 Information Communication and Technology (ICT) ................................................................................. 25

ENGLISH ..................................................................................................................................................... 25 English (ENG) .......................................................................................................................................... 25

LANGUAGES .............................................................................................................................................. 27 Japanese (JAP) ....................................................................................................................................... 27

MATHEMATICS ........................................................................................................................................... 28 PHYSICAL EDUCATION ............................................................................................................................. 29

Health & Physical Education (HPE) ......................................................................................................... 30 SCIENCE ..................................................................................................................................................... 30

Science (SCI) ........................................................................................................................................... 30 Science Extension ................................................................................................................................... 32

HUMANITIES ............................................................................................................................................... 32 Humanities (HIST/GEOG/LEGAL) ........................................................................................................... 32

SPECIAL EDUCATION PROGRAMS ..................................................................................................... 33 Work Studies (WST) ................................................................................................................................ 34

THE ARTS .................................................................................................................................................. 35 Dance (DAN) ........................................................................................................................................... 35 Media Arts (MED) .................................................................................................................................... 38 Music (MUS) ............................................................................................................................................ 38 Visual Art (ART) ....................................................................................................................................... 40

ENERAL

P a g e | 2 WELCOME TO…

Principal’s Introduction

Our Curriculum Handbook – Year 10 provides general information about the pathways available to students

entering Year 10, as well as specific information about the course content in each of the subjects offered. The

wide range of subjects available to students is indicative of our commitment to engaging students in their

Senior Secondary education as well as catering for a wide range of career pathways.

The Year 10 program is designed to provide students with opportunities to try different areas of study as they

prepare for Year 11 and 12. With an emphasis on essential curriculum elements from the Australian Curriculum,

the central studies of English, Mathematics, Science and History are complemented by other important

curriculum areas. When choosing subjects it is important for students to consider building on their strengths

as well as interests. Students are encouraged to think carefully about their choices and to ensure that they are

making decisions which are in their own best interests.

Throughout each semester students will be required to complete all assessment tasks and maintain high levels

of attendance in order to receive credit for their subjects. We encourage students to select subjects wisely

ensuring that choices enable them to meet career and personal goals, provide academic challenge and

experiences necessary for your future success.

Ms Janelle Amos

Principal

P a g e | 3 General School Information

Office Hours 8:00am to 4:00pm Location Albany Forest Drive, Albany Creek Postal Address PO Box 40, Albany Creek 4035 Telephone Number 3325 6333 Student Absence Number 3325 6360 Fax Number 3325 6300 Enrolment Email [email protected] Email [email protected] Web Address www.albanycreekshs.eq.edu.au Absences Email [email protected]

At Albany Creek State High School we believe that every member of our school community has a right to develop socially, emotionally and intellectually in a safe and supportive school environment. We believe that in respecting the rights of others, in enhancing confidence and esteem and by maintaining a safe and healthy environment, all learners will be supported in their educational progress and have opportunities for individual success. OUR VISION INNOVATIVE THINKERS

SUCCESSFUL LEARNERS CONNECTED COMMUNITY

OUR MOTTO KNOWLEDGE

PRIDE TOLERANCE

OUR VALUES We strive for excellence through: RESPECT RESPONSIBILITY RESILIENCE These values drive and influence all our decisions.

We provide a quality learning environment that meets diverse student and community needs We deliver quality teaching and professional development in all learning areas by promoting a

community of learners We develop and embed a student centred learning framework within a futures orientated curriculum Resulting in maximising student potential, self-worth and personal growth

mailto:[email protected]


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


P a g e | 4 Key Personnel - Senior Secondary Executive Team Staff Member Telephone

Principal Ms Janelle Amos 3325 6333 Deputy Principal Mr Andy Stergou 3325 6333

Deputy Principal - Year 7 and Year 10 Ms Mahoney Archer 3325 6333 Deputy Principal - Year 8 and Year 11 Mr Greg McMahon 3325 6333 Deputy Principal - Year 9 and Year 12 Ms Kym Everett 3325 6333

Year Level Coordinator Year 10 Coordinator Mrs Karley McGoldrick 3325 6333 Year 11 Coordinator Mrs Nicola Hering 3325 6333 Year 12 Coordinator Ms Alison Handfield 3325 6333

Senior Secondary Head of Department (Years 10, 11 &12)) Senior Secondary Mr Luke Martin 3325 6341

Heads of Department English Mrs Wendy White 3325 6388

Mathematics Jo Paratore 3325 6331 Science Mr Dez Wells 3325 6318

Humanities and LOTE Mr Troy Wheeler 3325 6384 Health and Physical Education / Sport Mr Michael Morrison 3325 6372

Applied Technology Ms Natascha Counsell 3325 6357 The Arts Mrs Deborah Ruellan 3325 6396

Learning Engagement Mr Chris Keating 3325 6346 Special Education Sandra Marx 3325 6391

Information Technology, Business and Computing Mr Geoff Fraser 3325 6348 Teaching and Learning Mr Shaun Cathro 3325 6324

Subject Area Coordinators

Industrial Technology and Design Mr Scott McKenzie 3325 6356 Japanese Mr Tim Wiggins 3325 6334

Football Excellence Mr Paul Freeman 3325 6374 Student Support and Services

Guidance Officer Mrs Kara MacLennan 3325 6305 Guidance Officer Mr Deryck Anderson 3325 6304

Chaplain Mr David Sumpton 3325 6362 School Based Youth Health Nurse Stella Field 3325 6306

Aboriginal and Torres Strait Islander Support Officer Ms Elleanor Brown 3325 6383 Defence Transition Mentor Mrs Melody Bottcher 3325 6383

Uniform Shop Mon, Wed & Thu 8-10am 3325 6368

For a more detailed list of staff and their contact details, please refer to the ACSHS website.

P a g e | 5 Glossary of Terms This information is correct at the time of printing. Due to the future changes regarding the new Senior Assessment and Tertiary Entrance systems, details are still being developed within QCAA.

ATAR: The Australian Tertiary Admission Rank (ATAR) is the primary criterion for entry into most undergraduate-entry university programs in Australia. It was gradually introduced during 2009 and 2010 to replace the Universities Admission Index, Equivalent Nati onal Tertiary Entrance Rank and Tertiary Entrance Rank. The first Queensland students to receive an ATAR instead of an OP will graduate from Year 12 in 2020.

COMPULSORY PARTICIPATION PHASE: From 2006, young people finishing Year 10 are required to participate in education and/or training for a further two (2) years. This is called the Compulsory Participation Phase of Schooling.

LEARNING ACCOUNT: The Learning Account is opened for each student with the QCAA and records all learning achievements earned by the student during their Senior Phase of Learning. The achievements of students at school will be recorded by the school in their Learning Account. Achievements by students through other learning providers such as TAFE or accredited groups such as the Australian Music Examination Board (AMEB) will be recorded directly by those providers into the student’s Learning Account with QCAA.

LUI: LEARNERS UNIQUE IDENTIFIER : The Learners Unique Identifier (LUI) is the Learning Account registration number and password which identifies each student in the Senior Phase of Learning with the QCAA. Students are able to use their LUI to access their own Learning Account with the QCAA as well as access a range of helpful websites relevant to their learning and their future study and career paths.

QCAA: QUEENSLAND CURRICULUM AND ASSESSMENT AUTHORITY : QCAA issues the Senior Statement showing a student’s subject results, and a Tertiary Entrance Statement.

