Year 10 Studies Handbook

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Murgon State High School

Believe Challenge Strive

Year 10

Studies Handbook

2020

Murgon State High School 2 Dutton Street MURGON QLD 4605

Phone: (07) 4169 9222 | SMS Absence: 0429 328 457 Email: [email protected] Website : www.murgonshs.eq.edu.au

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CONTENTS

IMPORTANT CHANGES TO YEAR 10 SUBJECT AND ELECTIVES .................................................................... 3

OUR VISION & VALUES ........................................................................................................................ 3

POSITIVE BEHAVIOUR FOR LEARNING .................................................................................................... 4

INTRODUCTION ................................................................................................................................... 4

HOW DO WE DECIDE ON CLASS STRUCTURES? ........................................................................................ 4

LITERACY ........................................................................................................................................... 5

HOW DO WE HELP? WHERE DO WE GO TO? ............................................................................................ 6

DAY TO DAY ....................................................................................................................................... 7

EXTRACURRICULAR PROGRAMS AT MURGON STATE HIGH SCHOOL ........................................................... 8

ADDITIONAL PROGRAMS AND SUPPORT ................................................................................................ 8

WHAT SUBJECTS WILL I CHOOSE IN YEAR 10 .......................................................................................... 9

YEAR 10 CURRICULUM AT MURGON STATE HIGH SCHOOL ...................................................................... 10

THREE DIMENSIONS OF THE AUSTRALIAN CURRICULUM ........................................................................ 10

YEAR 10 CORE SUBJECTS .................................................................................................................... 11

ENGLISH ........................................................................................................................................................................................ 11

MATHEMATICS ............................................................................................................................................................................. 12

INTRODUCTION TO MATHEMATICAL METHODS .......................................................................................................................... 12

APPLIED SCIENCE .......................................................................................................................................................................... 13

INTRODUCTION TO BIOLOGY ........................................................................................................................................................ 14

INTRODUCTION TO CHEMISTRY .................................................................................................................................................... 14

INTRODUCTION TO PHYSICS ......................................................................................................................................................... 15

HISTORY – STUDIED FOR 1 SEMESTER .................................................................................................................................................. 15

PHYSICAL EDUCATION – STUDIED FOR 1 SEMESTER ............................................................................................................................ 16

INTRODUCTION TO HEALTH .......................................................................................................................................................... 16

YEAR 10 ELECTIVE SUBJECTS ............................................................................................................... 17

ELECTIVE CANCELLATIONS ............................................................................................................................................................ 17

ELECTIVE – MUSIC ......................................................................................................................................................................... 17

ELECTIVE – VISUAL ARTS IN PRACTICE ........................................................................................................................................... 18

ELECTIVE – INTRODUCTION TO FILM, TV AND NEW MEDIA (MEDIA ARTS) ..................................................................................... 19

ELECTIVE – INTRODUCTION TO AGRICULTURE SCIENCE ............................................................................................................... 19

ELECTIVE - HOSPITALITY PRACTICES.............................................................................................................................................. 20

ELECTIVE – ECONOMICS & BUSINESS/CIVICS & CITIZENSHIP ........................................................................................................ 21

ELECTIVE - ENGINEERING .............................................................................................................................................................. 21

ELECTIVE - FURNISHING ................................................................................................................................................................ 22

SENIOR PATHWAYS PROGRAM ..................................................................................................................................................... 22

CERTIFICATE I IN BUSINESS ........................................................................................................................................................... 23

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IMPORTANT CHANGES TO YEAR 10 SUBJECT AND ELECTIVES

Murgon SHS is unique due to the diversity of students including indigenous and non-indigenous, rural and urban, varying family

structures, and students with a full range of preferred learning styles. Herein, lies the strength of the school and also the challenge.

Schools have been given the flexibility to respond to the range of abilities, interests and needs of students in their local and wider communities whilst meeting the requirements of various frameworks and imperatives. Murgon State High School has developed its curriculum offerings in line with the Australian Curriculum and the P-12 Curriculum Framework.

Students in Year 10 will undertake units in Mathematics, Science, English, History and HPE based on the Australian Curriculum as well as a Certificate 1 Business and the Senior Pathways Program. Students are involved in phase 2 and 3 of the Australian National Curriculum. Information Communication Technologies (ICTs) are integrated across all KLAs.

Important Information:

From 2019, Year 10 students have the opportunity to begin their Senior Pathway to Year 11 and 12 by being part of a combined Year 10 and 11 class, for example Biology or Health. The Year 10 course in these classes will be based on the Australian Curriculum, however, students will be specialising their study. The combined Year 10 and 11 subjects are highlighted in yellow on the student 2020 Subject Selection Form.

There is a pre-requisite for combined Year 10/11 ATAR classes: the following subjects require a student to have attained a B or better in their corresponding Year 9 course – Mathematical Methods, Biology, Chemistry, Physics, Agricultural Science, Film TV and New Media, and Health. The relevant Head of Department (HOD) will make the final decision of student participation in these classes.

Standalone Year 10 electives, highlighted in green, are available as well and theses classes, for example ITD will have Year 10 students only in the class.

Please Note: All students must choose a Science, whether it be Biology, Physics, Chemistry, Agricultural Science or Applied Science.

OUR VISION & VALUES

At Murgon SHS we work by the vision: Believe, Challenge, Strive.

We believe all students can learn – We:

Believe in self & others

Value difference

Learn for life

Our challenge is to find the best ways of teaching each student – We:

Expect the best

Focus on the important

Live with positive attitudes

We strive to be the best teachers we can be for both our own & our students’ learning –

We strive:

For students to achieve their full potential

For authentic success

To take personal accountability

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POSITIVE BEHAVIOUR FOR LEARNING

Murgon SHS is a Positive Behaviour for Learning School (PBL) with our overarching

expectations of:

PARTICIPATION * RESPECTFUL AND RESPONSIBLE* SAFE

Murgon SHS is unique due to the diversity of students including indigenous and non-

indigenous, rural and urban, varying family structures, and students with a full range of

preferred learning styles. Herein, lies the strength of the school and also the challenge.

