YEAR 9 AND 10 CURRICULUM HANDBOOK 2022

YEAR 9 AND 10 CURRICULUM HANDBOOK

2022

CONTENTS Mission Statement __________________________________________________________________ 1

From the Principal __________________________________________________________________ 2

Year 9 Curriculum Information ________________________________________________________ 3

Year 10 Curriculum Information _______________________________________________________ 4

Tips for Subject Selection ____________________________________________________________ 5

Religious Education __________________________________________________________________6 Religion - Year 9... ............................................................................................................................................... 6

Religion & Ethics - Year 10 ........................................................................................................ ………………….7

English ____________________________________________________________________________ 9

Mathematics ______________________________________________________________________ 11 Mathematics ........................................................................................................... ………………………………11

Advanced Mathematics .......................................................................................... ………………………………11

Science __________________________________________________________________________ 13 Science ................................................................................................................... ………………………………13

Agricultural Science ................................................................................................ ………………………………15

Humanities and Social Sciences ______________________________________________________ 16 History ................................................................................................................................................................ 16

Geography ............................................................................................................................... ………………….17

Economics and Business ......................................................................................................... …………………18

Languages ________________________________________________________________________ 20

Health and Physical Education _______________________________________________________ 22

Technologies ______________________________________________________________________ 23 Digital Technologies .......................................................................................................................................... 23

Design Technologies - Food and Fibre Production ................................................................. ………………….25

Design Technologies – Engineering Principles and Systems .................................................. …………………26

Design Technologies – Materials and Technologies Specialisations ....................................... …………………26

The Arts __________________________________________________________________________ 27 Drama ................................................................................................................................................................ 27

Music ....................................................................................................................................... ………………….29

Visual Arts ................................................................................................................................. …………………31

Vocational Education and Training ____________________________________________________ 32 Certificate II Skills for Work & Vocational Pathways ......................................................................................... 33

Staff Contact List __________________________________________________________________ 34

Notes ___________________________________________________________________________ 35

Year 9 & 10 Curriculum Handbook Columba Catholic College

Page 1 of 35


Page 2 of 35

FROM THE PRINCIPAL

Students progress through their learning on the Mt Carmel Campus in two stages: the Middle Years (Year 7 to Year 9) and the Senior Years (Year 10 to Year 12). There are distinct differences in the way learning is structured and engaged with in each phase of learning. In Years 9 and 10 our curriculum offerings change to provide students more choice and depth in learning to deliver a range of courses to suit all learning pathways. This Year 9 and 10 Curriculum Handbook is designed to help students plan their course of study and to allow them to experience subjects in greater depth so they can plan their career pathway effectively. When moving to the senior phase of learning, students have the opportunity to choose subjects for a University (ATAR) pathway; TAFE or other educational provider pathways; or transition to the workforce pathway at the College. Year 9 is the first year of the enhanced subject selection phase and is a chance to begin to explore different options. This is further enhanced in Year 10 where students have the opportunity to engage in vocational subjects and the world of work. We make every effort and commitment to offer a broad range of subjects in order to cater for the individual needs of students enrolled at the College. Students will study both core and elective subjects. Students and parents are asked to read this Handbook thoroughly and engage in discussion with a variety of people before making a decision. Please be aware that for subjects to be offered by the College there must be sufficient numbers of students and resources available. Teachers are very happy to discuss subjects with you, as well as the suitability of your child for various subjects. We know your child and can assist in the development of a pattern of study that allows breadth, challenge and the option to follow a variety of pathways to prepare them well for their senior years. Melissa Turner PRINCIPAL


Page 3 of 35

YEAR 9 CURRICULUM INFORMATION

At Columba Catholic College, Year 9 is part of the middle years of schooling. The curriculum for Year 9 students at Columba Catholic College reflects the subjects in the Australian Curriculum as core or elective. Students will complete all core subjects and will have an opportunity to select four semester length electives drawn from across the various areas of study embedded in the Australian Curriculum framework.

CORE SUBJECTS: Year 9 students will study the following core subjects:

Religion

English

Mathematics

Health & Physical Education

Science

History/Geography

YEAR 9 ELECTIVE SUBJECTS: Students will choose four elective subjects and two reserve subjects to study in 2022. Students will study two elective subjects in Semester One and two elective subjects in Semester Two. Year 9 and 10 elective subject classes will be combined. While every attempt will be made to ensure that students are able to study their first choice of elective subjects, the reserve selections will be considered should this not be the case.

ELECTIVE COURSES – Choose 4 electives (plus 2 reserves) Learning Area Units offered HASS – Economics and Business E&B03:

E&B04: Economics 101 International Business

LANGUAGES LAN01: LAN02:

Who Am I? School Life

SCIENCE – Agricultural Science SAS03: SAS04:

Breeding for Sustainability and Emerging Technologies Grazing Land Management and Property Management Planning

TECHNOLOGIES – Digital Technologies TDT03: TDT04:

Robotics and Embedded Systems Data Solutions

TECHNOLOGIES – Design Food and Fibres DFF03: DFF04:

Healthy Food Living the Dream

TECHNOLOGIES – Materials and Technologies Specialisations Engineering Principles and Systems

DTW03: DTM04:

Energy Saver Heat Source

THE ARTS – Drama DRA03: DRA04:

Just for Laughs Child’s Play

THE ARTS – Music MUS03: MUS04:

DJ Mix-A-Lot Rock of Ages

THE ARTS – Visual Art ART03: ART04:

Art in Nature Exploring Identity

Please Note: The College reserves the right to withdraw a subject if the numbers are too small for it to be viable.


Page 4 of 35

YEAR 10 CURRICULUM INFORMATION

At Columba Catholic College, Year 10 is placed within our senior schooling Curriculum Framework. Year 10 reflects a time of transition from the open and experiential middle years curriculum to the formality and disciplinary study of the Senior Years. The curriculum for Year 10 students at Columba Catholic College reflects the subjects in the Australian curriculum as core and elective. Some of the subjects / certificates studied will contribute credits towards a Queensland Certificate of Education. CORE SUBJECTS: All students in Year 10 will study the following core subjects:

Religion and Ethics** (Commencing in Year 10 2022 and completing the course in Year 11 2023)

English

Health & Physical Education

History

Mathematics: Advanced Mathematics or Mathematics

Science

Certificate II Skills for Work & Vocational Pathways FSK20113 **

NOTE: ** These subjects if completed to a satisfactory standard will accrue points towards the student’s Queensland Certificate of Education.

YEAR 10 ELECTIVE SUBJECTS: Students will choose four elective subjects and two reserve subjects to study in 2022. Students will study two elective subjects in Semester One and two elective subjects in Semester Two. Year 9 and 10 elective subject classes will be combined. While every attempt will be made to ensure that students are able to study their first choice of elective subjects, the reserve selections will be considered should this not be the case.