QTAC: QUEENSLAND TERTIARY ADMISSIONS CENTRE : QTAC handles tertiary-entrance applications on behalf of tertiary institutions. If a student wants to apply for a tertiary course they will need to do so through QTAC for most courses.

QCE: QUEENSLAND CERTIFICATE OF EDUCATION: will be awarded to all students completing the requirements. The QCE is Queensland’s senior schooling qualification. It is internationally recognised and offers flexibility in what is learnt, as well as where and when learning occurs.

QCIA: QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT: The QCIA recognises the achievements of students who are on highly individualised learning programs. To be eligible, students must have impairments or difficulties in learning that are not primarily due to socio-economic, cultural or linguistic factors. The QCIA is an official record that students have completed at least twelve years of education, and provides students with a summary of their knowledge and skills that they can present to employers and training providers.

SAT: A school based apprenticeship or traineeship while you study. If a student takes up an SAT, their week could include school classes, time working with an employer and time with a trainer.

SEP: SENIOR EDUCATION PROFILE: At the end of Year 12, all school students will receive a Senior Education Profile which will list all their learning achievements at school.

SET: SENIOR EDUCATION AND TRAINING PLANS : A SET Plan will be worked through with all Year 10 students to ensure that all students are either “Learning or Earning” in the years immediately after the compulsory years of schooling. The aim of the SETP is to set out student’s planned courses of education and training through the Senior Phase of Learning. While the plans will help students decide on their course of study after Year 10, they will still be flexible enough to allow students to make changes when and if needed.

TAFE: Technical and Further Education is part of the tertiary education sector which provides vocational education and training at certificate and diploma levels.

P a g e | 6 USI: UNIQUE STUDENT IDENTIFIER: From 1 January 2015, all students doing nationally recognised training need to have a Unique Student Identifier (USI). This includes students doing Vocation Education Training (VET) in schools , at TAFE or through a traineeship or apprenticeship.

VET: VOCATIONAL EDUCATION AND TRAINING : VET is a national system designed to skill workers to work in particular industries e.g. Business, childcare, computers and multimedia, hospitality, retail and creative arts. VET opportunities are available through school subjects, TAFE or school-based traineeships and apprenticeships.

P a g e | 7 Revitalising Senior Assessment and Tertiary Entrance in Queensland A guide for parents and carers Introduction

The Queensland Government has announced a steady and considered transition to revitalised senior assessment and tertiary entrance systems. Designed to meet the needs of current and future students, the features of these systems will be:

• a model that uses school-based assessment and common external assessment • new processes that strengthen the quality and comparability of school -based assessment • a move away from the Overall Position (OP) rank to an Australian Tertiary Admission Rank (ATAR). Why is it time to change the current systems?

The senior assessment system in its current form began in the early 1980s. The tertiary entrance system — commonly known as the OP system — was introduced in 1992.

In a report released in 2014, the Australian Council for Educational Research (ACER) found that while existing arrangements had served Queensland students well and remained fair and reliable, they would not be sustainable over the longer term. ACER recommended changes to achieve greater rigour and simplicity.

There is also strong support among Queensland universities for eligible Year 12 students to be provided with an ATAR rather than an OP.

When will the new systems start?

The new senior assessment system has started with Year 11 students this year. The first students to receive an ATAR instead of an OP will graduate from Year 12 in 2020.

What will be different about the new assessment system?

A system of 100% school-based assessment has operated in Queensland for more than 40 years. In the new system, subject results will be based on a student’s achievement in three school -based assessments and one external assessment that is set and marked by the Queensland Curriculum and Assessment Authority (QCAA).

This is fewer assessments than students sit currently — emphasising quality over quantity. In the new system, the external assessment results will contribute 25% towards a student’s result in most subjects. In mathematics and science subjects, it will generally contribute 50%.

These will not be ‘one-shot’ external exams where an entire course of study comes down to performance over a few hours. External assessments are designed to give an extra layer of information about what students have learnt and can do in a subject. Queensland is introducing a progressive system that embodies the best of school -based and external assessment.

The school-based assessments will not be scaled by the results of the external assessment when calculating a student’s subject result.

Why will there be 50% external assessment in mathematics and science subjects but 25% in others?

Variation between subjects reflects the kinds of learning particular to those subjects and how achievement is most appropriately assessed. It would be inappropriate to assess all subjects in the same way. Variation exists in other states although few share exactly the same approach.

Will students be subject to more assessment and high stakes exams in the new system?

Historically, Year 12 students have typically completed up to seven assessments in each subject. Under the new model, students will be expected to complete four pieces of assessment per subject. Three will be school-based assessments and one will be externally set and graded. All four assessments will count towards a student’s final result.

What preparations are being made for the new assessment system?

P a g e | 8 The QCAA has developed new senior assessment processes through:

• redeveloped senior syllabuses reflective of a new assessment model • external assessment trials with approximately 20,000 students at more than 250 schools • trials of processes for improving the quality and comparability of school -based assessment. Teachers and students will be well supported in the transition to the new system. The education community in general has been an important driver of the changes.

What certificates will students receive in the new system at the end of Year 12?

The Queensland Certificate of Education (QCE) will remain as Queensland’s senior school qualification. Students who are eligible will continue to be awarded one at the end of Year 12. Students will also still receive a Senior Statement. It shows all studies and the results achieved that may contribute to the award of a QCE.

What will be different about the new tertiary entrance system?

The ATAR is a finer-grained rank order of students than the OP. It’s a number between 0.00 and 99.95 with increments of 0.05, whereas the OP consists of 25 bands. The ATAR is commonly use d in other states and territories.

A student’s OP is calculated by comparing their results in Authority subjects studied at school with those of other OP-eligible students. Subject results are scaled using Queensland Core Skills (QCS) Test results. The final QCS Test will be held in 2019.

ATARs will also be calculated by comparing student results. But instead of the QCS Test there will be a process of inter-subject scaling. Scaling is necessary so that student results in different types of subjects can be compared. The method of inter-subject scaling to be used is still to be finalised by the Senior Secondary Assessment Taskforce.

The Queensland Tertiary Admissions Centre (QTAC) will be responsible for calculating students’ ATARs.

Who will oversee the implementation strategy?

The Minister for Education chairs the Senior Secondary Assessment Taskforce with representation from schooling sectors, parent groups, principal associations, teacher unions, the Queensland Curriculum and Assessment Authority (QCAA), the Queensland Tertiary Admissions Centre (QTAC) and the tertiary sector.

The taskforce will make decisions about the shape of the new system. School communities will be advised throughout this process.

P a g e | 9 The current systems explained

Students are taught and assessed by schools throughout Years 11 and 12. The QCAA manages the external moderation processes that ensure all students are treated fairly and standards are comparable from school to school.

More information

Please email: [email protected].


P a g e | 10 QCE Information Summary for Parents

P a g e | 11 Choosing what to study

Some of the most important decisions you make at school are choosing subjects to take in Years 8, 9 and 10, later leading to your selection of a course of study in Years 11 and 12. These decisions are important since they may directly affect your success at school and how you feel about school. They may also impact on your career plans when you leave school. OVERALL PLAN As an overall plan, it is suggested that you choose subjects which: • you enjoy • you have enjoyed some success in • will help you achieve your chosen career goals or keep your career options open • will develop skills, knowledge and attitudes useful throughout your life. If you follow these guidelines and ask for help when you need it, you should come up with a study program that is appropriate for you and that you will enjoy. GUIDELINES Keep your options open At the moment you may not know exactly what you want to do when you finish school. This is normal at this stage of your life and means that it’s important for you to explore many options. It is wise to keep your options open. This means choosing a selection of subjects that makes it possible for you to continue exploring your career options before making more specific decisions in the future. Most schools require that your study program include the following subject areas: • English • Mathematics • Science • Humanities • Health and Physical Education. These study areas provide excellent foundation skills for both your future career and your life. In addition, you will be able to choose from a range of electives that are designed to develop your interests and practical skills. Think about career options It is helpful to have some ideas about possible career choices, even though these ideas may change when you learn more about yourself and the world of work.