OUR PURPOSE IS TO PROVIDE A SUPPORTIVE, EQUITABLE & CHALLENGING LEARNING CULTURE FOR ALL STUDENTS

INTRODUCTION

Schools have been given the flexibility to respond to the range of abilities, interests and needs of students in their

local and wider communities, whilst meeting the requirements of various frameworks and imperatives. Murgon

State High School has developed its curriculum offerings in line with the Australian Curriculum and the P-10

Curriculum Assessment and Reporting Framework.

Students in Years 7, 8, 9 and 10 will undertake units in Mathematics, Science, English, History, Geography and HPE

based on the Australian Curriculum.

The range of options in this handbook has been informed by teachers, parents, community and students. The

following guidelines were used:

The curriculum is developed around key learning areas (KLAs)

Students individual strengths and talents are important

Students’ progress at different rates and different students need varying amounts of time to learn

A good coverage of a broad range of subjects is necessary

HOW DO WE DECIDE ON CLASS STRUCTURES?

We collect information about students that helps us to place them in the best learning space whilst at Murgon State High School.

The information that we use includes:

Academic progress – reports and levels of achievement from their previous school

Feedback and information from their previous teachers if applicable, through such things as their reports

Attendance, behaviour, leadership, awards and achievements

Their past interests and involvement in programs and activities

Testing records such as NAPLAN, diagnostic tests such as the PAT tests and PM tests

This information assists us in giving our teaching and learning teams a more complete picture of the student.

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LITERACY

Literacy is an important focus at Murgon State High School with particular emphasis on reading and reading comprehension in the junior years of high school. As part of our literacy journey, teachers have ongoing training in strategies to teach and enhance reading.

Students will be explicitly taught reading behaviours, skills and strategies through all learning areas.

All teaching staff undertake diagnostic assessment of students across the year. Teaching the literacy demands of the curriculum ensures all students learn how to read to learn and support academic achievement in all learning areas. Teaching staff have a deep knowledge and understanding of how reading occurs and plan effective engaging reading experiences that support students to become highly proficient readers. Teachers at Murgon State High School work with students to co-create reading goals and success criteria, and provide regular timely and descriptive feedback to students about their reading progress.

Teaching and Learning at Murgon State High School is guided by Lyn Sharratt’s five Questions:

Teacher Questions: 1. What am I teaching?

2. Why am I teaching it?

3. How will I teach it?

4. How will I know when students have learned it or not?

5. What is next…if this works? If it doesn’t? Where do I go for help?

Student Questions: 1. What are you learning?

2. How are you going?

3. How do you know?

4. How can you improve?

5. Where do you go for help

In Year 10, the use of Cognitive Verbs becomes a focal point of lesson structure that will carried through into Years

11 and 12.

These Cognitive Verbs, referred to as academic vocabulary, signal the type of mental operations that students are

expected to perform in class tasks and assessment items.

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HOW DO WE HELP? WHERE DO WE GO TO?

Social and Emotional Support:

Supporting students with friendship issues, resilience programs, stress and coping skills and other concerns:

Guidance Officer (GO)

Youth Support Coordinator (YSC)

School Chaplain

Year Level Coordinator (YLC)

Community Education Counsellor/s (CEC’s)

Clontarf Academy

Barambah Girls Academy

Student Well-being Program

Daily contact in House groups. Students are randomly allocated on enrolment to either Crocodile, Eagle or Goanna

The Wellbeing program in 2020 promoting and supporting:

Social & emotional skills

Resilience

Positive Behaviour for Learning (PBL)

School Expectations – Participation, Respect & Responsible, Safe

Special Education Services

Head of Diverse Learning (HODL)

Special Education Program (SEP) teachers

Advisory visiting teachers (AVT) and programs to support students

Academic Support

Heads of Departments (HODs)

Mathematics/Science

English/Humanities

HPE/Senior Schooling

Technology/Arts

Subject teachers

Clontarf Academy

Director – Mick Rees

Officers – Dennis Sandow, Ryan Brown, Craig Kimberley, Neil Stanley & Barwoo Fisher

Barambah Girls Academy

Director - Leena Lehtonen

Officers – Kylee Brown, Gwen Button

Out of Home Care Students

Engage with school staff, parent/carers and outside agencies to provide support

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DAY TO DAY

Connecting with the community

Parents are welcome at our school and are vital partners in education. There are a range of opportunities for parents and community members to keep up to date with events and activities and be involved with our school through:

School canteen volunteer workers

Information evenings and interviews

School sport and cultural activities

Ready Reading volunteers

Email, website updates, school facebook Barambah Cluster School Principals hold regular meetings within our cluster of schools to ensure that there is closer reciprocal partnerships. Connection with support agencies, such as CTC.

Attendance and Absences

Rolls are marked every class

SMS messages are sent daily to parents / carers of unexplained or absent students

Students who are late or early need to present themselves to the office.

There is a student sign in computer, located in the main office. Students need to obtain a 4-digit code from office staff, which is unique to them.

Contact from our attendance officer If your student is going to be absent please contact the school on 07 4169 9222 or SMS your absence to 0429 328 457

Uniforms

We are a uniform school and expect all of our students to be in full school uniform every day with closed in shoes.

Struddy’s Sports and Mark Smiths Menswear Murgon are our uniform suppliers

Please refer to MSHS school uniform dress code in the Responsible Behaviour Plan for Students in your enrolment pack.

Text books and resources

Murgon State High School operates a Student Resource Scheme (SRS).

Subjects that require textbooks are issued by teachers as the students require them

Other resources including but not limited to Online Resources are also used.

Assemblies

Students have a weekly year level parade (Year 7/8 meet under the wave) or house assembly.

Full school assembly on Wednesday mornings (under the wave).

Sport

The school participates in inter-house and inter-school sporting events such as Bjelke-Peterson Shield, athletics, swimming and cross-country.

Students can trial in a variety of sports at South Burnett and Wide Bay level.

Students can also become involved in school representative teams

Canteen The canteen operates every day at morning and afternoon breaks

Healthy options are available for purchase

Eftpos is available

Qkr Online Ordering is now available - Parents can pre-order/pre-pay for their lunches via the Qkr

app, orders close at 9am each day. - Qkr Online Ordering information can be found on the school

website: www.murgonshs.eq.edu.au

Lunchtime activities

There are facilities available for students to engage in physical activity at lunch breaks

The library is open at lunchtimes.