ELECTIVE COURSES – Choose 4 electives (plus 2 reserves) Learning Area Units offered HASS – Economics and Business E&B03:

E&B04: Economics 101 International Business

LANGUAGES LAN03: LAN04:

Shopping, Food and Diet Part-time Jobs

SCIENCE – Agricultural Science SAS03: SAS04:

Breeding for Sustainability and Emerging Technologies Grazing Land Management and Property Management Planning

TECHNOLOGIES – Digital Technologies TDT03: TDT04:

Robotics and Embedded Systems Data Solutions

TECHNOLOGIES – Design Food and Fibres DFF03: DFF04:

Healthy Food Living the Dream

TECHNOLOGIES – Materials and Technologies Specialisations Engineering Principles and Systems

DTW03: DTM04:

Energy Saver Heat Source

THE ARTS – Drama DRA03: DRA04:

Just for Laughs Child’s Play

THE ARTS – Music MUS03: MUS04:

DJ Mix-A-Lot Rock of Ages

THE ARTS – Visual Art ART03: ART04:

Art in Nature Exploring Identity

Please Note: The College reserves the right to withdraw a subject if the numbers are too small for it to be viable. In Year 10, course material for core and elective options are drawn from Australian Curriculum documents which, in turn, have also informed the QCAA development of Subject Syllabus documents for Year 11 and Year 12 to be implemented. From this perspective the best preparation for Year 11 and Year 12 is active engagement with core and elective options linked to subjects that a student wishes to continue with after Year 10.


Page 5 of 35

TIPS FOR SUBJECT SELECTION

As a basic strategy, it is suggested that students choose subjects:

that they enjoy and are interested in

in which they have already had some success

which may help them reach a chosen career / pathway

that lead to subjects they may be considering for their senior phase (Year 11 and 12) of learning (pre-requisites)

which will develop skills, knowledge and attitudes useful throughout their life.

It is important for students to remember that they are an individual, and that their particular needs and requirements in subject selection will 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. The curriculum offered in Years 9 and 10 allows students to begin to make choices. These choices are usually influenced by their enjoyment in that area of study in their earlier years of schooling. However, as fourteen and fifteen year old students continue to develop their own identity, their decisions are influenced more by the future they may wish to pursue. These futures may include further study (Universities / Colleges / Private Providers), the workforce or a combination of both (Apprenticeships / Traineeships).

ADDITIONAL INFORMATION Homework/Study Each student will be required to complete homework each night. This can take the form of work set by the teacher, a review of the day’s work, assignment work or general revision of work completed earlier in the semester. Homework/study should be done under conditions where distractions, such as television, electronic devices and social media, are kept to a minimum. Recommended study times The following is a guide to the quantity of time to be spent completing homework and study at each year level. There will be times when these suggested timings are exceeded, especially prior to examinations and the submission of major assessment work. Care should be taken to maintain balance between study, sporting, recreational and part-time work commitments.

YEAR LEVEL QUANTITY OF HOMEWORK

9 1.5 hours 4 to 5 times a week

10 1.5-2 hours 4 to 5 times a week


Page 6 of 35

RELIGIOUS EDUCATION

RELIGION - YEAR 9 WHY STUDY RELIGION? Religion plays an important role in the life of the College and is studied by all students. Religion aims to develop students’ religious literacy, so that they may participate effectively in the life of their faith communities and wider society. COURSE CONTENT In Religion classes students grow in their knowledge and appreciation of the Catholic faith tradition, other Christian traditions and other religions through studying scripture, the teachings of the Church, historical events and persons, as well as contemporary life. Religion classes provide opportunities for students to think critically and reflectively, engage in discussions and develop an understanding of the need for tolerance, sensitivity and justice in our world. Religion at Columba Catholic College incorporates elements of the Religious Life of the school, such as liturgy, prayer, meditation and retreat, as compulsory additions to the course. The classroom teaching and learning of Religion is organised around four strands with three sub-strands for each:

Sacred Texts (Old Testament; New Testament; Christian Writings and Wisdom)

Beliefs (Trinity: God, Jesus the Christ, Spirit; Human Existence; World Religions)

Church (Liturgy and Sacraments; People of God; Church History)

Christian Life (Moral Formation; Mission and Justice; Prayer and Spirituality) UNITS OF STUDY

I Pray, You Pray, We Pray

Foundational Beliefs

Priest, Prophet, King

The Good, the Bad, and the Ugly

Healing the Heart

Exploring Faith Traditions

What’s the Meaning of This?

ASSESSMENT Assessment provides an indication of students’ religious literacy. Assessment in Religion takes the form of both class based activities and assignment work. Examples of assessment items include research assignments, essays, reports, powerpoint presentations, exams, the creation of pamphlets, storyboards and posters etc. SUBJECT PATHWAY

Year 7 and 8 Religious Education

Year 9 Religious Education

Year 10 Religion & Ethics

(Applied)


Page 7 of 35

RELIGION & ETHICS - YEAR 10 In Year 10 students will study Religion and Ethics. Religion and Ethics is an Applied Subject that will be studied over a two year period, 2022 and 2023. Students who achieve a C or higher in Unit 1, Unit 2 and Units 3 and 4 combined will accrue potentially four credits towards their Queensland Certificate of Education. At the end of Year 10, after completing 2 units of Religion and Ethics, students will have a choice of completing another two units of Religion and Ethics, OR selecting Study of Religion and completing four units of this by the end of Year 12. WHY STUDY RELIGION & ETHICS? Religion & Ethics focuses on the personal, relational and spiritual perspectives of human experience. Students investigate and critically reflect on the role and function of religion and ethics in society. Students investigate topics such as the meaning of life, spirituality, purpose and destiny, life choices, moral and ethical issues and justice and explore how these are dealt with in various religious, spiritual and ethical traditions. They examine how personal beliefs, values and spiritual identity are shaped and influenced by factors such as family, culture, gender, race, class and economic issues. Students gain knowledge and understanding and develop the ability to think critically and communicate concepts relevant to their lives and the world in which they live. PATHWAYS A course of study in Religion & Ethics can establish a basis for further education and employment in any field. Students gain skills and attitudes that contribute to lifelong learning and the basis for engaging with others in diverse settings. OBJECTIVES By the conclusion of the course of study, students should:

recognise and describe concepts, ideas and terminology about religion, beliefs and ethics

identify and explain the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society

explain viewpoints and practices related to religion, beliefs and ethics

organise information and material related to religion, beliefs and ethics

analyse perspectives, viewpoints and practices related to religion, beliefs and ethics

apply concepts and ideas to make decisions about inquiries

use language conventions and features to communicate ideas and information, according to purposes

plan and undertake inquiries about religion, beliefs and ethics

communicate the outcomes of inquiries to suit audiences

appraise inquiry processes and the outcomes of inquiries.


Page 8 of 35

STRUCTURE The Religion & Ethics course is designed around core and elective topics. Each perspective of the core must be covered within every elective topic and integrated throughout the course.

Core topics Elective topics

Who am I? the personal perspective

Who are we? the relational perspective

Is there more than this? the spiritual perspective

The Australian scene

Ethics and morality

Heroes and role models

Sacred stories

Peace and conflict

Religions of the world

Social justice

Spirituality

ASSESSMENT For Religion and Ethics, assessment from Units 3 and 4, completed in Year 11, is used to determine the student’s exit result,

and consists of four instruments from at least three different assessment techniques, including:

one project or investigation

one examination

no more than two assessments from each technique.

Project

Investigation

Extended response

Examination

A response to a single task, situation and/or scenario.

A response that includes

locating and using

information beyond

students’ own knowledge

and the data they have

been given.