Your school may have a program to help you with career exploration. If not, talk to your guidance officer or career adviser and check the following sources of information on careers: • myfuture – national career information service at http://www.myfuture.edu.au • Career Information Service at https://studentconnect.qcaa.qld.edu.au/careers.html • Look at the Guidance information on the school website at https://albanycreekshs.eq.edu.au/Supportandresources/Studentservicesandsupportprograms/Pages/Guidance-Officer.aspx • Other career information such as brochures from industry groups which show the various pathways to jobs in these industries • Google the industry you’re interested in on the Internet to find current information • Employers and other people who are working in the job you’re interested in. After checking through this information, it is likely that you will come up with a list of prerequisite subjects needed for courses and occupations that interest you. If you are still unsure, check with your guidance officer or career adviser. Find out about the subjects or units of study offered by your school It is important to find out as much as possible about the subjects offered at your school. The following ideas will help: • read the subject descriptions provided by your school • talk to the heads of department and subject teachers at your school

• look at textbooks and resources used by students in the subjects • talk to students who are already studying the subjects • listen carefully at class talks and subject selection nights. When investigating a subject to see if it is suitable for you, find out about the content (i.e. what topics are covered) and how it is taught and assessed. For example: • does the subject mainly involve learning from a textbook?

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

https://studentconnect.qcaa.qld.edu.au/careers.html

https://albacreeshs.eq.edu.au/Supportandresources/Studentservicesandsupportprograms/Pages/Guidance-Officer.aspx



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• are there any field trips, practical work, or experiments? • how much assessment is based on exams compared to assignments, theory compared to practical work, written compared to oral work? Your choice of subjects may affect your choice of a study program in Years 11 and 12. For example: • it will be difficult in the future to take Senior Mathematical Methods and Specialist Mathematics without a strong background in Years 8, 9 and 10 Mathematics • Chemistry and Physics will be more manageable if good results are obtained in Years 8, 9 and 10 Mathematics and Science • Music and languages in the Senior years almost always prefer previous study in Years 8, 9 and 10 • successful achievement in pre-requisite subjects in Year 10 may be required to enrol in particular Year 11 and 12 subjects • subjects such as Graphics and Accounting are usually taken for the first time in Year 11, although it is useful (but not essential) to have taken related studies in Years 8, 9 and 10. Make a decision about a combination of subjects or units that suits you You are an individual, and your particular study

needs and requirements may be quite different from those of other students. This means that it is unwise to either take or avoid a subject because: • someone told you that you will like or dislike it • your friends are or are not taking it • you like or dislike the teacher • you have heard that “all the boys or girls take that subject or unit”. Be honest about your abilities and realistic with your occupational ideas. There is little to be gained by continuing with subjects or units that have proved very difficult even after you have put in your best effort. Also, if your career choices require the study of certain subjects, do you have the ability and determination to work hard enough to achieve the results required? Be prepared to ask for help If you need more help, then ask for it. Talk to your parents, teachers, guidance officer or careers adviser. Make use of the school subject selection program. Look at the resources suggested in this handout. You’ll feel much more confident about your selection of a study program.

2020 Curriculum Pathway

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ACSHS 2020 Year 10 Curriculum Course Guide 14 | P a g e

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Albany Creek Inclusion Support Services In the senior school, SET Plans (Senior Education and Training Plans) with a transition focus are developed with students and parents in Year 10. These plans outline goals across areas of academic learning, personal dimensions and work-related areas. The SETP interviews are facilitated by experienced special education teachers with extensive knowledge of a range of pathways available to students with a disability. Additional support and expertise can be accessed through disability specific support personnel. Students leaving year twelve aim to graduate having achieved these goals and be prepared for post-school life, with independence being an overall aim for students with disabilities.

Students have opportunities to study school- based subjects as well as subjects at university and TAFE and can undertake traineeships based on their interests, abilities and work ethic. Students may also participate in work experience placements to develop work readiness skills prior to undertaking a school based traineeship. Each pathway is individually planned through the SETP process.

In the last six months of senior schooling, students may sign with a Disability Employment Service (DES) who can provide additional support finding casual or part-time employment with supportive employers. On completion of twelve years of schooling, our students have the opportunity to achieve either the Queensland Certificate of Education (QCE) or Queensland Certificate of Individual Achievement (QCIA) if they meet the required pre-requisites.

All students engage in mainstream classes with their peers for all or part of their programme, with varying levels of support. Support is offered to students based on individual need and may include literacy and numeracy intervention programmes, in-class support, study line assistance (tutorials), homework club, structured recess programmes, and, in some situations, the teaching of alternate classes, in the core areas of Literacy, Numeracy, Work Preparation and Lifeskills. Students may also participate in mainstream classes with their peers and achieve individualised learning outcomes.

Participation in Special Education Program is by invitation only, in consultation with the HOSES.

Programmes are sourced from the following: QCAA curriculum at a learning juncture that aims to provide quality learning outcomes for

students

Possible Special Education Programs: dependent on class sizes and available resources * Individual Literacy Program * Individual Numeracy Program * Short Course in Career Development * Tutorials (as an elective choice) – support with homework and assessment tasks * Structured Recess Program Contact for more Information Sandra Marx Head of Special Education Phone: 3325 6333 Email: [email protected]


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Wellbeing and Values Education At Albany Creek we consider the social and emotional wellbeing of our students to be as important as their academic development. The WAVE – Wellbeing and Values Education – program is an integral part of our daily routine. Students are assigned to a WAVE class upon enrolment, and they stay with that WAVE class and teacher for the duration of their time with us. WAVE takes place for the first ten minutes of every day, with one extended lesson per week.

Four strands underpin the WAVE program: Healthy Minds, Healthy Bodies, Healthy Life and Healthy Relationships. These touch on topics as diverse as Managing Stress, Social Media usage, Body Image and Financial Literacy.

The units are compiled based on the latest research, to ensure that our students are well-equipped socially, emotionally and academically for the world beyond school.

Contact for more Information: Mr Chris Keating | Head of Department – Learning Engagement | [email protected]

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Year 10 Subjects Subjects offered at Albany Creek are:

Students need to thoroughly read the descriptions of all subject offerings before completing the subject selection form. Particular note should be taken of the senior subject Prerequisites at the bottom of each subject description.

Mandatory subjects These subjects are required to be studied by all students for the entire year; English, Mathematics, and Science and Humanities.

Elective subjects These subjects are chosen by students for each semester of Year 10. An elective subject can be taken for either one semester or the entire year.

Subjects offered for 2020

Mandatory Subjects

Elective Subjects

English English Extension English Science

Science Extension Science Mathematics Mathematics Extension Mathematics Humanities History (1 semester)

Business Studies Dance Drama Food and Health Studies Football Excellence Program Geography Graphics Health and Physical Education Industrial Technology & Design Information Communication Technology Japanese Legal Studies Media Arts Music Textiles and Food Studies Visual Art

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Prerequisites for Success in Senior Subjects Prerequisites are requirements from each faculty for the successful completion of the subject. Whilst not mandatory, the school strongly recommends that students use them as minimum requirements for the required subject outcomes to be achieved.