Ovals are active zones. Students can borrow sports equipment from the sports room during lunch breaks.

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

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EXTRACURRICULAR PROGRAMS AT MURGON STATE HIGH SCHOOL

Excellence in education: Excellent results in various Maths, Science and English Competitions Technology embedded throughout the curriculum Establishment of the 1 to 1 laptops/computers in the Senior School. The establishment of the Trade Training Centre (TTC) and associated curriculum programs

Excellence in Sport: Wide Bay representatives in Athletics, Football, Rugby League, Cross country, Swimming, Cricket, Squash, Rugby Union Proud record of Australian representatives in Rugby League and Cricket High level of success in the Inter-school BP Shield Summer & Winter Competitions

Opportunities available to students:

Curriculum & Subject based excursions and field trips Year Level Camps Interact Student Council Agriculture: 42 hectare farm that specialises in beef

cattle and a variety of cropping / Hoof & Hook / Farm Fest Excursion/ Cattle Team & Agricultural Shows

University Visits Clontarf Academy Barambah Girls Academy NAIDOC Celebrations School Based Apprenticeships & Traineeships (SATs) School Magazine Work Placement opportunities

Gifted and talented programs

ICAS Science Competition ICAS Maths Competition ICAS English Competition Science and Engineering Challenge Fraser Coast Technology Challenge Women in Mathematics and Science STEM Gala Days Education Perfect Competition Creative Writing National Chemistry Competition

Excellence in the Arts: Instrumental Music Program that students can elect

to join. Please enquire at the office. Concert band Singing Group Arts performances

ADDITIONAL PROGRAMS AND SUPPORT

STUDENTS with DISABILITIES and the SEP TEAM: Every Student Succeeding – State School Strategy – 2018 - 2022

Our commitment at Murgon SHS is to work collaboratively towards an Inclusive Education System at all year levels

and as part of everyday practice. This includes in educational setting and classrooms, ensuring ALL students succeed

and receive the support needed to belong to the school community, engage purposefully in learning and experiences

with academic success. This supports the shared vision and rights for ALL students who have diversity in social,

cultural, community and family backgrounds, and of all identities and abilities to receive a high quality education.

Our purpose is that students:

1. Attend their local state school and be welcomed

2. Access and Participation to high quality curriculum and fully engage with their peers

3. Learn in a safe, supportive environment free from bullying, discrimination or harassment

4. Achieve academically and socially with reasonable adjustments and support tailored to meet individual

learning needs.

Murgon SHS is committed to ensuring that all students, including students with disability, can access, participate and

succeed in education on the same basis as other students. Students who have specialised educational support needs

may be eligible for additional targeted resources if they are identified as meeting criteria for one of six Education

Adjustment Program (EAP) disability categories. The Diverse Learning (HODL) coordinates and manages the staff and

resources of these specialised services. The SEP Team work closely with students and collaborate with

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parents/carers and external advisory staff to identify and respond to the individual needs of students. If you require

a copy of the ‘Education for Children with a Disability – a Guide for Parents’ P-12, please see the HODL.

INSTRUMENTAL MUSIC A Specialist Instrumental Music teacher comes to the school each week. Students can elect to join the program if they have an interest in learning an instrument or joining a band. Currently there are vacancies for 2020. Students who are interested should ask at the office for more information

WHAT SUBJECTS WILL I CHOOSE IN YEAR 10

Please note the subjects such as:

Introduction to Health

Are combined Year 10/11 classes

When making your selections, choose what you enjoy and subjects you achieve in.

Remember you are on the journey to your Senior Studies and you have the opportunity, through your subject selection, to start

to specialise in your chosen field of study.

You need to consider the following points when selecting your subjects.

Your interests and ability – it is known that students do well in subjects that they enjoy & are good at.

Possible career, TAFE or University pathways.

Major studies for certain senior subjects - although there are no prerequisites to continue to Year 11 you should

consider this e.g. to successfully study Performing Arts in the Senior School you should have studied this strand in Year

9 or 10 (at least).

You should avoid selecting subjects based on:

One person saying the subject is ‘no good’ – everybody has different perceptions

Your friends are taking it so you think you should – it’s your future.

Whether you like or dislike the teacher – this is never fully determined until the start of the school year and your

opinions may change as you change.

KEY LEARNING AREA SUBJECT COMMENTS

The Arts Visual Arts

Music Students may specialise in one or more strands in Year 10.

English English Students will study 2 semesters of English

Health & Physical Education

Health & Physical Education

Introduction to Health

10 HPE – Every Student 1 Semester

Mathematics Mathematics Introduction to

Mathematical Methods

Students will study 2 semesters of Mathematics.

Science Applied Science Introduction to Biology Introduction to Chemistry Introduction to Physics

All students will study 2 semesters of Science.

History/Geography History All students will study 1 semesters of History

Technology Introduction to Film, TV & New Media

Introduction to Hospitality Practices

Economics & Business

Engineering

Furnishing

In Year 10 students will have the opportunity of selecting one or more strands.

Note: Economics and Business incorporates Civics and Citizenship

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YEAR 10 CURRICULUM AT MURGON STATE HIGH SCHOOL

THREE DIMENSIONS OF THE AUSTRALIAN CURRICULUM

SUBJECT TERMS LESSONS/WEEK MINUTES/WEEK CURRICULUM SOURCE

ENGLISH

210

MATHEMATICS

210

SCIENCE

210

HISTORY

210

HEALTH & PHYSICAL EDUCATION (HPE)

210

ELECTIVE 1*

210

ELECTIVE 2*

210

CERT I BUSINESS

70

SENIOR PATHWAYS PROGRAM

70

*Please note: Students will select electives for the entire year

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YEAR 10 CORE SUBJECTS ENGLISH

Unit 1 Examining representations of Australia’s people, histories and cultures.