A technique that assesses

the interpretation,

analysis/examination

and/or evaluation of ideas

and information in

provided stimulus

materials.

A response that answers a

number of provided

questions, scenarios

and/or problems.

At least two different

components from the

following:

written: 500–900 words

spoken: 2½–3½ minutes

multimodal: 3–6 minutes

performance: continuous class time

product: continuous class time.

Presented in one of the

following modes:


spoken: 3–4 minutes

multimodal: 4–7 minutes.

Presented in one of the

following modes:


spoken: 3–4 minutes

multimodal: 4–7 minutes.

60–90 minutes

50–250 words per item on the test

SUBJECT PATHWAY

Year 7 and 8 Religious Education

Year 9 Religious Education

Year 10 Religion & Ethics

(Applied)

Year 10 and 11 Religion & Ethics

(Applied)

Year 11 and 12 Study of Religion

(General)

Year 12 Certificate II in

Active Volunteering


Page 9 of 35

ENGLISH

ENGLISH WHY STUDY ENGLISH? Across the Australian Curriculum: English, students explore diverse classic and contemporary literature from Australia (including the perspectives of Aboriginal and Torres Strait Islander peoples), Asia, and beyond. Through English, students learn to analyse, understand, communicate, and build relationships with others and the world around them. Additionally, students acquire, develop, and refine their skills in grammar, punctuation, spelling, vocabulary, reading, comprehension, and visual literacy. The structure of the Australian Curriculum: English is organised into three interrelated strands that support learners' growing understanding and use of Standard Australian English (English). Together the three strands focus on developing learners’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:

Language: knowing about the English language

Literature: understanding, appreciating, responding to, analysing, and creating literature

Literacy: expanding the repertoire of English usage. Content descriptions in each strand are grouped into sub-strands that present a sequence of development of knowledge, skills, and understandings. The sub-strands are:

Language: language variation and change, language for interaction, text structure and organisation, expressing

and developing ideas, (sound and letter knowledge - F-2). Literature: literature and context, responding to literature, examining literature, creating literature

Literacy: texts in context, interacting with others, interpreting, analysing and evaluating, creating texts

The general capabilities and cross curriculum priorities are explicitly included in the content descriptors and elaborations across the strands, as appropriate. In Year 9 and Year 10, each strand is used to develop, expand and consolidate students’ skills in listening to, reading, and viewing increasingly complex and sophisticated texts, and speaking, writing, and creating their own. Students listen, speak, read, view, and write in an integrated and interdependent way as outlined in the Australian Curriculum: English content descriptors. COURSE CONTENT The content for English in Years 9 and 10 at Columba Catholic College is organised into semester-based units. Each unit is designed to develop students’ knowledge and understanding in accordance with the Australian Curriculum: English. YEAR 9 Semester 1 - Our Small World

Students explore issues associated with social justice, loss, and identity and what it means to be a global citizen. This unit focuses on the cross-curriculum priority of Australia’s engagement with Asia through a study of Lion: A Long Way Home (2016) by Saroo Brierley, or the young readers’ edition of the same text. Students examine the text’s narrative elements and conventions and write an imaginative short story. In the second half of the unit, students create a persuasive feature article.

Semester 2 - Our Shared Heritage

This unit develops intercultural understandings by exploring how events, situations and people can be represented from different perspectives. Students read and view Aboriginal and Torres Strait Islander literary texts, including short stories and myths and legends, and excerpts from historical and non-fiction texts, including local texts. Students also study works by Aboriginal and Torres Strait Islander poets. They present a spoken persuasive text in which they analyse a selection of poems by indigenous poets. Students come to understand further the past and present experiences of Aboriginal and Torres Strait Islander peoples. They identify, interpret and critically evaluate how text structures and language features of texts, including literary techniques, are designed to appeal to audiences and create versions of Australian identity and culture. In the latter half of the unit, students write an analytical essay about the themes of the film The Sapphires (2012).


Page 10 of 35

YEAR 10 Semester 1 – A World of Words This unit explores the use of literature as social commentary. Students write an explanatory essay in response to a feature-length documentary about a contemporary social issue. They understand that when directors portray an issue, they make specific choices regarding what to include, foreground, privilege, and normalise in their representations, and what to silence, marginalise, and demonise in their representations. In the second half of the unit, students study world poetry that offers social or environmental commentary, including protest poetry, and write two blog entries evaluating the effectiveness of two poems.

Semester 2 - What divides us; what unites us In this unit, students are introduced to representations and the construction of meaning. Students focus on the experiences in our individual histories which have shaped our identity and values, attitudes and beliefs. They read extracts from the memoirs, The Happiest Refugee by Ahn Do (2010), Unpolished Gem (2006) by Alice Pung, and Mao’s Last Dancer (2003) by Li Cunxin, with a focus on the cross-curriculum priority of Australia’s engagement with Asia. Authors have the power to shape or construct their subjects as they see them, or as they would like them to be seen. Even life-writers can never reveal the whole truth about experiences, people, or places. When reflecting upon memories, they construct representations and perspectives of themselves and other people. Students create a memoir about their own moment of epiphany. In the second half of the unit, students study Shakespeare’s play The Taming of the Shrew and the modern film adaptation, understanding it in terms of the attitudes, values, and beliefs represented in the text. Students write an online article in which they argue for or against the value of a modern adaptation of the play. ASSESSMENT

Students complete a wide variety of formative tasks and summative assessment composed in written or spoken modes, and either informative, creative, or persuasive.

Examples of assessment include analytical essays, persuasive letters, feature articles, narratives, etc.

In Years 9 and 10, all summative assessment is profiled in folios of student work and matched to the Australian Curriculum as evidence of learning.

SUBJECT PATHWAY

Year 7 and 8 English

Year 10 English

Year 9 English

Year 11 and 12 English

(General)

Year 11 and 12 Essential English

(Applied)


Page 11 of 35

MATHEMATICS

MATHEMATICS WHY STUDY MATHEMATICS? Mathematics provides students with the skills to be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations both at school and in their lives outside of school. The Australian Curriculum: Mathematics, provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. This allows students to apply mathematics in their everyday lives, from managing their finances, planning building and design projects, reading diagrams, tables and graphs, and to develop the numeracy capabilities that all students need in their personal, work and civic life. Students also develop reasoning and communication skills that assist them in all their subject areas. Students in Year 9 will all study 9 Mathematics. Students entering year 10 have the option of studying 10 Mathematics or 10 Advanced Mathematics. 9 Mathematics Students develop their understanding and solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data from primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data. Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots. 10 Mathematics Students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports. Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.

ADVANCED MATHEMATICS 10 Advanced Mathematics 10 Advanced Mathematics is a pre-requisite for students who intend studying Mathematical Methods and Specialist Mathematics in Senior years. In 10 Advanced Mathematics students acquire a deeper ability to apply their understandings of real numbers, patterns and algebra, and linear and non-linear relationships. They graph and solve quadratic equations in abstract and real-life context. They further explore measurements in relation to composite shapes, and develop their understanding and application skills in geometry and trigonometry. Pythagoras’ theorem is applied to three-dimensional shapes and real-life scenarios. Students continue to develop their understanding and ability to interpret data representations. They also examine the use of chance in real-life scenarios. ASSESSMENT Assessment can take many varied forms ranging from exams, in-class tasks, assignments and problem-solving modelling tasks.