QCAA GENERAL SUBJECTS

Senior Subject Prerequisites Accounting B achievement in English

B achievement in Mathematics Ancient History At least a B achievement in English or Humanities with no

less than a C achievement in both Biology C achievement in English

C achievement in Science Business C achievement in English

C in Mathematics Chemistry B achievement in Science.

C achievement in English. Dance C achievement in English

Dance experience preferred (i.e. Year 9/10 Dance or Dance classes taken outside of school)

Design B achievement in English C achievement in Graphics

Digital Solutions C achievement in English C achievement in Mathematics

Drama C achievement in English Preferred 2 semesters of Drama

Earth and Environmental Science C achievement in Science. C achievement in English

English B achievement in English

Food and Nutrition C achievement in English General Mathematics C achievement in Mathematics or Mathematics Extension

Geography C achievement in English C achievement in Humanities

Japanese B achievement in Japanese Legal Studies At least a B achievement in English or Humanities with no

less than a C achievement in both

Mathematical Methods Mid-range B achievement in Mathematics Extension or teacher recommendation

Modern History At least a B achievement in English or Humanities with no less than a C achievement in both

QCAA GENERAL SUBJECTS

Senior Subject Prerequisites Music C achievement in English

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Year 9 and 10 Music or Grade 4 AMEB in practical and theory components preferred

Physical Education C achievement in English C achievement in HPE

Physics B achievement in Science B achievement in Mathematics C achievement in English.

Specialist Mathematics High range B achievement in Mathematics Extension or teacher recommendation

Visual Art C achievement in English Year 9/10 Art preferred

QCAA APPLIED SUBJECTS

Senior Subject Prerequisites Early Childhood Studies No prerequisites Engineering Skills C achievement in Industrial Technology & Design

(if studied in Year 9 or 10) Essential English No prerequisites Essential Mathematics No prerequisites Furnishing Skills C achievement in Industrial Technology & Design

(if studied in Year 9 or 10) Hospitality Practices No prerequisites Information and Communication Technology

C achievement in Mathematics Computer experience beneficial.

Industrial Graphics Skills C achievement in Year 10 Graphics Industrial Technology Skills C achievement in Industrial Technology & Design Sport and Recreation No prerequisites Science in Practice No prerequisites Tourism No prerequisites Visual Arts in Practice No prerequisites

STAND ALONE VET SUBJECTS

Senior Subject Prerequisites Certificate III/ IV in Dance Cert III completion of RAD Intermediate Classical Ballet

Cert IV completion of RAD Advanced 1 Classical Ballet Certificate III in Sport and Recreation

No prerequisites Previous study in HPE beneficial

Certificate III in Tourism C in achievement in English C in achievement in Humanities

APPLIED TECHNOLOGY Food and Health Studies (FDS) Course Outline: Global Cuisines, Introduction to Hospitality, Food Equity and Sustainability and Food Craft will be offered as units of study during Year 10 Food and Health Studies. Introduction to Hospitality: This unit focuses on introducing students to the senior subjects of Hospitality Studies and Practices and incorporates the concepts of: hygiene and food safety, food presentation, knife skills, menu planning,

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table setting and napkin folding. Event manage your own Restaurant Revolution. Food Drivers and Emerging Trends: Students will investigate the circumstances that: cause food inequity; groups that experience food inequity; the factors that influence food availability and distribution; the physical and social cost of malnutrition; and the aid agencies and support networks for groups experiencing food inequity in Australian and around the world. Students will investigate global, national and local practices that support sustainability. Weekly cooking will involve the planning, preparation, presentation and evaluation of food solutions for specific food inequity issues and sustainability practices. Food Science and Technology: The science of the 6 food nutrients will be investigated through the process of everyday cookery skills. The application of the science and technology of cookery will lead to preparing foods for a better nutritional future for individuals, families and communities. Assessment:

Practical weekly cooking (contributes to 40% of weekly lessons) Practical cooking test Written assignment tasks

Senior Subject Prerequisites: Students who are considering studying Hospitality or Food and Nutrition as a subject in Years 11 and 12 are highly recommended to study two semesters of Food and Health Studies in Year 10. Additional costs / excursion costs not included in the student resource scheme: Weekly cookery ingredients provided from home for practical cookery lessons.

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Graphics (GPH) Course Outline: Graphics is a course that develops skills in interpreting, generating and creating graphical communication. Students experience a journey from planning to production in simulated real-world contexts. The course engages students in making judgments and justifying decisions to achieve clear communication and compliance with standards and conventions that make graphics an international language. Students will study the main forms of graphic communication used throughout the world,

introduction to the Auto Cad Suite use Inventor to design 3D objects that is printed using 3D printers. draw patterns for a variety of shapes exercises in surveying work with charts and diagrams, and techniques of rendering and colouring to enhance the presentation of completed work.

Students are encouraged to apply technical knowledge to a variety of situations, think critically and independently about problems and form opinions about the quality of work produced. Design areas considered: Industrial Design Creating and developing concepts that optimise the function, value and appearance of products and systems

Built Environment Architecture involves the design of buildings and structures for human activity, · Landscape architecture involves the design of long lasting, meaningful and enjoyable outdoor spaces and Interior design.

Graphic Design Graphical products include identity (logos and branding), publications (magazines, webpages, newspapers and books), advertisements, product packaging, maps and charts.

Graphics contributes to the development of technological literacy and develops the communication, analytical and problem-solving skills required for a large number of educational and vocational aspirations. The course contributes to attainment of key competencies, helping students acquire the necessary employability skills to become productive members of society.

Assessment:

Weekly Graphical communication tasks Assignments requiring hand and computer generated designs, drawings and written

communication formats. Senior Subject Prerequisites: Students who are considering studying Design or Industrial Graphics Skills as a subject in Years 11 and 12 are highly recommended to study Graphics for two semesters in Year 10. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject. Industrial Technology and Design (ITD) Course Outline: A multi-disciplinary subject is offered for the first time in year 10 incorporating components of the draft ACARA syllabus for Technologies. Students will design and produce products in a range of Industrial

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Technologies derived from the materials of wood, metal and plastics as well as explore motion, force and energy in electromechanical systems and the ways these systems can be manipulated and controlled in simple, engineered designed solutions. Students study timber, timber products (plywood, hardboards and particle boards), acrylic sheet and other plastic materials along with appropriate working and fastening methods. As well as learning to use hand tools, students operate the wood lathe, band saw, bench drill and a number of portable power tools, and learn about the safe use and storage of paints, varnishes, polishes and other finishing materials. Students will focus on hand skills linked with planning and design procedures, and will handle a variety of materials such as tinplate, galvabond, steel, aluminium and copper, and study the appropriate working and fastening methods. They learn to operate the metal lathe, bench drill and some portable power tools, study low voltage electrical circuits and investigate the basic principles of mechanics. As well as this practical work, they also study the underlying principles of tools and equipment and the properties and characteristics of materials. The theoretical work includes the underlying principles of tools and equipment and the properties and characteristics of materials. Students learn by working with materials, tools and equipment. They construct a number of individual projects either as set class exercises with teacher instruction or projects in which the student has a varying share in the design. During the course, students are encouraged to form judgements about the quality of craftsmanship, design, planning, ethical and sustainable considerations and construction methods. This subject gives students a definite path to follow through to the Industrial Technology Skills, Furnishing Skills and Engineering Skills subjects in Years 11 and 12, where focused specialisation in those fields will occur. Assessment:

Class work projects and practical tests will be used to assess hand skills Project journals assess understanding of project planning and work methods. Multi choice tests, short answer tests and assignments On-Guard completion of certificated required (especially required for permission to access and

use workshop equipment and resources.)