Unit Description Students will:

read, view and analyse the techniques used in satirical texts write an analytical response to analyse and interpret techniques of satire which influence

audience interpretation and response

Assessment Written – Informative response

Unit 2 Responding to literary texts


read, analyse and evaluate a novel that explores issues relevant to Australian society

examine narrative viewpoint, characterisation and plot structures in literature

consider the links between values, beliefs, assumptions and the social, moral and ethical positions of authors

examine elements of creative writing and the stylistic features of authors

create an imaginative transformation – a short story that contributes and additional scene to narrative of a novel.

Assessment Assessment – Written – Imaginative transformation

Unit 3 Responding to poetry


examine how poetry can be used to develop social, moral and ethical perspectives on issues that are relevant to particular audiences and contexts

examine stylistic features, text structures and language features in poetry and consider how these elements combine to privilege perspectives

also consider technical aspects of poetic forms such as odes, elegies, ballads and sonnets, producing their own poetic texts

Assessment Assignment - Create and perform poetry

Unit 4 Responding to a Shakespearean drama


read and interpret a Shakespearean tragedy evaluate an extended interpretation of the play, analysing arguments and accompanying

evidence to support or refute ideas presented by the author

Assessment Written – Analytical response

Unit 5 Responding to interpretations of Shakespeare in film


view a film interpretation of a Shakespearean play use their knowledge of visual codes, elements of sound and the text structures and

language features of film review to evaluate the value of the selected film

Assessment Written – Film Review

Unit 6 Evaluating representations in news media texts


listen to, read, view and discuss a variety of news texts

examine how text structures, language features and the arrangement of information within news texts position audiences to respond to people, cultures, places, events, objects and concepts

develop a multimodal presentation to analyse, evaluate and compare how two news texts from different sources of news media represent a person, group, culture, place, event, object and/or concept.

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Mathematics is aimed at students who aim to complete a traineeship or apprenticeship or to attend University.

Introduction to Mathematical Methods is an extension course for those students who choose a pathway to further

Science and Mathematics study in Years 11 and 12 and then at University. Students who wish to study this course

must have attained at least a B in Year 9 Mathematics and must meet with the HOD Mathematics/Science Mrs

Etherington to discuss whether this class is suitable for their chosen pathway.

MATHEMATICS Term 1 Financial Mathematics and Chance

Unit Description Student will:

recall simple and compound interest formulas, calculate simple and compound interest, connect simple and compound interest, substitute into a formula, connect graphical and algebraic representations of functions, solve financial problems involving compound interest and loans.

describe the results of two- and three-step chance experiments, assign and determine probabilities including conditional probability and investigate the concepts of

Assessment Exam, Target Games Assignment

Term 2 Measurement, Geometric Reasoning, Pythagoras’ Theorem, Trigonometry


recall formulas to calculate area and volume, calculate the surface area and volume of prisms, pyramids, cylinders, cones and spheres

recall angle relationships for straight lines, triangles and quadrilaterals, prove angle relationships using formal proofs, develop proofs for congruency and similarity rules

substitute into formulas, solve problems involving Pythagoras' Theorem in 3D, angles of elevation and depression, the sine, cosine and area rules, the unit circle, and trigonometric functions

Assessment Exam: Measurement, Exam: Trigonometry

Term 3 Data Representation, Patterns and Algebra, Linear and Non-linear Relationships


use statistical measures of centre and spread to describe data sets, analyse data displays (box plots, histograms and scatter plots) to make generalisations

calculate statistical measures of data sets, use statistical measures to analyse data and reports.

graphically represent linear and non-linear relationships, draw a line of best fit

apply the four operations to algebraic fractions, manipulate expressions and equations to solve problems involving algebraic fractions, formulate and solve problems involving algebraic fractions, apply the rules of expanding and factorising to quadratics and choose appropriate methods to factorise quadratic expressions.

Assessment Exam, Data Interpretation Problem Solving and Modelling task

Term 4 Patterns and Algebra, Linear and Non-linear Relationships


solve linear equations, represent and solve with simple linear inequalities, revise simultaneous equations

develop linear equations, substitute into and solve linear equations, make generalisations in relation to parallel and perpendicular lines, identify the solution to two intersecting linear equations, apply graphical, elimination and substitution methods to find solutions and solve contextualised problems.

Assessment Exam

INTRODUCTION TO MATHEMATICAL METHODS Term 1 Algebraic Fractions, Linear and Non-Linear Relationships, Chance


apply the four operations to algebraic fractions, manipulate expressions and equations to solve problems involving algebraic fractions, formulate and solve problems involving algebraic fractions

expanding and factorising quadratics and choose appropriate methods to factorise monic and non-monic quadratic expressions, including the quadratic formula

formulate and solve real life problems involving monic and non-monic quadratic equations

describe the results of two- and three-step chance experiments

assign and determine probabilities including conditional probability and the concepts of dependence and independence

Assessment Exam: Algebra & Quadratic Equations, Target Games Assignment

Term 2 Financial Mathematics, Pythagoras’ Theorem and Trigonometry


recall and rearrange simple and compound interest formulas, calculate simple and compound interest, substitute into a formula, connect graphical and algebraic representations of functions, solve financial problems involving compound interest and loans

solve financial problems involving the use of logarithms

apply the trigonometric ratios to solve problems involving Pythagoras' Theorem

apply the trigonometric ratios to calculate angles of elevation and depression

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apply the concept of the unit circle to measure angles in degrees and radians

establish and apply the sine and cosine rules

Assessment Exam: Financial Mathematics, Exam: Pythagoras’ Theorem & Trigonometry

Term 3 Data Representation and Measurement


use statistical measures of centre and spread to describe data sets, analyse data displays (box plots, histograms and scatter plots) to make generalisations

calculate statistical measures of data sets, use statistical measures to analyse data and reports

calculate and use standard deviation to describe the spread of a data set, compare data sets using the mean and standard deviation

find and use an equation for the line of best fit to describe the relationship between two variables

recall formulas to calculate area and volume, calculate the surface area and volume of prisms, pyramids, cylinders, cones and spheres 10

Assessment Data Interpretation Problem Solving and Modelling task, Exam: Measurement

Term 4 Linear and Non-Linear Relationships


develop linear equations, substitute into and solve linear equations, make generalisations in relation to parallel and perpendicular lines

solve linear equations, represent and solve with linear inequalities

graphically represent linear and non-linear relationships

identify the solution to two intersecting linear equations, apply graphical, elimination and substitution methods to find solutions and solve contextualised problems

Assessment Exam: Linear & Non-Linear Relationships

All students must study a Science. Applied Science is a course delivering the Australian Curriculum across the range

of science disciplines. The new subjects: Introduction to Biology, Introduction to Chemistry, and Introduction to

Physics are designed to suit students who are choosing a pathway to further study in the areas of Science and/or

Mathematics in Years 11 and 12 and then University. Students who wish to study this course must have attained at

least a B in Year 9 Science and Mathematics and must meet with the HOD Mathematics/Science Mrs Etherington to

discuss whether this class is suitable for their chosen pathway.

