YEAR 10

2018 SUBJECT GUIDE

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CONTENTS

Contents .................................................................................................................................................................................... 2

YEAR 10 SUBJECT SELECTION BOOKLET FOR 2018 .................................................................................................................. 3 ACCOUNTING ............................................................................................................................................................................. 4 Agricultural Practices .................................................................................................................................................................. 5 Agricultural Science .................................................................................................................................................................... 6 ANCIENT HISTORY ...................................................................................................................................................................... 7 BIOLOGICAL SCIENCE .................................................................................................................................................................. 8 BUSINESS ................................................................................................................................................................................... 9 CERTIFICATE I - BUSINESS ........................................................................................................................................................ 10 CHEMISTRY ............................................................................................................................................................................... 11 CONSTRUCTION ........................................................................................................................................................................ 12 DANCE ...................................................................................................................................................................................... 13 DESIGN STUDIES ....................................................................................................................................................................... 14 DIGITAL SOLUTIONS ................................................................................................................................................................. 15 DRAMA ..................................................................................................................................................................................... 16 EARLY CHILDHOOD ................................................................................................................................................................... 17 ECONOMICS ............................................................................................................................................................................. 18 ENGINEERING ........................................................................................................................................................................... 19 ENGLISH .................................................................................................................................................................................... 20 ESSENTIAL ENGLISH .................................................................................................................................................................. 21 MODIFIED ENGLISH .................................................................................................................................................................. 22 FASHION ................................................................................................................................................................................... 23 FILM & TELEVISION................................................................................................................................................................... 24 FOOD & NUTRITION ................................................................................................................................................................. 25 FURNISHING ............................................................................................................................................................................. 26 GEOGRAPHY ............................................................................................................................................................................. 27 HEALTH ..................................................................................................................................................................................... 28 Hospitality ................................................................................................................................................................................ 29 JAPANESE ................................................................................................................................................................................. 30 LEGAL STUDIES ......................................................................................................................................................................... 31 LITERATURE .............................................................................................................................................................................. 32 PREP Mathematics Essential .................................................................................................................................................... 33 PREP Mathematics General ...................................................................................................................................................... 34 PREP Mathematics Methods .................................................................................................................................................... 35 MODERN HISTORY .................................................................................................................................................................... 36 MUSIC ....................................................................................................................................................................................... 37 PHYSICAL EDUCATION .............................................................................................................................................................. 38 PHYSICS .................................................................................................................................................................................... 39 PSYCHOLOGY ............................................................................................................................................................................ 40 RECREATION ............................................................................................................................................................................. 41 RECREATION - VOLLEYBALL ...................................................................................................................................................... 42 SOCIAL & COMMUNITY STUDIES .............................................................................................................................................. 43 TRAVEL AND TOURISM ............................................................................................................................................................. 44 VISUAL ART ............................................................................................................................................................................... 45

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YEAR 10 SUBJECT SELECTION BOOKLET FOR 2018

PURPOSE: This document has been prepared to give students going into Year 10 enough information for them to make successful judgements about their subject selections.

Generally students are encouraged to choose subjects which interest them and at which they feel they will have some success. Year 10 is the opportunity to explore your limitations and as such we encourage you to choose subjects which will challenge you to perform at your best in order to experience success.

RATIONALE: The school curriculum at Aldridge State High School has been organised to provide students with the opportunity to:

Connect their choices to available programs in Years 11/12.

Experience the rigour of senior subjects in preparation for senior.

Develop the underpinning knowledge and skills essential for success in senior.

CURRICULUM: All students in Year 10 will study Mathematics, English, Post Compulsory Prep (PCP) and four (4) other subjects which reflect the choices available in the senior curriculum. Subject choices have been broken into two (2) categories, General and Applied subjects. If you think you might be interested in attending university then we encourage you to choose General subjects. If your intention is to go to TAFE or to work then Applied subjects might suit you better. Subjects will be studied for four (4) lessons per week. PCP is studied for one (1) lesson per week. Students will be afforded the opportunity to change subjects at the conclusion of Semester 1. This change will be permitted within the confines of available subjects and places in those subjects.