Senior Subject Prerequisites: Students who are considering studying Industrial Technology Skills, Industrial Furnishing Skills or Engineering Skills as a subject in Years 11 and 12 are highly recommended to study Industrial Technology and Design in Year 10. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject.

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Textiles and Food Studies (TFD) Course Outline: Textiles and Food Studies (formerly Home Economics) is a multi-disciplinary subject that enables students to explore and develop skills is the areas of food choices and preparation skills and fashion and textiles design. Fashion, Fabric and Design: Students will apply techniques of fashion design, textile characteristics, pattern modification (drafting) and sewing skills to produce a customised article of wearable clothing. Investigations into the history of Fashion and the re-emergence of styles and techniques of construction to meet the demands of the modern consumer will be undertaken. Introduction to Hospitality: This unit focuses on introducing students to the senior subject of Hospitality Practices and incorporates the concepts of: hygiene and food safety, food presentation, knife skills, menu planning, table setting and napkin folding. Event manage your own Restaurant Revolution. Food Drivers and Emerging Trends: Students will investigate the circumstances that: cause food inequity; groups that experience food inequity; the factors that influence food availability and distribution; the physical and social cost of malnutrition; and the aid agencies and support networks for groups experiencing food inequity in Australian and around the world. Students will investigate global, national and local practices that support sustainability. Weekly cooking will involve the planning, preparation, presentation and evaluation of food solutions for specific food inequity issues and sustainability practices. Food Science and Technology: The science of the 6 food nutrients will be investigated through the process of everyday cookery skills. The application of the science and technology of cookery will lead to preparing foods for a better nutritional future for individuals, families and communities. Assessment:

Practical cooking tasks/ textile tasks (contributes to 40% of weekly lessons) Researched written assignments Design and planning journals

Senior Subject Prerequisites: Students who are considering studying Food and Nutrition, Hospitality Practices or Fashion as a subject in Years 11 and 12 are highly recommended to study Textiles and Food Studies in Year 10. Additional costs / excursion costs not included in the student resource scheme: Weekly cookery ingredients provided from home for practical cooking lessons when required. Textiles, fabrics, patterns and haberdashery at students’ expense when required.

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BUSINESS AND TECHNOLOGY Business Studies (BST) Course Outline: Business Studies offers students an insight into the world of business and the way it impacts on them as individuals. The course content looks at recording financial transactions; providing financial reports to owners, shareholders and interested parties; starting and running a business including the development of a business plan; and rights and responsibilities of employers and employees. Specific topics include:

Journal and ledger entries Profit determination Report analysis Computerised Accounting (MYOB/Spread sheeting) Enterprise Education including:

- Starting and running a business - Product Design - Marketing, Sales and Promotion

The Business Studies course is relevant to the personal development of all students and will assist them to make decisions regarding financial management and business planning and operations. Recommendations: It is strongly recommended that students achieve at least a C in English and a C in Maths prior to entry to the subject. Assessment: Students will usually undertake at least two pieces of assessment per semester, one of which will be a test. Topics completed using a computer will be assessed based on practical applications. Senior Subject Prerequisites: Students who are considering studying Accounting or Business as a subject in Years 11 and 12 are highly recommended to study both semesters of Business Studies in Year 10. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject.

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Information Communication and Technology (ICT) Course Outline: This subject enables students to access, construct and publish information for particular purposes and audiences. The course focuses on the interaction between people and technology by enabling students to code and control ICT devices and to design and develop solutions to complex ICT related problems. Student use creative processes to develop solutions to technological problems. The emphasis is on students taking control of digital technologies and developing solutions to real life technological problems. ICT is a futures oriented subject that helps students transition to a global knowledge economy and for students to gain knowledge and experience of a wide range of Digital Technology contexts. Students will study the following units

Term 1 - Robotics

Term 2 - Website design and development

Term 3 - Audio/Visual design and development

Term 4 - Coding/Programming

Assessment: As this is a skill building and problem solving development subject, the majority of assessment items are practical in nature. Students undertake at least two assessment pieces per semester. Unit 4 (Coding/Programming) will be assessed by an examination. Senior Subject Prerequisites: Students who are considering studying Information Communication and Technology or Digital Solutions as a subject in Years 11 and 12 are highly recommended to study two semesters of ICT in Year 10. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject.

ENGLISH

English (ENG) Course Outline:

In Year 10 English, students are given the opportunity to use the skills they have acquired in writing

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and speaking in Year 8 & 9, but to develop them further for formal occasions. They still complete personal writing and creative writing, but in Year 10, more emphasis is placed on writing analytically in examination conditions. In Year 10 students are introduced to a Shakespearean text. To cope with work in Year 10, students need to have completed all units in Year 9 to the best of their ability. Effective use of English is a life skill relevant to all aspects of employment and lifelong learning. Assessment: In Year 10, students complete a minimum of 5 written and 3 spoken/ multimodal tasks. Year 10 semester one, is seen as a transition from Year 9, whereas Year 10 Semester two, is a preparatory semester for Year 11. In Year 10, at least 3 tasks are completed in exam conditions. All assignments must be accompanied by draft work which has been signed by the teacher at various stages during the writing process. Senior Subject Recommendation: Students who wish to take English in Year 11 should achieve a B in Year 10 English; otherwise it is more appropriate for them to choose Essential English. Additional costs / excursion costs not included in the student resource scheme: REACH English (Optional) $9.50 Somerset Writer’s Festival (Optional) $30

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LANGUAGES Japanese (JAP) Course Outline: The Year 10 units are: Shopping; Personal Identity (Milestones and Family); Japanese Homes; Weather and Seasons; Travel in Japan. Students are expected to review topics/units of work daily. Home tasks will be an extension or completion of class activities. Daily practice of Kanji and Katakana scripts is essential. Students will gain an appreciation of cultural aspects relevant to the language units studied. This will provide the students with the language knowledge and cultural understanding to interact effectively with Japanese visitors to the school. Students also will extend their reading and writing skills to include the Katakana script and some 90 targeted Kanji. The Year 10 course is a continuation of the study of Japanese language undertaken in Year 7, 8 and Year 9 at Albany Creek High School. Students continue to develop their skills of listening, speaking, reading and writing. Assessment: Students undertake a balance of composing (writing and speaking) and comprehending (listening and reading) summative tasks across the year. Apart from one spoken and one written task, the summative assessment is done under exam conditions. Assessment tasks will involve students in real-life or simulated activities. Each of the four skills are assessed 2-3 times across the year. Senior Subject Prerequisites: It is strongly recommended that students who are considering studying Japanese as a subject in Years 11 and 12 study two semesters of Japanese in Year 10 and achieve a B standard. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject.

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MATHEMATICS Mathematics (MAT) / Mathematics Extension

Course Outline: Both of these courses are designed to continue previous studies in Mathematics from Years 1 – 9. The studies from the previous year/s are considered as the starting point for Year 10. Students are expected to have worked sufficiently well in previous years to retain a significant portion of the knowledge required as a foundation for the new work.