APPLIED SCIENCE Unit 1 DNA and Genes


investigate the importance of DNA and genes in controlling characteristics of organisms.

Assessment Exam: Understanding Life’s Blueprints

Unit 2 Evolution and Natural Selection


develop an understanding of the theory of evolution by natural selection and biodiversity.

Assessment Evolution Research Project

Unit 3 Chemistry isn’t Magic


identify patterns in atomic structure that allow prediction of the products of chemical reactions and are reflected by the Periodic Table.

Assessment Exam: Chemistry isn’t Magic

Unit 4 Reactions Matter


investigate chemical reactions used to create products, and ways in which rates of reaction can be changed.

Assessment Collection of Work: Investigating changes in motion and energy

Unit 5 Moving Along


explore the effect of forces on the motion of objects such as water rockets and dynamics trolleys.

Assessment Exam: Moving Along

Unit 6 Energy Of Motion


investigate the impact of forces and energy on the motion of objects

Assessment

Unit 7 Global Systems


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examine the cause and effect of changes in global systems and analyse the effect of human activity on the environment.

Assessment Exam: Global Systems

Unit 8 The Universe


investigate the impact of forces and energy on the motion of objects Students will:

explore features of the universe and how the Big Bang theory is used to explain the formation of the universe

Assessment Exam: The Universe

INTRODUCTION TO BIOLOGY Unit 1 Cells – the building blocks of life


Understand that cells are the basic units of living things and that they have specialised structures and functions

Investigate the importance of DNA and genes in controlling characteristics of organisms, and as a component of the cell.

Assessment Data Test

Unit 2 Multicellular organisms


Understand that multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce

Develop an understanding of the evolution of biodiversity and how adaptations enable survival.

Assessment Student Experiment

Unit 3 Homeostasis and the internal environment


Understand that multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

Assessment Research Investigation

Unit 4 Infectious diseases


Investigate the relationship between infectious diseases and homeostatic control

Assessment Examination

INTRODUCTION TO CHEMISTRY Unit 1 Chemistry Foundations I Unit Description Students will:

Classify substances

Understand the properties and structure of atoms and materials

Understand how the Periodic Table is arranged


Unit 2 Chemistry Foundations II Unit Description Students will:

Write word and symbol equations to represent chemical reactions Investigate the factors that affect the rates of chemical reactions

Assessment Student Experiment

Unit 3 Forensic Chemistry


Investigate the analytical techniques used in Forensics

Identify substances and their concentration

Assessment Research Investigation

Unit 4 Water Chemistry


Understand the chemical properties of water

Investigate reactions that take place in aqueous solutions

Undertake water quality testing

Assessment Exam

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INTRODUCTION TO PHYSICS Unit 1 Energy transfers and transformations I

Unit Description Energy conservation in a system can be explained by describing energy transfers and transformations. Students will:

understand the processes underlying convection and conduction in terms of the particle model

recognise that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation


Unit 2 Energy transfers and transformation II


recognise that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient

use models to describe how energy is transferred and transformed within systems investigate factors that affect the transfer of energy through an electric circuit

Assessment Research investigation Unit 3 Linear motion and waves I Unit Description The motion of objects can be described and predicted using the laws of physics.

Students will:

recognise that a stationary object, or a moving object with constant motion, has balanced forces acting on it

gather data to analyse everyday motions produced by forces, such as measurements of distance and time, speed, force, mass and acceleration

understand Newton’s laws of motion

use Newton’s Second Law to predict how a force affects the movement of an object

recognise and apply Newton’s Third Law to describe the effect of interactions between two objects Assessment Student Experiment

Unit 4 Linear motion and waves II Unit description Students will:

compare energy changes in interactions such as car crashes

discuss the wave and particle models and how they are useful for understanding aspects of phenomena

explore the properties of waves, and situations where energy is transferred in the form of waves, such as sound and light

Assessment Exam

HISTORY – Studied for 1 semester Unit Title The Modern World and Australia

Unit Description The Year 10 curriculum provides a study of the history of the making modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. Students will complete an overview of the period, followed by three depth studies. Overview for The Modern World and Australia includes the following: The years between World War 1 and World War 2. Continuing efforts post World War 2 to secure peace, including Australia’s involvement in UN peacekeeping. The major movements for rights and freedom in the world and the achievement of independence by former colonies. The nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts, including the rising influence of Asian nations since the end of the Cold War. Developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability. Students will be given the opportunity to complete three in-depth studies from the following selection: (A choice of one from each depth study will be made.)

1. World War II (a) World War II 2. Rights and Freedoms (b) Rights and Freedoms(1945 –present) 3. The globalizing world 4. Popular culture (1945-present) 5. The Environment movement (1945-present) 6. Migration experiences

Assessment Short Answer Test

Research Assignment

Oral Presentation

Multimodal Presentation

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PHYSICAL EDUCATION – Studied for 1 semester Unit 1 “Just another cog in the machine” Motor Learning & Coaching + Swimming/Water Polo


begin to learn about concepts of motor learning and how knowledge of such techniques can improve coaching. Once students have an initial understanding of the fundamental skills of motor learning they will be asked to apply this to their own coaching style and justify their decisions in a performance analysis report. This unit of work will be integrated with water polo.

ACARA standards:

Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102).

Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105).

Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)

Evaluate own and others’ movement compositions, and provide and apply feedback in order to enhance performance situations (ACPMP100).