SENIOR ASSESSMENT & TERTIARY ENTRANCE (SATE):

Students entering senior in 2019 and beyond will undertake study based on the SATE program. This program utilises syllabuses which describe exactly what students are required to know and be able to do. These skills include the 21st Century skills of:

Critical thinking

Creative thinking

Communication

Collaboration and teamwork

Personal and social skills and

ICT skills. Students will be expected to complete 4 pieces of assessment each year – 1 of which will be an external exam at the end of each year.

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YEAR 10 SUBJECT OVERVIEWS

ACT ACCOUNTING

INTRODUCTION: Students interested in studying any Business qualification at university are encouraged to study Accounting. Every business course has Accounting as a first year subject and studying this at school greatly improves students’ ability to perform well in the subject at University. This subject also provides a good basis for those students wishing to study Accounting in years 11 and 12.

This unit has been developed from elements of the Senior Accounting syllabus. The study of accounting provides, not only a foundation in the discipline of accounting, preparing students for further education, training and employment, but also an understanding of the processes involved in using accounting information to make effective decisions. Accounting is for students with a special interest in business, commerce, entrepreneurship and the personal management of financial resources. The skill sets of literacy, numeracy, digital technologies and 21st century skills will be embedded into the units completed in year 10 Accounting. The numerical, literacy, technical, financial, critical thinking, decision-making and problem-solving skills learned in Accounting enrich the personal and working lives of students. Problem-solving and the use of authentic and diversified accounting contexts provide opportunity for students to develop an understanding of the ethical attitudes and values required to participate more effectively and responsibly in a changing business environment.

In this subject, students will be introduced to the basics of bookkeeping and the double-entry system. Students will understand the nature of accounting and the purpose of business reports. They will apply accounting principles to record a variety of business transactions for a small business. Due to the digital age, students will record information both manually and in spreadsheets using Excel. Students will learn to record a variety of business transactions using the accounting package MYOB and will use the basics of the accounting package to then produce timely and accurate reports. These reports can then be used to help students evaluate the performance of the business.

COURSE CONTENT: This subject is currently being redeveloped to align with the new Senior Accounting syllabus to be implemented with year 11 students in 2019. The accounting procedures taught are consistent with the practices of professional bodies. During the course, it is anticipated students will study: Term 1: Accounting computing fundamentals – spreadsheeting in Excel and MYOB Accounting

package. Term 2: Principles of double-entry accounting, transaction analysis, preparation of accounting

records (general journal, ledger and trial balance). Term 3: Applying accounting principles to prepare simple financial reports. Making decisions using financial reports by using comparative reports and ratio analysis. Term 4: Accounting for cash including bank reconciliation and depreciation.

ASSESSMENT:

Students will complete one piece of assessment per term, each worth 25%. The assessment will be comprised of 3 exams and a project. The three exams may include multiple choice items or short response sentences/paragraphs, interpretive questions and a practical response. The project focussing on developing a solution to a given problem will be completed under both supervised and unsupervised conditions.

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AGH AGRICULTURAL PRACTICES

INTRODUCTION: This unit focusses on aspects of Agricultural Practices within the Rural Industry. Students develop the basic skills required for both crop and livestock production. Students will be involved in both theoretical and practical components which make up this unit. They will initially study the theory and methodology of crop and livestock production and then participate in the practical skills of these areas. They will also be challenged to consider the current concerns of sustainability and animal welfare issues, and incorporate this in their learning. Students will grow a range of crops and use techniques of tractor driving, irrigation and harvesting. They will be involved directly in raising, processing and handling of commercial and stud livestock. This unit is the foundation study for the Senior Course Certificate II in Rural Operations, which runs through Year 11 and 12.

COURSE CONTENT: Students will undertake a range of field and classroom based activities. These will include:

Planting, managing and harvesting a range of horticultural crops.

Safe machinery operation – tractor and rotary hoe.

Applying chemicals or foliar fertilisers using back pack sprayer.

Occupational Health and Safety within the Rural Industry.

Feeding and caring for beef cattle both commercial and stud.

Installing and maintaining Fencing.

Preparation of cattle for competition.