The areas of Mathematics studied are organised into three strands – Number and Algebra, Measurement and Space, Probability and Statistics. Courses are based on the Australian Curriculum. The Mathematics Extension course covers the Mathematics Core Course with additional content material. The Extension additional content is designed to focus on developing the extra skills required to study more advanced Mathematics courses (Mathematical Methods, Specialist Mathematics) in Years 11 and 12.

To cope adequately with the work, students would require an A or B (or teacher recommendation) across Year 9 (not necessarily just one semester) to be considered likely to succeed in Mathematics Extension. The HOD and the year 9 teacher will be involved in determining which course students are directed to do. This decision is reconsidered during the course of the year and classes are rearranged at the end of Semester accordingly.

Assessment: Students are given a number of opportunities to demonstrate learning outcomes in a variety of contexts. It is their responsibility to show what they know and what they can do with what they know. Assessment techniques could include: checklists to record teacher observations during lessons, investigations, reports and tests. If a student is absent from any assessment opportunity, it is their responsibility to ensure that they catch up on that piece of assessment or alternative. In Year 10, students should expect at least two tests and one investigation per semester.

Students should expect 30-40 minutes homework for each 70 minutes Mathematics lesson.

Year 10 students have been informed about these considerations from the beginning of Year 7, and that their demonstrated learning in Years 7 -9 determines recommended placement in Year 10 classes. Students who wish to study Mathematical Methods or Specialist Mathematics in Years 11 and 12 MUST be accepted into Mathematics Extension in Year 10. Selection of certain Science subjects in Years 11 and 12 may also depend on previous Mathematics studied. Students may need to discuss with the HOD if they are not placed in the strand that they consider they may need. Senior Subject Prerequisites: Achievement of an A or high B in Mathematics Extension is recommended before selecting advanced Mathematics courses (Mathematical Methods and Specialist Mathematics) courses in Years 11 and 12. Achievement of at least a C in Mathematics or Mathematics Extension is recommended before selecting General Mathematics in Years 11 and 12.

Essential Mathematics has no pre-requisites.

Additional costs / excursion costs not included in the student resource scheme: REACH Mathematics (Optional) $9.50

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PHYSICAL EDUCATION Football Excellence Program (FEP)

Why study the Football Program? The program is aimed at students who have a strong interest in the game, demonstrate a recognised level of ability and a desire to achieve their full potential. Students are provided with the opportunity to improve to an advanced level of performance through carefully designed and structured practical sessions and age appropriate competitions. Course Outline: The program is underpinned by our football philosophy and style, which is based on the FFA Curriculum guidelines of proactive, effective possession based football and intelligent, collective defending. During years 10 and 11, the students will continue working through ‘The Game Based Training’ phase. Here the students are prepared for the ‘performance phase’ of football through learning how to apply the fundamental core skills in a team/game setting. Years 10 and 11 also see the introduction of football specific conditioning sessions. All practical lessons are designed with a holistic approach to instruction that aims to develop the students’ technical, perception and decision making skills. The lessons are structured around the four main moments of the game: being in possession of the ball (BP), the transition time of losing the ball (BP>BPO), the transition time of winning the ball back (BPO>BP) and when the opposition have the ball (BPO). Assessment: Practical assessment is structured around teacher observations of student performance in modified and 11 v 11 game formats. Senior Subject Prerequisites: Students who wish to select the Certificate III in Sport & Recreation (Senior Football Excellence Program) in Year 11 should achieve a minimum of a C achievement in the Year 10 Football Excellence Program. Additional costs / excursion costs not included in the student resource scheme:

- Program of Excellence Fee - $435 (includes coaching program, competition fees**, course materials and consumables)

- Football Kit – additional items can be purchased as required - Transport fees – user pays system.

** Note: Round 1 of SEQ Futsal is paid for in subject fees. Any subsequent fees for SEQ Futsal will be a user pays system.

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Health & Physical Education (HPE) Course Outline: The course is based the Health and Physical Education Australian Curriculum which offers students the opportunity to:

Learn to access, evaluate and synthesise information, make decisions, seek help and take actions to protect, enhance and advocate for their own and others’ health, wellbeing and physical activity;

Develop and use personal and social skills and strategies to promote a sense of personal

identity, wellbeing and to build and maintain positive relationships;

Acquire, apply and evaluate movement skills, concepts and strategic awareness in order to respond creatively, competently and safely in a variety of physical activity contexts and settings; and

Analyse how personal, social, cultural, economic, technological and environmental factors

shape understanding of and opportunities for health and physical activity locally, regionally and globally.

This course integrates theoretical elements within practical units and covers topics that develop the basic theoretical knowledge for Senior Physical Education. Topics covered in year 10 include – Biomechanics; Participation Rates in Sports; Coaching and Officiating; and Psychology. Active engagement in physical activity is a major emphasis in the HPE learning area, as it promotes health and is a unique medium for learning. A significant amount of time is allocated to learning experiences that actively engage students in physical activity. It is compulsory for all HPE students to participate in the school sporting events, eg swimming, cross-country and athletic carnivals, as performance in these events may be used for assessment purposes. Health and Physical Education gives students a solid background to build on in Senior PE. It also gives every student a basic knowledge of how to make informed decisions about ensuring a healthy lifestyle. Assessment: Progress in Health and Physical Education is monitored by the student’s continuous demonstrations of acquiring, applying and evaluating curriculum content learning in, about and through physical movements. Assessments could include research written reports, integrated tasks, essay exams under supervised conditions, interactive oral and multimodal presentations, and practical tasks. Senior Subject Prerequisites: It is highly recommended that students who are considering studying Physical Education as a subject in Years 11 and 12, study two semesters of HPE in Year 10. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject.

SCIENCE

Science (SCI) Students follow the prescribed Australian Curriculum program. Experiences in Year 10 will allow students the opportunity to make better choices for senior subjects. Students are expected to read and summarise text materials, participate in class discussions, practical research and undertake research assignments.

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Students in Year 10 must complete science for a full year. Course Outline: Term 1 – Biology (Genetics and Natural Selection) Term 2 – Chemistry (Periodic table) and Physics (Energy transfers and transformations) Term 3 – Introductory Senior Applied Syllabus: Science in Practice (Water chemistry) Term 4 – Earth and Space Science (Universe and The Big Bang and Global Systems) Assessment: The assessment program will include assessment integrated with the learning experiences; these will be expressed through five assessment types: written task, extended experimental investigation, extended response, collection of work and non-written presentation. The achievement level awarded to each student on exit from the course will be based on the fullest and latest information about student performance. Results from individual terms will be used as prerequisites for senior science. Senior Subject Prerequisites: To enter Senior subjects, students must in Year 10 achieve as a minimum: Senior Biology – C achievement in English, Science and Mathematics.

Senior Chemistry – B achievement in Extension Mathematics and a C achievement in Extension Science or an A achievement in Core Science. Students must also achieve a C in English.

Senior Earth & Environmental Science – C achievement in English, Science and Mathematics.

Senior Physics – B achievement in Extension Mathematics and a B achievement in Extension Science and a C achievement in English.

Senior Science in Practice – no prerequisites

Additional costs / excursion costs not included in the student resource scheme: Students have the opportunity to participate in the REACH Science competition at a cost of $9.50. Subject Fee: STILE – STEM Interactive Learning Environment - $15.00.