Assessment Project: Performance Analysis Report Unit 2 “Changing our game” Equity – Barriers and Enablers + Netball


examine different barriers and enablers that different populations may face when being involved in different sports

have the chance to input their views on the equity debate in sport.

be assessed on how well they can gather credible evidence to support their argument in a classroom debate context. This task will be integrated with Netball.

ACARA standards:

Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104).

Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107).

Evaluate and apply health information from a range of sources to health decisions and situations (ACPPS095)

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)

Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (ACPPS096)

Assessment Argumentative Essay

INTRODUCTION TO HEALTH Unit 1 Excellent in Health – Looking after myself and others


be introduced and explore the broad notion of health, focusing on a particular health issue within the community.

learn how to apply a socio-cultural lens to develop a ‘critical’ perspective of health and use the Ottawa Charter to examine local health issues and develop a health action plan to combat these.

ACARA standards: Plan, implement and critique strategies to enhance the health, safety and wellbeing of their

communities (ACPPS096)

Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)

Assessment Multi Modal: 1000-1200 words Term 2 Body Image


examine the message that social acceptance is achieved through a ‘beautiful body’ can drastically affect a teenager’s body image. They will understand that this can intensify the negative influences on teenagers, and lead to unhealthy practices and outcomes during the development years of adolescence.

explore the concept of body image and the role the media plays in shaping the minds of adolescence. ACARA standards:

Plan, rehearse and evaluate options for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risks (ACPPS091)

Propose, practice and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)

Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)

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Plan, implement and critique strategies to enhance health, safety and wellbeing of communities (ACPPS096)

Assessment Research Report: 1000 – 1200 words Unit 3 Homelessness

Unit Description Students will: Investigate the impacts and effects of this ever-growing health issue in Australia. Students will analyse services available to homeless people in Australia and make recommendations about what they can do to reduce homelessness in Australia. Students will have the opportunity to attend an outreach with the ‘Rosies’ organisation on the Sunshine Coast. ACARA standards:

Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)

Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)

Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)

Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)

Assessment Feature Article: 1000 – 1200 words Unit 4 Anxiety


Explore the health issue of anxiety. They will explore anxiety as an issue that impacts holistic health and propose and justify an intervention that could be implemented at Murgon SHS to decrease anxiety rates.

ACARA standards:

Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095

Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (ACPPS096)

Critique behaviours and contextual factors that influence the health and wellbeing of their communities (ACPPS098)

Assessment Analytical Exposition: 1000 – 1200 words

YEAR 10 ELECTIVE SUBJECTS

ELECTIVE – MUSIC Unit 1 World Music Unit Description Students will:

Explore music from different countries such as New Zealand, Africa, Japan, the Caribbean, Ireland, and South American.

Develop their instrumental skills through practicing and performing songs from different countries.

Analyse and evaluate how different countries use the musical elements and traditional instruments to create music.

Assessment Summative – Listening Exam (60mins)

Summative – Performance

Unit 2 Music of the 20th Century


understand music from 1950-1999 including Country, Reggae, Electric, Dance, Disco, Pop, Rap, and Rhythm & Blues.

develop their instrumental skills through practicing and performing 20th Century Music create 20th Century Music using modern recording technology.

ELECTIVE CANCELLATIONS

All elective subjects are dependent on sufficient numbers of students selecting the subject. If an elective subject does not attract the minimum number of students required, the subject will not be offered. In this case, the student will be notified as soon as possible and will be asked to choose another elective subject. This is standard practice in all schools.

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Assessment Summative - Composition Formative - Reflective Journal

Unit 3 Students will:

understand the roots of Jazz and Rap with an emphasis on political and social comment.

understand key compositional factors such as complex rhythms and harmony.

compose a modern fusion song of rap and jazz. develop their instrumental skills through practicing and performing jazz and rap music.

Assessment Summative – Composition – Create a 12 Bar Rap/Jazz Fusion Summative - Performance

Unit 4 Mash-Ups


expand their understanding of the Musical Elements in order to create an arrangement of two songs into one piece.

understand chord structures and transposition

develop their practical and creative skills by performing and Arranging two songs into one piece.

Assessment Summative – Arrangement Summative - Analytical Short Essay on Arrangement

ELECTIVE – VISUAL ARTS IN PRACTICE Unit 1 Print Making:


focus on the exploration of print making techniques to produce a folio of works based on a particular theme.

develop knowledge and understanding of various art-making techniques, within the print making medium, and demonstrate appropriate display and curatorial skills for each.

Assessment Making: Design and create an edition of prints based around the theme of connection to the land. Prepare prints for display within the school environment. Responding: Artists statement explaining and interpreting the artwork intent, design considerations. Analysing and evaluating the finished work.

Unit 2 Sketching


explore techniques used in sketching using, pens, pencils and inks. It covers expressionism, impressionism and realism in drawings and the different techniques associated with these

Assessment Making: Submit a folio of work including sketches, experimentation and notes and a final resolved A4 sized drawing. Demonstrate use of a range of drawing techniques.

Unit 3 Assemblage Sculpture

Unit Description The unit focuses on the exploration of the concept of recycling and a study of the artists who work with found/recycled objects to communicate a message about our disposable society. Students will:

design and construct a 3D piece based upon their knowledge and understanding, with the purpose to communicate their own message about recycling/ environment.

Assessment Making: Assemblage Sculpture Create an assemblage sculpture using largely found/recycled materials to communicate a message about recycling. Responding: Create a multimodal animation, short video clip, brochure, booklet, webpage, PowerPoint or Presi, which explains the issues of waste and the meaning behind your artwork, to be, displayed alongside your art piece in the arts night to raise awareness about waste in your community.

Unit 4 Promoting An Event

Unit Description This module focuses on digital drawing, design and image manipulation using the Adobe Suite and the creation of artworks to inform and promote a community event.

Assessment Making: Create an artwork to advertise an event. Use the elements and principles of design to effectively create meaning.

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ELECTIVE – INTRODUCTION TO FILM, TV AND NEW MEDIA (Media Arts) Semester 1 Foundation

Unit Description In preparation for Film, Television & New Media students will:

analyse and evaluate how meaning is made, through the use of technical and symbolic codes, in student moving-image media artwork. This knowledge will enable students to apply appropriate techniques and stylistic choices in their moving-image media artwork making so they may communicate their intended meaning.