Page 12 of 35

USE OF CALCULATORS The best buy for students in Years 9 and 10 is a scientific calculator that will last through the years of secondary schooling. Recommended: Casio FX-82AUPLUS SUBJECT PATHWAY

Year 7 and 8 Mathematics

Year 10 Advanced

Mathematics

Year 9 Mathematics

Year 11 and 12 Essential

Mathematics

(Applied)

Year 11 and 12 General

Mathematics

(General)

Year 10 Mathematics

Year 11 and 12 Mathematical

Methods

(General)

Year 11 and 12 Specialist

Mathematics

(General)


Page 13 of 35

SCIENCE

SCIENCE WHY STUDY SCIENCE? The Foundation to Year 10 Australian Curriculum: Science is designed to develop students’ interests in science and an appreciation of how science provides a means of exploring and understanding the changing world in which they foster. It provides an understanding of scientific inquiry methods, a foundation of knowledge across the disciplines of science, and develops an ability to communicate scientific understanding and use evidence to solve problems and make evidence-based decisions. Students are given many opportunities to engage in practical work throughout the course. How is the Foundation to Year 10 Australian Curriculum: Science structured? The Foundation to Year 10 Australian Curriculum: Science is organised in three interrelated strands:

Science understanding – which focuses on the important science concepts from across different areas of science.

Science as a human endeavour – which focuses on the nature and influence of science.

Science inquiry skills – which focuses on skills essential for working scientifically. What are the overarching ideas? There are a number of overarching ideas that represent key aspects of a scientific view of the world and bridge knowledge and understanding across the disciplines of science. In the Foundation to Year 10 Australian Curriculum: Science, six overarching ideas support the coherence and developmental sequence of science knowledge within and across year levels. The overarching ideas frame student learning, and can contribute to developing students’ appreciation of the nature of science. The six overarching ideas that frame the Foundation to Year 10 Australian Curriculum: Science are:

Patterns, order and organisation

Form and function

Stability and change

Scale and measurement

Matter and energy

Systems COURSE CONTENT Year 9

Life in the Balance

The Changing Earth

Energy Transfers: Wave or Particle?

Electrifying Electrons

Chemistry and Crime Year 10

The Recipe of Life

Patterns and Reactions Matter

The Big Bang and After

Motion and Energy

Psychology ASSESSMENT Assessment techniques focus primarily on specific scientific skills and preparing students for the types of tasks they will encounter in the Senior Sciences. They include data tests, research investigations, student experiments, and examinations.


Page 14 of 35

SUBJECT PATHWAY

Year 7 and 8 Science

Year 9 Science

Year 11 and 12 Biology

(General)

Year 11 and 12 Chemistry (General)

Year 10 Science

Year 11 and 12 Physics

(General)


Page 15 of 35

AGRICULTURAL SCIENCE

WHY STUDY AGRICULTURAL SCIENCE? Climate science and global food security pose enormous challenges to Australia’s primary industries. It is critical for the health of our economy, environment and population that agricultural industries are developed ethically and sustainably.

Agricultural Science is designed to provide a basic understanding of the relationships between plants, animals and human beings in contemporary society. The subject aims to sensitise students to the importance of sustainable agriculture in all facets of everyday life, and is therefore of benefit to both rural and urban students. The skills and knowledge obtained as a result of studying this course will be of value in many and varied life roles.

PRE-REQUISITES None required, however all students must have a pair of work boots and Occupational Workplace Health and Safety approved clothing.

UNITS OF STUDY OFFERED IN 2022 _____________________________________________________________________

SAS03 Breeding for Sustainability and Emerging Technologies This unit focuses on two connected streams of science. First, the class will investigate historical and current development of practices in agriculture that enhance and improve yields and sustainability. Second, the unit permits students to understand the connections of science disciplines in agriculture, including the type and role of reproductive technologies in the primary industries. In addition, emerging technologies such as robotics, nutritional genomics, sensors, drones and artificial intelligence will be studied.

ASSESSMENT

1 Examination

1 Research Task

_____________________________________________________________________

SAS04 Grazing Land Management and Property Management Planning Whole farm planning commenced in Australia in the 1950's. These plans were primarily aimed at soil erosion control and, to a lesser extent, they addressed property layout, water conservation, tillage methods, pasture and crop development, and tree planting programs. Today a Whole Farm Plan encompasses land classing, soils, farm water supply, biodiversity, pest plants and animals, pastures, grazing management, and man-made infrastructure.

This unit concentrates on Whole Farm Planning with a strong focus on sustainability. It will investigate the range of farm assets (physical and non physical) over a period of time. Students will have the opportunity to enhance their knowledge base and subsequently develop skills in relation to constructing a Whole Farm Plan.

ASSESSMENT

1 Research Task (Property Management Plan)

1 Examination

SUBJECT PATHWAY

Year 7 and 8 Agricultural

Science

Year 9 and 10 SAS03 Breeding for Sustainability and Emerging Technologies

Year 9 and 10 SAS04 Grazing

Land Management and

Property Management

Planning

Year 11 & 12 Agricultural Practices (Applied)

Year 11 / 12 Certificate II /III

Agriculture

Year 11 & 12 Agricultural

Science (General)


Page 16 of 35

HUMANITIES AND SOCIAL SCIENCES

HISTORY

WHY STUDY HISTORY? History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. Studying History provides students with opportunities to develop historical understanding through key concepts, including ‘evidence’, ‘continuity and change’, ‘cause and effect’, ‘perspectives’, ‘empathy’, ‘significance’ and ‘contestability’. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. In Years 9 and 10, students undertake a series of in depth studies which familiarise them with the making of the modern world from the time of the Industrial Revolution in the mid-18th century to the Civil Rights Movements of the 20th century. UNITS OF STUDY OFFERED IN 2022

_____________________________________________________________________ YEAR 9

Making a Better World – The Industrial Revolution

World War I INQUIRY QUESTIONS OF YEAR 9 UNITS

What were the changing features of the movements of people from 1750 – 1918?

How did new ideas and technological developments contribute to change in this period?

What was the origin, development, significance and long-term impact of imperialism in this period?

What was the significance of World War I?

_____________________________________________________________________ YEAR 10

World War II

Rights and Freedoms: The Civil Rights Movements of the 20th century INQUIRY QUESTIONS OF YEAR 10 UNITS

How did the nature of global conflict change during the 20th century?

What were the consequences of WWI? How did these consequences shape the modern world?