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Science Extension Students intending to enrol in the Senior Science subjects of Physics and Chemistry in Year 11 should take this class. Students who have completed Year 9 Science Extension or received an A in Year 9 Core are also welcome to completed Year 10 Science Extension. Students will apply for inclusion through an application process. Students will undertake extension components of the Australian Curriculum program during Semester 1 and Semester 2. Students will read and summarise text materials, participate in class discussions, practical research and undertake research assignments. Students in Year 10 Extension Science will fast track the Year 10 Australian curriculum with a focus on introduction to the four senior science subjects of Earth Science, Biology, Chemistry and Physics. Course Outline: Term 1 – Introductory Earth Science Unit 1 (Rocks, Minerals)/Introductory Senior Physics Unit 2 (Motion) Term 2 – Introductory Senior Chemistry Unit 3 (Periodic Table) Introductory Senior Biology Unit 4 (Cellular Biology) Term 3 – Data Analysis (Chemistry/Biology) Term 4 – Data Analysis (Physics/Earth & Environmental Science) Assessment: The assessment program will include assessment integrated with the learning experiences; these will be expressed through assessment types: science experiment, science research report, data test and theory exams . The achievement level awarded to each student on exit from the course will be based on the fullest and latest information about student performance. Subject Prerequisites: To enter Extension Science: Complete the application form: Intend to take at least one Senior Science subject in Year 11. Completed science extension in Year 9. Have obtained and maintained a minimum of a B across four core subjects throughout your Year 9 studies. Have the support of your parents/guardians. Additional costs / excursion costs not included in the student resource scheme: Students have the opportunity to participate in the REACH Science competition at a cost of $9.50. Subject Fee: STILE – STEM Interactive Learning Environment - $15.00.

HUMANITIES

Humanities (HISTORY/GEOGRAPHY/LEGAL STUDIES) Course Outline:

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Humanities in Year 10 includes the following courses: History, Geography and Legal Studies. Humanities subjects are vital for teaching students fundamental academic skills such as essay writing, source analysis, referencing, and research. Young adults who are well versed in the Humanities are better equipped to succeed in future careers that require data analysis, balancing concerns of different stakeholders, evaluating potential impacts and/or growth patterns, critical analysis, and many other skill sets that require a strong understanding of society. Mandatory History Course [one semester] All Year 10 students study one semester of History. Some students will do this in Semester 1, others will do it in Semester 2. Units of study in Year 10 include World War II, Rights and Freedoms in Australia, the Environment Movement, Migration Experiences, and Popular Culture. Elective Geography Course [one semester] In addition to their semester of History, Year 10 students can choose to do a Geography course. This will involve studying natural and human environments and how they interact with one another. Students will learn how to interpret data, how to collect their own data and how to compose reports. Geography involves one excursion to a coastal region for data collection. This will include a fee of approximately $15 to $25. Elective Legal Studies Course [one semester] In addition to their semester of History, Year 10 students can choose to do a Legal Studies course. Year 10 Legal Studies starts with learning the fundamentals of Australian Law and quickly follows up with an in-depth exploration into the role of the High Court. Legal Studies will give students a firm grasp of the law and teach them important skills like essay writing, referencing, and research. Assessment For all Humanities subjects, students will need to complete short response exams, research assignments and essay exams. Senior Subject Recommendation: It is recommended that if students wish to study Legal Studies or Geography in Years 11 and 12 that they choose to do these subjects in Year 10. Additional costs / excursion costs not included in the student resource scheme: Geography Excursion $15 – 25

SPECIAL EDUCATION PROGRAMS The ability to provide specific Special Education Programs each year is dependent on staffing allocation as well as the individual needs of our verified students. In consultation with parents and students, selected students undertake tutorial lessons. These lessons focus on developing organisational skills, completing assignments and homework tasks as well as developing co-operation skills while working in a small group. Over the course of your child’s education at AC verified students will be supported by the Special Education Program. In years 9 and 10, the following programs will be on offer in consultation with parents and students: Year 9 and 10:

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In class support Co-teaching of some targeted Core classes in English, Maths, Science and SOSE for verified

students with significant learning delays dependent on available resources and curriculum needs

Tutorials – usually in place of an elective to provide assistance with homework, assignment tasks and individualised goals

Each student is assigned a case manager who has the responsibility of co-ordinating support for students, parents and class teachers. The case manager will contact you at the start of the year to introduce themselves and establish a partnership that will be mutually productive in supporting your student across their schooling at Albany Creek SHS. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject. Contact for more Information: Mrs Sandra Marx | Head of Special Education Services (HOSES) | [email protected]

Work Studies (WST)

By Invitation from Head of Special Education Services only

This course will support students to manage their learning, work and life in self-directed ways. The Year 10 course is a continuation of the SEP Foundation SOSE course offered in Year 8 and Year 9 at Albany Creek High School. Course Outline: The course has two (2) strands:

1. Skills for Learning and Work 2. Career and Life Design

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Skills for Learning and Work focuses on the development of self-understanding and non-technical workplace skills and their application in learning and work contexts. It will include:

Learning to learn Work skills Entrepreneurial behaviours

Career and Life Design focuses on developing knowledge, understanding and experience of the world of work; skills, knowledge and dispositions in career development; and the skills and knowledge to manage transitions. It will include:

Career development and management The nature of work Gaining and keeping work

Students will be exposed to work in a variety of ways including workplace visits, visits by industry experts, industry expos and ‘taster’ days, videos, volunteering and work experience. Assessment: Information is gathered using a range of assessment tasks through a process of continuous assessment administered at suitable intervals over the course of study. Students will collate a folio of work covering all the objectives from each dimension. Senior Subject Prerequisites: This is an inter-disciplinary subject which will enrich learning in most areas and add to the level of student work readiness. This subject has strong links to Career Development (CDV) offered by the Special Education Program in year 11. Additional costs / excursion costs not included in the student resource scheme: There are no additional costs associated with this subject. Contact for more Information: Mrs Sandra Marx | Head of Special Education Services (HOSES) | [email protected]

THE ARTS

Dance (DAN) Course Outline:

In dance, students experience rich and innovative challenges through written and practical assessments as well as numerous performance opportunities. The dance units provide opportunities for both individual and group assessment and learning experiences across the three learning areas: Performance, Choreography and Appreciation.

Semester One Contemporary Dance Journey

Performance: An introduction to Contemporary Dance Choreography: Creating movement from stimulus Appreciation: Written response to professional works

Semester Two Dance and Technology

Performance: Professional repertoire Choreography: Response to professional stimulus including technology Appreciation: Written response to professional works

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Assessment: All units contain practical and theoretical components. Students are required to participate in all class activities, working individually, in pairs or groups. Students are assessed on their ability to choreograph, perform and appreciate Dance. Examples of typical assessment items include: Choreography Responding to stimulus through creatively crafted movement sequences. Using dance knowledge to create symbolic representations of concepts. Performance Perform developmentally appropriate movement sequences to develop technical and expressive

skills. Perform extended sequences of both teacher and professional devised repertoire. Appreciation Deciphering professional works in order to write a written analysis and evaluation of live and

recorded performances. All students must wear appropriate dance clothing for all dance classes. Senior Subject Recommendation: Students who are considering studying Senior Dance as a subject in Years 11 and 12 are recommended to study both semesters of Dance in Year 10 and be achieving a minimum of a C standard in semester two, Year 10 English. Additional costs / excursion costs not included in the student resource scheme: Senior Brisbane Eisteddfod (optional) - $65 Senior Gold Coast Eisteddfod (optional) - $25

Dance Showcase Tickets (optional) - $12 Black Leotard - $40 Drama (DRA) Why study Drama? Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as Drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, Drama has the capacity to engage, inspire and enrich students, excite the imagination and encourage students to reach their creative and expressive potential. Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them. Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for Drama presentations. Students develop a sense of inquiry and empathy but exploring the diversity of Drama in the contemporary world and in other times, traditions, place and cultures. What is studied in Drama? In Drama, students discover and explore the elements of drama, applying principles while making and responding to drama in various forms. Although units are practically orientated, there is a written theory aspect in each unit. Students are required to participate in class activities working primarily in groups, as well as independently or with the whole class.