Assessment Summative – Responding – Film Analysis Journal Summative – Making – Short Film Production

Semester 2 Story Forms

Unit Description In preparation for Senior Year Drama, students will:

analyse and evaluate film genres (such as: horror, thriller, crime, and noir). This information will enable students to apply accepted genre conventions in the production of a short film in the genre of their choosing.

expand their knowledge of moving-image media artwork representations, languages and audiences. This knowledge will enable students to explore their own style in a short personal piece of their own choosing.

Assessment Summative – Responding – Genre & Auteur Journal Summative – Making – Short Film Productions (Genre & Own Style)

ELECTIVE – INTRODUCTION TO AGRICULTURE SCIENCE Unit 1 Agricultural animal and plant enterprises Unit Description Students will:

Understand how agricultural systems are defined.

Investigate animal anatomy and physiology particularly in relation to reproduction.

Understand genetics and inheritance of traits in animals and plants.

Investigate animal breeding and reproductive technologies.

Investigate plant anatomy and physiology particularly in relation to growth and development.

Understand the principles of plant nutrition.

Assessment Data Test Unit 2 Management of renewable resources


Investigate managing ecosystems and renewable resources.

Understand how farmers use renewable resources.

Investigate soil properties and classification. Understand climate and weather in relation to agricultural production.

Assessment Student Experiment Unit 3 Agricultural management, research and innovation Unit Description Students will:

Investigate enterprise management.

Investigate developments in agricultural technologies. Understand how farmers adopt technologies in agriculture.

Assessment Research Investigation Unit 4 Managing animals for production Unit Description Students will:

Understand how animal production is influenced by nutrition.

Investigate animal growth and development.

Investigate factors effecting animal health.

Understand the importance of animal ethics and welfare in agricultural production.

Assessment Examination

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ELECTIVE - HOSPITALITY PRACTICES Year 10 Design & Technology – Hospitality Practices

Year 10 Design & Technology is set up to lead students into the senior schooling phase, whether it be Hospitality Practices or Food & Nutrition. The Year 10 Design and Technology will devote one semester to each area with an Australian Curriculum focus. Unit 1 Food Futures

Unit Description The students will:

research global food sustainability. They will document their findings in a process journal.

investigate healthy food choices in relation to the Australian Guidelines to Healthy Eating.

design a recipe that works within a budget. The findings of their investigation will influence their

design choice.

Assessment Portfolio – Practical and written

Unit 2 Recycle Your Rejects


research the sustainability of natural and man-made fibres, their characteristics and production investigate a need or opportunity to create a design solution using sustainable materials. This unit

develops sewing skills and creativity.


Unit 3 Food and Nutrition

Unit Description This unit has a focus on nutritious food. Students will:

study macronutrients and micronutrients within the diet and how they are sourced. The practical element will be to produce recipes that have a high nutritional content.

Assessment Exam

Unit 4 Introduction to Hospitality

Unit Description & focus

This unit will focus on a range of Hospitality skills and settings Students will:

study preparation techniques, table settings, the presentation of food, costings and service.


In choosing Year 10 Design & Technology – Introduction to Hospitality Practices, students need to be aware that the subject consists of both a practical and theory component. It is a compulsory requirement that students participate in all aspects of the course.

Practical work forms a large section of the course.

Semester 1 - Students are required to cook individually each week, except where indicated by the teacher. Students will be required to provide ingredients for each cooking lesson (8 lessons per term).

Semester 2 – Students to be experiencing with food items, these items will be provided by the school. However, there will be some weeks where students will be asked to bring ingredients so that they can cook the set item.

As the subject is an elective, the school does not provide the requirements need for cooking that the students takes home. The

school is aware of this extra cost and makes every effort to ensure that the chosen recipes are budget friendly and affordable for

the family. Students are encouraged to take home their cooking for the family. Due to allergies and food intolerances, it is a

policy of the school not to allow students to share cooking ingredients. A list of the requirements will be available at the start

of each term, which allows time to purchase items required.

For repeated failure to supply the requirements for cooking, the student will be required to do theory work during the

practical lesson. Therefore, not participating in all aspects of the course will adversely affect your student’s result.

It is understandable that families can experience difficult times. If at any time, the student is unable to bring the required items

for the lesson, they will require a letter from the parents informing the school.

For further information, please contact the school on 41699222 and one of the Home Economics staff will return your call.

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The elective Economics and Business incorporates Civics and Citizenship. Each is 1 semester in length.

ELECTIVE – ECONOMICS & BUSINESS/CIVICS & CITIZENSHIP

ECONOMICS & BUSINESS Unit Title Economic & Business – Living Standards

Unit Description This units examines the living standards in Australia and from around the world. It looks at the connection between economic performance and living standards. Students will:

Measure living standards

Investigates factors that affects a country’s living standards

Explores poverty in Australia

Examines Government policies to improve living standards

Assessment Response to Stimulus Unit 2 Civics & Citizenship – Introduction to Law

Unit Description This unit explores the key principles of the Australian legal system and how the Australia’s court system works. Students will:

Examines how laws are formed Explores the types of laws in Australia Develops an understanding of the Australian Court System Explores Civil and Criminal laws

Assessment Exam Combination Response

Unit 3 Economics & Business - Entrepreneurs R Us Unit Description This unit looks at budding entrepreneurs and setting up a business venture

Students will: Examine successful entrepreneurs Behaviours & skills Pitfalls for entrepreneurs Economic change Marketing ideas for change Financial Costs for businesses

Assessment Feasibility Study - Report Unit 4 Civics & Citizenship - Government & Democracy Unit Description This unit examines the key features of Australia’s democracy and how Australia’s democracy is influenced by

the international community

Students will:

Explore political ideology

Examine Features of Australian Democracy

Compare Political systems – China & Indonesia

Examine Australian, The Global Citizen

Explores Australia’s role in the United Nations

Assessment Argumentative Essay

ELECTIVE - ENGINEERING Unit Title Term 1, Unit 1: Storage Box

Unit Description

Students will: produce a sheet metal tool box for storing project materials for the year. design, make and appraise a removable, internal feature to go inside the tool box. The primary

material to be used for this project is Zincanneal and/or Galvabond sheet metal, and fixed together using either pop rivets or spot welding.

be exposed to various learning experiences via traditional work practices, and a design process that promotes creative thinking and problem solving skills, which are highly sorted attributes in many trades and industries today.

are given the opportunity to learn how to fabricate, fit and fix sheet metal material to create designed solutions.