How was Australian society affected by other significant global events and changes in this period? ASSESSMENT Various assessment techniques are used to determine standards throughout the course. Students will undertake combination tests (short response, stimulus interpretation) and essay writing, as well as demonstrating their skills in historical empathy through a diary-keeping exercise. SUBJECT PATHWAY

Year 7 and 8 History

Year 9 History

Year 10 History

Year 11 and 12 Ancient History

(General)


Page 17 of 35

GEOGRAPHY WHY STUDY GEOGRAPHY? In a world of increasing global integration, international mobility and population-related pressures, it is critical to the wellbeing and sustainability of the environment and society that young Australians develop a holistic understanding of the world. To understand why our world is the way it is requires deep knowledge and understanding of the interconnections between people, places and environments. Students of Geography hone their analytical and evaluative skills through applying differently weighted criteria to, and creating decision-making matrices for, strategies that have been proposed for implementation at a range of scales and in a range of settings. They learn to be cautious of ‘blueprint thinking’ and come to better recognise diversity and change in the cultures, biomes, economies, cities and infrastructure of the places and regions they study. Studying Geography in Years 9 and 10 assists students to make meaning of their world. It teaches them to appreciate the multi-dimensional nature of phenomena; plan an inquiry; collect, evaluate, analyse and interpret information; and evaluate alternative responses to timely issues, all while developing empathy towards different stakeholders. UNITS OF STUDY OFFERED IN 2022

_____________________________________________________________________ Year 9

Biomes and Food Security

Geographies of Interconnections INQUIRY QUESTIONS OF YEAR 9 UNITS

What are the causes and consequences of change in places and environments and how can this change be managed?

What are the future implementation of changes to places and environments?

Why are the interconnections and interdependences important for the future of places and environments? CORE ASSESSMENT Each semester-long program involves the production of a Formal Data Report as well as a Combination Exam. Combination Exams involve paragraph writing on key concepts, data manipulation (table to graph), mapping, and data interpretation tasks. Working in focus groups, sharing and justifying insights within small groups and the whole class, is another way in which students prepare for the World of Work. SUBJECT PATHWAY

Year 7 and 8 Geography

Year 9 Geography


Page 18 of 35

ECONOMICS AND BUSINESS WHY STUDY ECONOMICS AND BUSINESS? As mass global flows of people, resources, finances and information produce social, economic, political and environmental complexities and challenges, Australia needs enterprising individuals who can make informed decisions and actively participate in society and the economy as individuals and more broadly as global citizens. Young Australians will also face a number of social, economic and moral challenges in their lifetimes that will impact on their lives and choices. It is critical that students are equipped with the knowledge, understanding and skills that will empower them in the face of such challenges. The Australian Curriculum: Economics and Business empowers students to shape their social and economic futures and to contribute to the development of prosperous, sustainable and equitable Australian and global economies. The study of economics and business develops the knowledge, understanding and skills that will equip students to secure their financial futures and to participate in and contribute to the wellbeing and sustainability of the economy, the environment and society. Through studying economics and business, students learn to make informed decisions and to appreciate the interdependence of decisions made within economic systems, including the effects of these decisions on consumers, businesses, governments and other economies, and on environmental and social systems. Through authentic learning opportunities, the curriculum of the subject enables individuals to effectively embrace changes, seek innovation, work with others, show initiative, flexibility and leadership; use new technologies; plan, organize and manage risk; and use resources efficiently. Economics and Business will better place students now and in their adult lives to actively and effectively participate in economic and business activities, while reflecting on the effects of their decisions on themselves, other people and places, now and in the future. (Australian Curriculum Economics & Business – Rationale) UNITS OF STUDY OFFERED IN 2022

_____________________________________________________________________ E&B03: Economics 101 Economics is concerned with meeting demand with limited resources. It looks at the production, consumption and sale of goods and services at multiple levels of the economy. Economics compares alternative ways of using the limited resources that countries and individuals possess and considers all alternatives. In this unit, students will explore:

Fundamental economic concepts of scarcity, choice and opportunity cost.

Circular flow of income model.

Price mechanism as a model for the efficient allocation of resources.

Personal economics (e.g. income, expenditure, budgeting, saving, investment, superannuation, risk management, taxation and welfare)

ASSESSMENT

Multimodal presentation

Research report

_____________________________________________________________________ E&B04: International Business Considering the increase in international business activities, many organisations expect their employees to have an understanding of the global workplace. This is especially so as more local, state and national organisations develop contacts and conduct business with other countries. Being able to complete international business transactions without offending trade partners involves being sensitive to religions, customs, business philosophies, political and family structures, history, trade laws, and language and communication practices. In this unit, students will explore:

General considerations (e.g. language, religion and cultural differences, political and economic climate, time differences and working hours, currency and exchange rates)

Travel and trade issues (visas, security, government restrictions, support agencies, indicators for determining employee suitability for international employment)

Business dealings (e.g. power, role and status issues, decision-making protocols, etiquette, meetings, work ethics, communication)

Australia in the world and the international law


Page 19 of 35

ASSESSMENT

Response to stimulus. Host an International Trade Expo

Combination response examination SUBJECT PATHWAY

Year 7 and 8 Economics &

Business

Year 9 and 10 E&B03:

Economics 101

Year 9 and 10 E&B04:

International Business

Year 11 and 12 Economics (General)

Year 11 and 12 Business (General)


Page 20 of 35

LANGUAGES

LANGUAGES WHY STUDY LANGUAGES? The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English. The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages. In the Languages learning area the focus is on both language and culture, as students learn to communicate meaningfully across linguistic and cultural systems, and different contexts. This process involves reflection and analysis, as students move between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which develops language use within intercultural dimensions of learning experiences. Learning a foreign language means an experience of being in two worlds at once, which involves noticing, questioning and developing awareness of how language shapes ones cultural identity. (Source: https://www.qcaa.qld.edu.au/p-10/aciq/p-10-languages/year-9-languages)

The ability to communicate in Chinese (Mandarin) and to be aware of and sensitive to cultural differences provides for a greatly enriched experience. It also creates opportunities for continued learning, future employment, both domestically and internationally, in areas such as business, tourism, hospitality and international relations.

The Year 9 and 10 course is designed to provide students with the opportunity to acquire and develop practical skills in listening, speaking, reading and writing Chinese. An emphasis on oral and aural skills requires students to actively participate in all class tasks. Students are required to be self-motivated in their learning approach to the language, spending time on practice each day. A continuing study of the culture of China and Chinese communities is undertaken as well. Students learn to maintain communication in authentic situations. They can use structures and features of the language that will allow them to apply these in a range of practical situations and contexts.

UNITS OF STUDY OFFERED IN 2022 _____________________________________________________________________

YEAR 9 LAN01: Who am I? In this unit, students will:

Discuss ways to express your self-identity.

Discover the many different terms for family members.

Learn to read and write Chinese blogs and magazine articles.

Explore a cultural point: Chinese families always visit the cemetery on April 4 every year.

YEAR 9 LAN02: School life In this unit, students will:

Plan a tour of your school for your Chinese speaking guests.

Express time and day in Chinese.

Learn to express one’s daily school routine in Chinese.

Explore a cultural point: Compare school life in China and Australia.

_____________________________________________________________________ YEAR 10 LAN03: Shopping, Food and Diet In this unit, students will:

Exchange information when they are at the shops and market.

Learn how to barter in a Chinese shop in China.

Explore a cultural point: The term ‘water product’ in China.

Exchange information when they are at a restaurant or ordering food.

Learn how to eat in a proper way in a Chinese restaurant (excursion).

Explore a cultural point: Eating culture and etiquette in China.


Page 21 of 35

YEAR 10 LAN04: Part-time Jobs In this unit, students will:

Exchange information and feelings of having a part-time job.

Express decision making.

Explore a cultural point: Part-time job culture in China.

Exchange information of holiday and leisure.