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In Year 10, students draw on, use and analyse Drama genres, forms and styles from a range of historical and cultural contexts. They begin with the drama in their immediate lives and community and identify the purposes of drama. They draw on the histories, traditions and conventions of drama from other places and times. In their drama, students use a variety of sources including stories, personal experience and historical and current events to create meaning through situations and characters. Assessment: Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source for ideas. Students engage with the knowledge of drama, develop skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts. Through Drama, students learn to reflect critically on their own experiences and responses and further their own aesthetic knowledge and preferences. Drama involves both making and responding to develop a practical and critical understanding of how the elements of drama can be used to shape and structure drama, engaging audiences and communicating meaning. Recommended Prior Study: Students need to bring a positive attitude and a high level of self-discipline to this subject and be willing to work co-operatively with students and teachers. Students need to be willing to rehearse outside of class time and attend live performances by professional theatre companies. Subject Pathways: Year 10 Drama provides students with learning experiences that will lay the foundation for further development in future years. This foundation will see the students through to Senior Drama for Years 11 and 12, if they choose it as a course of study. Senior Subject Recommendation: Students who are considering studying Senior Drama as a subject in Years 11 and 12 are recommended to study both semesters of Drama in Year 10 and be achieving a minimum of a C standard in semester two Year 10 English. Additional costs / excursion costs not included in the student resource scheme: Arts Council Performance - $8 Drama Performance - $40

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Media Arts (MED) Course Outline: Students will make and respond to media texts across the mediums of television, film, video, newspaper, radio, video game, the internet and mobile media. In making and responding students engage with the key concepts, story principles and elements of media (technical and symbolic). The five interrelated key concepts provide a framework for students to create and analyse media artworks. Students develop an understanding of the five key concepts by exploring media representations, communicated through languages and technology for an audience in community and institutional contexts. Two semester-long units comprise Media Arts in year 10: Semester 1: Emerging From the Margins engages students with storytelling perspectives that have historically been unfamiliar but are becoming more widely explored in mainstream texts. Students look at narrative, character and representation within the limits of genre conventions. Semester 2: Hidden Agendas engages students with journalistic media and documentary in order to explore ways in which media institutions influence their audiences and shape social and cultural values. Assessment: Media Arts involves creating representations of the world and telling stories through communications technologies. Students of Media Arts are assessed in two ways: Making involves using communications technologies to design, produce and distribute media artworks. Responding involves students learning to explore, view, analyse and participate in media culture. Senior Subject Recommendation: The senior equivalent of Media Arts is Film, Television and New Media. This is a QCAA general subject. It is strongly recommended that students considering Film, Television and New Media in Years 11 and 12 study both semesters of Media Arts in year 10. A minimum C in year 10 English is a pre-requisite for studying Film, Television and New Media in year 11. Students who do not plan to take Film, Television and New Media will still gain skills useful for general media production and critical understandings of media representation. Media production skills combine all of the 21st century skills recognised as vital assets for employment in the 21st century. Additional costs / excursion costs not included in the student resource scheme: Students are required to purchase and have with them a 16G USB Contact for more Information: Mr Shaun Cathro | Head of Department – Teaching and Learning | [email protected] Music (MUS) Course Outline: Over the two year program, students develop their ability to read, write, listen to and perform a broad range of music. The course covers a variety of genres ranging from world music perspectives, to classical and contemporary popular music. Each unit will be explored through Listening, Practical, Compositional and Theoretical activities. Students will have the opportunity to have `hands on' experience with musical instruments such as keyboard and guitar as well as instruments that students currently play in the Instrumental Music Program.

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Students who choose to study Year 9 and 10 Music would have a distinct advantage if they were to complement the course by the study of an instrument through the school Instrumental Music Program or by having private tuition. Assessment: Students are assessed in three areas that are equally weighted for exit assessment. They are Analysing, Composing and Performing. Assessment takes the form of written, listening, compositional and practical activities. Students are expected to practice in their own time, as well as allocated time in class. Through music making and associated ensemble and solo performances, students develop social and co-ordination skills as well as artistic appreciation and self-discipline. It also helps to foster sound study skills, higher order thinking and reasoning skills. Senior Subject Recommendation: It is strongly recommended that students considering Senior Music as a subject in Years 11 and 12 should study both semesters of Music in Year 10 or have the equivalent of Grade 4 AMEB theory and practical. Students who do not plan to take Music on to Senior will still gain skills useful for leisure time and will become a more discerning and appreciative audience. Many students study Music in Senior because they wish to have a career that involves music. It is very useful for anyone wishing to pursue a career as a primary, pre-school, kindergarten or special school teacher. Other students may wish to become specialist primary or high school music teachers or instrumental instructors. Music Therapy and Music Technology are two areas that are very popular. Additional costs / excursion costs not included in the student resource scheme: Kickstart Day - $10

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Visual Art (ART) Course Outline: Visual Art focuses on students making and responding to images and objects. Students develop a perceptual and conceptual understanding of visual language, enabling them to be visually literate in the symbol systems and visual communication of cultures and societies, past and present. Students explore a range of two-dimensional and three-dimensional forms such as Drawing, Painting, Printmaking, Ceramics, Sculpture, Design, Installation and Electronic Imaging. In Year 10 students will be encouraged to develop and expand their creative potential and to experiment with a range of materials and develop technical expertise in making processes. This subject is practically orientated and integrates theoretical components that are relevant to what students are making in Visual Art. Skills also include technical competence with materials, problem solving and Arts appreciation. Units of work undertaken in Year 10 may include: Semester One Looking In/Out – Self Portraits with Drawing, Painting, and Mixed Media Me, Myself and Something Else – Digital Imaging and Canvas Painting Go Figure – Metaphysical using Drawing, Sculpture and Mixed Media Semester Two Text and Message – Photography and Digital Imaging In Visual Art students are encouraged to develop individual viewpoints, problem-solving skills and acquire a knowledge of materials and an understanding of cultures, both past and present. Students work individually and collaboratively, and are provided with an excellent preparation for Senior Visual Art and/or Visual Arts in Practice. Assessment: All units contain practical and theoretical components. Students are required to participate in all class activities, working individually, in pairs or groups. Students are assessed on their ability to make and respond to artwork. Senior Subject Recommendation: Students who are considering studying Senior Visual Art as a subject in Years 11 and 12 are recommended to study both semesters of Visual Art in Year 10 and be achieving a minimum of a C standard in semester two Year 10 English. Students are also recommended to study Visual Art and Visual Arts in Practice as complementary subjects in Years 11 and 12. Additional costs / excursion costs not included in the student resource scheme: Queensland Art Gallery and Gallery of Modern Art Excursion - $15

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