Assessment Students are to independently complete a design folio and produce a project.

Unit Title Term 2, Unit 2: Torches

Unit Description

This unit of study exposes students to industry practices and production processes required to safely manufacture a plastic torch via thermoforming fabrication techniques, including basic electronics. Students will:

be exposed to various learning experiences via the design process that promotes creative thinking and problem solving skills, which are highly sorted attributes in many trades today.


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Unit Title Term 3, Unit 3: Dingo

Unit Description

Students will:

be required to explore: Dingo Mini Diggers, their attachments and applications; Hydraulics/Pneumatics; Basic electronics; Linkages; Metal and Plastic Fabrication/Engineering techniques.

be required to experiment with simulated hydraulic/pneumatic situations; fabricate and assemble a remote control dingo, including the assembly of a model skid steer motor.

need to utilise prior knowledge and skills to fabricate a PVC hand controller, and fit out the remote control dingo with systems of control.

pending availability, students will be given the opportunity to operate an actual Dingo Mini Digger.

Assessment Students are to independently complete a folio of work and produce a project.

Unit Title Term 4, Unit 4: Dingo Attachment

Unit Description

Students will:

be given the opportunity to create a new, or simulate an existing, working attachment to fit the remote control dingo project (from the previous term) using the design, make and appraise process.

explore basic CAD operation to produce 3D printed components/objects; and incorporate prior knowledge and skills, including basic electronics, hydraulics/pneumatics, fabrication/engineering techniques with plastics and/or metals necessary to produce a working attachment.


Safety Requirements Students need to follow teacher instructions, safe operating procedures, wear closed in shoes, including personal protective equipment provided (i.e. Safety glasses provided). Failure to do so will see them unable to participate in the workshop.

ELECTIVE - FURNISHING Unit Title Negotiated Projects

Unit Description In Year 10, students begin with a design based toy project to begin developing their hand tool skills and improve the communication skills they will need for senior studies and future workplaces. More autonomy is given to the students in the development of their own designs. They are given the opportunity in terms 3 and 4 to develop a greater understanding of and use of woodworking machinery. They should be able to design and realise useful and effective products through investigating ideas and presenting them in oral, written and graphical form. They can show they have control of the development of their design with the teacher being used as both a resource, a facilitator and by collaborating with their groups. The design process becomes far more important and is used with a more sophisticated and cyclic approach. Links need to be encouraged with parents/carers and the community as they may be able to help with ideas and resources that may be needed during the development of the products. The students are given a chance to develop skills in plastic fabrication as a new material that can incorporate into their woodwork projects.

Key Activities Projects may include; Term 1: Wood work Skill and design project – Toy design challenge Term 2: Plastics Exercise TBC Term 3: Woodwork project and machine introduction. Side table Term 4: Woodwork project and machine introduction. Side table

Assessment Folio of ideas and drawings Theory Tests Practical Skills

SENIOR PATHWAYS PROGRAM Year 10 is a time when students are starting to consider the variety future pathways available to them, as well as transitioning

from the Junior School into the Senior Phase of Schooling. As such, the Senior Pathways Program will focus on developing

skills to enable success in their senior subjects.

Student will

students will investigate their own study habits

explore curriculum specific ‘Cognitive Verbs’, which will give them greater capacity to succeed throughout their

Senior Pathway.

throughout this program students will focus on working out what they want their Senior Pathway to look like, and

the steps they can take to help make it happen

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CERTIFICATE I IN BUSINESS BSB10115 Certificate I in Business RTO Provider: Murgon State High School RTO Number: 30336 Status: VET

Qualification Description This qualification prepares students to perform basic business skills and knowledge in a business context under direct supervision. Job roles

include administration assistant, receptionist.

Refer to http://training.gov.au website for specific information about the qualification.

Duration and Location This is a One-year course delivered in Year 10 on site at Murgon State High School.

Core and Elective units for the completion of Certificate 1 in Business

Unit Code Title

BSBWHS201 Contribute to Health & Safety of Self & Others

BSBITU111 Operate a Personal Digital Device

BSBITU112 Develop Keyboard Skills

ICTICT104 Use Digital Devices [imported unit]

BSBSUS201 Participate in Environmentally Sustainable Work Practices

BSBLED101 Plan Skills Development

Development of skills is to be project based in a live-work type situation with theory elements and research assignments included to develop and test knowledge and understanding.

Course Structure: This is a one year course, with a strong ‘hands on’ focus. The projects are designed to embed the units and modules so whilst the students are completing their projects they are working towards Certificate I Business.

Delivery Modes A range of delivery modes will be used during the teaching and learning of this qualification. Face to face instruction Simulated Work-based learning Guided learning

Fees There are no additional costs involved in this course.

Assessment:

Competency based assessment is the ability to consistently demonstrate knowledge, understanding and skill to complete a defined task.

Students are not marked A-E, they are either able to demonstrate competency to the national standards or they continue to develop knowledge and understanding until they are able to demonstrate competency through practical skills.

During the course of study a variety of assessment techniques will be used including: short answer or response tests, written responses, oral presentations, assignments, practical work and teacher observation of skills and group participation.

RTO Obligation The RTO guarantees that the student will be provided with every opportunity to complete the qualification. We do not guarantee

employment upon completion of this qualification.

Students who are deemed competent in all 6 units of competency will be awarded a Qualification and a record of results. Students who

achieve at least one unit of competency (but not the full qualification) will receive a Statement of Attainment.

Future Options: On successful completion of this course, students will:

be able to carry out a limited range of entry-level tasks within positions commensurate with the modules chosen.

possess a range of skills, attitudes and knowledge that will assist them in roles not specifically related to employment e.g. as a citizen in general.

be eligible for appropriate credit into courses offered by other training providers where such courses, or their relevant parts, are based on the same industry competency standard

Documents

Year 10 Studies Handbook