Plan an itinerary.

Explore a cultural point: Holidays in China. ASSESSMENT For the Languages Learning Area, both formative and summative assessment will take place throughout the unit. Methods of summative assessment include:

Listening comprehension tasks

Reading comprehension tasks

Oral tasks

Writing tasks

Tests

EXCURSION OPPORTUNITIES Participation in a Chinese restaurant lunch where students learn about the etiquette and cuisine of China. SUBJECT PATHWAY If selecting Languages in Year 10 students must have studied Year 9 Languages. It is advisable to study LAN03 and LAN04 as a pair in Year 10. This study leads sequentially to QCAA Chinese in Years 11 and Year 12. For students who continue with Chinese in their senior schooling, (i.e. Sound Achievement or above) they are awarded two bonus ranks for entry adjustment into university course. The bonus ranks improve student results when applying for tertiary entrance.

Year 7 and 8 Chinese

Year 9 LAN01: Who

am I?

Year 9 LAN02: School

Life

Year 10 LAN03: Shopping,

Food and Diet

Year 10 LAN04: Part time

Jobs


Page 22 of 35

HEALTH AND PHYSICAL EDUCATION

HEALTH AND PHYSICAL EDUCATION WHY STUDY HEALTH AND PHYSICAL EDUCATION? Healthy, active living benefits individuals and society in many ways. Participation in regular physical activity promotes physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities, and learning. Productivity, personal satisfaction, and pro-social behavior increase amongst a healthy population, while chronic disease rates decrease. Health and Physical Education provides the knowledge and skills necessary to pursue a healthy, active lifestyle. The Australian Curriculum: Health and Physical Education (F-10) is informed by physiology, nutrition, biomechanics and psychology, and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. The Health and Physical Education program is designed to allow students to strengthen their sense of self, and build and manage satisfying relationships. There is a major focus on developing resilience and fostering good decision making skills. Students are taught to be proactive in terms of promoting their own health and safety. Through engagement with the course, students should be able to confidently, competently and creatively participate in a range of physical activities. The mastery of movement skills creates opportunities for students to acquire, practice and refine personal, behavioural, social and cognitive skills. PRE-REQUISITES Health and Physical Education is a compulsory subject in Years 9 and 10. In Year 10, students study the subject for one semester only. Students must be willing to make an effort in both the theory and practical components of this subject to gain the full benefit of this Learning Area. COURSE CONTENT The course is approximately 50% theory and 50% practical. YEAR 9

Drugs in Sport Basketball

Food for Sport Athletics 2

Moving More Matters AFL

Body and Bones: Biomechanics Tennis YEAR 10

Training Programs – PT Yourself Swimming

Equity Ultimate Frisbee ASSESSMENT Assessment techniques prepare students for the types of tasks they will encounter in senior Physical Education and Certificate II/III in Sport and Recreation. They include project folios, investigation reports and examinations. Practical skills are also assessed. SUBJECT PATHWAY

Year 7 and 8 HPE

Year 9 and 10 HPE

Year 11 and 12 Physical Education

(General)

Year 11 and 12 Certificate II/III Sport &

Recreation (VET)


Page 23 of 35

TECHNOLOGIES

DIGITAL TECHNOLOGIES WHY STUDY DIGITAL TECHNOLOGIES? In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically. This requires deep knowledge and understanding of digital systems (a component of an information system) and how to manage risks. Ubiquitous digital systems such as mobile and desktop devices and networks are transforming learning, recreational activities, home life and work. Digital systems support new ways of collaborating and communicating, and require new skills such as computational and systems thinking. These technologies are an essential problem-solving toolset in our knowledge-based society. Digital Technologies empowers students to shape change by influencing how contemporary and emerging information systems and practices are applied to meet current and future needs. A deep knowledge and understanding of information systems enables students to be creative and discerning decision-makers when they select, use and manage data, information, processes and digital systems to meet needs and shape preferred futures. Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems. Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating. (Australian Curriculum Digital Technologies Rationale) UNITS OF STUDY OFFERED IN 2022

_____________________________________________________________________ TDT03: Robotics and Embedded Systems Interestingly there is not widespread agreement on what a robot is. Indeed, there are varying definitions of what constitutes a robot. Most roboticists, however, agree that a robot has a physical form, senses its surroundings, undertakes some form of automated action and is able to make decisions requiring a level of intelligence.

In this unit students will:

build a robot with AI functionality;

investigate how robotics can emulate a human hand; and

use a development board and a range of electronic components connected in a circuit to complete a design challenge.

ASSESSMENT

Project - Design, fabricate and create an assistive device.

Project - Design, create and evaluate a robotic device.

_____________________________________________________________________ TDT04: Data Solutions This unit focuses on producing user-centred digital systems, with an emphasis on developing strong programming fundamentals. Students investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems. They design algorithms which are represented diagrammatically and in structured English, and validate algorithms and programs through tracing and test cases. Students will implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language.

ASSESSMENT

Project - Design and develop a digital solution, Cryptobank

Project - Design and develop a digital solution, Cashless Tuckshop


Page 24 of 35

SUBJECT PATHWAY

Year 7 and 8 Digital

Technology

Year 9 and 10 TDT03: Robotics and Embedded

Systems

Year 9 and 10 TDT04: Data

Solutions

Year 11 & 12 Information &

Communication Technologies

(Applied)

Year 11 & 12 Certificate III

Aviation (Remote Pilot)


Page 25 of 35

DESIGN TECHNOLOGIES FOOD AND FIBRE PRODUCTION

WHY STUDY FOOD AND FIBRES? Design and Technology is a subject that integrates design theory with practical projects to give students an opportunity to design, produce and evaluate creative solutions to real life needs and opportunities. Using a scaffolded design process as a central framework, students are encouraged to create innovative design solutions within both food and fibres contexts. The practical projects provide an opportunity for students to explore working with traditional, contemporary and emerging technologies used in food and textiles contexts. Design Technology Foods contexts will involve students exploring the fundamentals of food preparation in our contemporary, fast-paced society in order to produce nutritious and delicious meals and snacks for themselves and others. Design Technology Fibres will enable students to explore the use of textile products in their everyday lives. The characteristics of fibres, construction techniques and care of textiles will be investigated. In both food and fibre contexts students will consider the needs of others when deciding what will be produced. Design Technologies Food and Fibres will enhance students’ ability to participate effectively in both paid and unpaid workplaces. It develops the ability to think critically and solve problems related to home and family life, as well as in the paid workforce. PRE-REQUISITES FOR YEARS 9 & 10 None required. UNITS OF STUDY OFFERED IN 2022

_____________________________________________________________________ DFF03: Healthy Food In this unit, Students investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating through the exploration of food choices that impact on a healthy lifestyle. They will then use this information to make healthy food choices by investigating and making judgements on how the characteristics and properties of ingredients can be combined to create meals designed for health-conscious people. They critically analyse factors, including social, ethical and sustainability considerations, that impact on the design and production of food labels and healthy meals.

_____________________________________________________________________

A DFF04: Living the Dream

In this unit, students investigate and make judgments on how the characteristics and properties of various materials can be combined to create products for identified needs or opportunities. They critically analyse factors, including social, ethical and sustainability considerations, that will have an impact on their design choices. Based on their research, students make informed design decisions on the use of materials and various creation processes to design and create useful and decorative items as gifts for family or friends.

ASSESSMENT 2 Assessments per Unit (Research assignment, Design folio and product)

SUBJECT PATHWAY

Year 7 and 8 Design Food &

Fibres

Year 9 and 10 DFF03: Healthy

Food

Year 9 and 10 DFF04: Living the

Dream

Year 11 and 12 Food and Nutrition

(General)

Year 11 / 12 Certificate II

Kitchen Operations

Year 11 and 12 Hospitality

(Applied)


Page 26 of 35

DESIGN TECHNOLOGIES ENGINEERING PRINCIPLES AND SYSTEMS/

MATERIALS AND TECHNOLOGIES SPECIALISATIONS WHY STUDY DESIGN TECHNOLOGIES ENGINEERING PRINCIPLES AND SYSTEMS/MATERIALS AND TECHNOLOGIES SPECIALISATIONS? Design and Technology is a subject that integrates design theory with practical workshop-based projects to give students an opportunity to design, manufacture and evaluate creative solutions to everyday problems. Using a scaffolded design process as a central framework, students are encouraged to create innovative design solutions within specific focus areas of study. These include product, systems and environmental design. The practical projects provide an opportunity for students to explore working with plastics, wood, metal and electronics. The College’s workshop and manufacturing technologies allow students of all skill levels to combine Computer Aided Design (CAD) with contemporary manufacturing technology to produce high quality design solutions as practical projects. Design and Technology incorporates a STEM-based approach to learning (Science, Technology, Engineering and Maths). Students are introduced to CAD and Computer Aided Manufacture (CAM), engineering principles and manufacturing techniques. The safe use of workshop equipment is a key concept in this course and all students are taught, and required to demonstrate, a clear understanding of Workplace Health and Safety (WHS) practices. PRE-REQUISITES None required, however all students must have a pair of leather shoes. UNITS OF STUDY OFFERED IN 2022

_____________________________________________________________________ DTW03: Materials and Technologies Specialisations - Energy Saver Students will engage in the design process to research, generate, develop, produce and evaluate ideas and products. During this process, students will explore the use of energy saving lighting systems to design and produce a project that incorporates LED lights.

_____________________________________________________________________

DTM04: Engineering Principles and Systems - Heat Source Students will engage in the design process to research, generate, develop, produce and evaluate ideas and products. During this process, students will explore the use of metal forming processes to design and produce projects such as braziers. ASSESSMENT Assessments for each subject include:

Skill development exercises

Practical projects

Theory topics

Design journal and projects

SUBJECT PATHWAY

Year 7 and 8 Design Wood &

Metal

Year 9 and 10 DTW03:

Materials and Technologies

Specialisations - Energy Saver

Year 9 and 10 DTMO4:

Engineering Principles and Systems - Heat

Source

Year 11 & 12 Building &

Construction

(Applied)

Year 11 & 12 Furnishing

Studies

(Applied)


Page 27 of 35

THE ARTS

DRAMA 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 all 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. They are excited by exploring their imagination and taking risks in storytelling through role and dramatic action. Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures. (ACARA, Drama, Rationale, 2018) UNITS OFFERED IN 2022 DRA03: Just for Laughs Improvisation is an entertaining form of performance and is a valuable tool for exploring and developing Drama work. It requires the performer to think quickly, be inventive and use their imagination. During this semester students will explore improvisation as a form and develop their ability to spontaneously make use of the Elements of Drama. As well as exploring Mime and Improvisation in their modern forms, students will be introduced to the comedic form of Commedia Dell’Arte. Commedia Dell’Arte holds a mirror up to everyday life and asks us to take a peek. It uses stock characters and stereotypes to create performances that force students to delve deep into the relationships between Masters and Servants. Commedia Dell’Arte is an entertaining form of theatre and is a valuable tool for exploring and developing drama work. ASSESSMENT

Responding - Students respond to another group’s Commedia Dell’Arte performance

Forming - In groups students will improvise to create and then rehearse a Commedia Dell'Arte performance. They will document their process via vlogs (video logs)

Performing - Improvisation and mime performance at the 2022 Eisteddfod DRA04: Child’s Play Imaginative activities help children to see the world through a new perspective. They help young minds imagine new worlds, new possibilities, and new ideas. During this semester students will explore Children’s Theatre and Film techniques to plan, direct and film their own Children’s Theatre episode. Students will make use of the Elements of Drama, performance skills, and film techniques. ASSESSMENT

Responding - Director’s pitch for a children’s TV show

Forming - Create a storyboard, film log and script for the TV episode

Performing - Present a polished Children’s Theatre episode

**Excursions and exposure to live theatre performances as well as Actors’ workshops are an important feature of Drama programs.


Page 28 of 35

SUBJECT PATHWAY

Year 7 and 8 Drama

Year 9 and 10 DRA03: Just for

Laughs

Year 9 and 10 DRA04: Child’s

Play

Year 11 and 12 Drama in Practice

(Applied)


Page 29 of 35

MUSIC WHY STUDY MUSIC? Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and define these sounds as music. Music exists distinctively in every culture and is a basic expression of human experience. Students’ active participation in Music fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music learning, students listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to music, students have access to knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation. Learning to read and write music in traditional and graphic forms enables students to access a wide range of music as independent learners. Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through participation in music learning allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal competencies of students. As independent learners, students integrate listening, performing and composing activities. These activities, developed sequentially, enhance their capacity to perceive and understand music. As students’ progress through studying Music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In this way, students develop an aesthetic appreciation and enjoyment of music. (ACARA, Music, Rationale, 2018) UNITS OFFERED IN 2022 MUS03: DJ Mix-A-Lot As technology develops ever faster, the world of electronic music and sound production is growing rapidly. In this unit students understand the historical and stylistic development of electronic music and its functions in entertainment and other areas. They learn about the elements of music (pitch, rhythm, texture, dynamics/expression, form/structure and timbre) and apply them in theoretical and practical musical activities. This unit allows students to gain insight into the development and application of one of the most versatile forms of music ever created. A range of performance skills on contemporary instruments, as well as various electronic music software/controllers, are developed throughout this unit. Students will be assessed on their understanding of these elements. ASSESSMENT

Compose an original song in the electronic genre by accurately manipulating elements of music within their intended context using stylistic/technical conventions

Perform a song on an electronic instrument, demonstrating understanding of elements of music and notation systems

Respond to different styles of electronic music by explaining how the elements of music are manipulated to suit the genre.

MUS04: Rock of Ages This unit allows students to gain insight through both theoretical and practical activities into one of the most popular styles of music of the past 70 years and how the elements of music are applied to characterise a range of different styles of rock, from its inception to the present day. A range of performance skills on contemporary instruments with a variety of repertoire are developed throughout this unit. Students will be assessed on their understanding of these elements. ASSESSMENT

Arranging their own pop/rock composition

Responding to different styles of rock by explaining how the elements of music are used to formulate an identity of a particular style

Performing a song of their choice within the studied genres


Page 30 of 35

SUBJECT PATHWAY

Year 7 and 8 Music

Year 9 and 10 MUS03: DJ Mix-

A-Lot

Year 9 and 10 MUS04: Rock of

Ages

Year 11 and 12 Music in Practice

(Applied)


Page 31 of 35

VISUAL ARTS

WHY STUDY VISUAL ART? Through participating in Visual Art Activities, students are provided with opportunities to:

Make and respond using visual arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by using visual techniques, technologies, practices and processes. Learning in the Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic, and appreciate and value that of others.

Visual Arts supports students to view the world through various lenses and contexts. Students recognise the significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks. They apply visual arts knowledge to make critical judgements about their own importance as artists and audiences. Learning in the Visual Arts helps students to develop understanding of world culture and their responsibilities as global citizens. (ACARA, Visual Art, Rationale, 2018)

UNITS OFFERED IN 2020

ART03: Art in Nature In this unit, students will focus on nature, nature patterns and landscapes as inspiration in the creation of a process journal and fully resolved mosaic piece. They research mosaic art and artists, and investigate how artists have used mosaic to create interesting patterns and images. Inspired by their findings, students create their own artworks. Students will have opportunities to study the technical aspects of the process, how to make a mosaic, and will demonstrate their ability to share practical and technical knowledge by designing a video guide – a how to video – for beginners.

ASSESSMENT

Making - Students are to create a progress journal in the form of a ‘Body of Work’ which documents their process in creating a fully resolved piece. Students will create a mosaic based on Australia’s landscapes, flora or fauna.

Responding - Students design an informative video explaining the process behind the creation of a mosaic artwork.

ART04: Exploring Identity In this unit, students will explore how factors such as race, religion and family shape a person’s personal identity. They will explore the concept of ‘identity formation’. Students will explore a variety of mediums and media styles including sketching, painting, photography, printmaking, collage and digital image manipulation. They will then create self-portraits made up of objects, symbols and/or imagery that represent various parts of their identities.

ASSESSMENT

Making - Students create a folio of work exploring their personal identity. They will experiment with a variety of mediums including, photography, digital image manipulation, videography, painting and sketching.

Students are to create a video piece exploring their personal identity. The video should display a wide variety of techniques learnt in class.

Responding - Students will write an artist statement discussing and deconstructing their artwork. They will dissect the meaning and evaluate the effectiveness of their video.

SUBJECT PATHWAY

Year 7 and 8 Visual Arts

Year 9 and 10 ART03: Art in

Nature

Year 9 and 10 ART04: Exploring

Identity

Year 11 and 12 Visual Arts

(General)

Year 11 and12 Visual Arts in

Practice

(Applied)


Page 32 of 35

VOCATIONAL EDUCATION AND TRAINING

Students have the opportunity to engage in VET courses, based upon student interest and career aspirations from Year 10 onwards. VET subjects will be offered in Senior Years to students to study as part of the CCC range of subjects. Traineeship and Apprenticeship opportunities also develop from Year 10 onwards, however, individual students can be fast tracked on a case-by-case basis, according to need and in accordance with legislation requirements. Interested students need to see the Careers Co-ordinator to discuss their options.


Page 33 of 35

FSK20113 CERTIFICATE II SKILLS FOR WORK & VOCATIONAL PATHWAYS

Registered Training Organisation & RTO Code

This qualification will be delivered at Columba Catholic College on behalf of registered training organisation - Townsville Catholic Education - RTO: 31195. See https://bit.ly/3aQRfm7

Subject Type Vocational Education and Training

Course Delivery Mode and Location

The training and assessment of this qualification will be face-to-face and will take place at your school

Course Length 1 year

Why study the qualification

This course offers you generic knowledge and skills to inform career pathways and future education and training options. The qualification will focus on reading, writing, oral communication, digital skills, numeracy and learning skills that are required in the workplace.

Entry Requirements and pre-requisites

There are no entry requirements or pre-requisites.

Course Structure Students must successfully complete all units of competency (core and elective units) listed below to achieve the qualification:

Core Unit FSKLRG011 Use routine strategies for work-related learning Elective Units FSKDIG003 Use digital technology for non-routine workplace tasks FSKNUM014 Calculate with whole numbers and familiar fractions, decimals and percentages for work FSKNUM015 Estimate, measure and calculate routine metric measurements for work FSKOCM007 Interact effectively with others at work FSKRDG010 Read and respond to routine workplace information

FSKWTG009 Write routine workplace texts FSKLRG007 Use strategies to identify job opportunities BSBCMM211 Apply communication skills BSBWHS211 Contribute to the health and safety of others FSKLRG010 Use routine strategies for career planning FSKLRG006 Participate in work placement BSBPEF101 Plan and prepare for work readiness FSKLRG003 Use short and simple strategies for career planning

Learning and Assessment

Learning and assessment will include a combination theory and practical activities. In particular, students will be assessed in the following ways:

Written tasks

Observations - practical skills

Projects and portfolios

Work Placement In order to meet the requirements of the core unit FSKLRG006 Participate in work placement, it is mandatory for students to complete a minimum of one day of placement in a workplace of interest to the student, and agreed on by the student, parent and school.

Materials and Equipment Requirements

Materials, equipment and resources required for completion of the qualification will be provided by the school.

Credit Transfer Townsville Catholic Education will recognise AQF Qualifications and Statements of Attainment issued by other Registered Training Organisations

Pathways Completion of this qualification will provide students with basic foundation skills required to obtain employment across multiple industries or continue further studies. Students may be able to use completed units towards a range of certificate qualifications.

Cost Students and parents are not required to pay a fee to complete this qualification. All learning resources are provided by the school at no additional cost to ordinary school fees.

The information contained in this document is correct at date of publication: 6/09/2021

http://www.bing.com/images/search?q=national+training+symbol&id=1875E4A6981CBA87C47E82BCED87EFDE80C9D583&FORM=IQFRBA


Page 34 of 35

STAFF CONTACT LIST

CURRICULUM MIDDLE LEADERS If you would like any further information about any of the subjects outlined in this handbook, please contact the relevant Curriculum Middle Leader.

DEPARTMENT

STAFF MEMBER

EMAIL

Religious Education Ms Christine O’Sullivan [email protected]

English Miss Marie Coleman [email protected]

Mathematics Ms Sophia Michaelis [email protected]

Humanities and Languages Mr Michael Ku [email protected]

Health and Physical Education Mr Jordan Marty [email protected]

Science Mr Telfer Robertson [email protected]

Technologies Miss Bethany Leech [email protected]

The Arts & Culture Mrs Georgina Porter [email protected]

Learning Enhancement Mrs Chloe Shaw [email protected]

OTHER CONTACTS

POSITION

STAFF MEMBER

EMAIL

Deputy Principal Administration Mrs Maria Peck [email protected]

Deputy Principal Pastoral & Residential Mr Dan Kyle [email protected]

Year 7 and 8 Pastoral Middle Leader Miss Madeleine Carter [email protected]

Year 9 and 10 Pastoral Middle Leader Ms Rebecca Wade [email protected]

Careers Officer / VET Project Officer Mrs Kinsey Toomey [email protected]

mailto:[email protected]













Page 35 of 35

NOTES

YEAR 9 AND 10 CURRICULUM HANDBOOK 2022

Documents

Transcript of YEAR 9 AND 10 CURRICULUM HANDBOOK 2022