ASSESSMENT:

Mid Semester Exam

Crop Production Assignment

Livestock management Assignment

OTHER INFORMATION: As this unit is the foundation for the Certificate II in Rural Operations, it is not a requirement to be eligible for the Certificate, but we advise the students enrol to gain the basic skills.

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AGS AGRICULTURAL SCIENCE

INTRODUCTION: The first part of this course allows students to understand the importance of experimentation in agriculture. This is achieved by students being involved in the design, setup and running of a class experiment relevant to the agricultural industry.

Students are introduced to the importance of the cattle industry to Australia. It emphasises animal health and welfare and the importance of safety when working with cattle. This unit will run in conjunction with the management and handling of steers destined for the carcass competition later in the year.

During the second part of the course students will be integral in the preparation of feedlot steers for the carcass competition. They will focus on developing an understanding of an ideal animal. They will develop skills to handle these animals and to judge them according to market requirements.

Students will develop an understanding of genetics and their importance in agricultural production. Resource management and record keeping are also introduced as an important aspect of running any agricultural business.

COURSE CONTENT: Students will undertake a range of field and classroom based activities. These will include:

Managing and collecting data on a field based agricultural trial.

Investigating trial results.

Developing a scientific report.

Cattle Handling.

Monitoring cattle progress

Completing routine cattle husbandry tasks.

Students will spend considerable time working with the cattle and will have an opportunity to take a role in the carcass competition.

Students may also undertake excursions.

ASSESSMENT: Students will undertake: 1. Experimental Design - Knowledge and Process Exam. 2. Scientific Report 3. Beef Cattle Management - Knowledge and Process Exam 4. Reflection assignment on feedlot steer production 5. Mid and End Semester Exams

OTHER INFORMATION: This course of study provides an excellent transition to Senior Agricultural Science. Students will do approximately 3 to 4 lessons of practical work per fortnight. Any excursion will be subsidised in part by the agriculture department through its revenue raised by the sale of products.

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AHS ANCIENT HISTORY

INTRODUCTION:

This Course provides a fascinating combination of the most interesting aspects of ancient civilizations and relevant material for senior Ancient History. It aims at developing the skills needed for further academic study while providing a stimulating environment. Ancient History can lead directly to exiting careers in areas such as Archaeology, Forensics, Anthropology, Museum and conservation work and of course teaching. Indirectly Ancient History links to such career pathways as law, journalism, writing and novelists, and even fine arts. Ancient History also provides a student with a deep appreciation of the extent of human endeavour and gives them the skills needed to interpret an ever changing world.

COURSE CONTENT:

Throughout the year students will cover such areas as:

Ancient Egypt - pyramid building and mummification

Entertainment – banquets and gladiators

Great personalities - Hannibal, Julius Caesar, Alexander the Great

Histories Greatest Mysteries – Why Was Stonehenge Built? Was there really a King Arthur

Myths and Legends – Myths and Legends from around the World

Raiders and Rioters – the Vikings, the Saxons and other Barbarians

ASSESSMENT:

One assessment each term, these could be chosen from the following formats:

Short Response Test

Written Assignment

Dramatic / Media / Oral Presentation

Response to Stimulus Test

OTHER INFORMATION

Most activities will be completed in class time however students will be required to complete homework when necessary.

The skills and attitudes gained in this course will prepare students for a variety of entry points to employment. This subject provides a good basis for those students wishing to study Ancient History in Years 11 & 12.

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BIO BIOLOGICAL SCIENCE

INTRODUCTION: Biology is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability. An interest in biology, the proven ability to write assignments and previous success at Year 9 Science is required. A student who is prepared to work hard and seek assistance should experience success rather than failure in Biological Science. Students should have a High ‘B’ in Science and High ‘B’ in English.

This subject helps develop an understanding and interest in the living environment. It is a pre-requisite for many tertiary courses. This subject is currently being developed to align with the new Biology syllabus to be implemented with year 11 students in 2019.

COURSE CONTENT: In Year 10 the emphasis is on the “Nature of Ecosystems, Changes in Ecosystems, Requirements for Life, Reproduction and Development, Cells and Genetics”.

ASSESSMENT: This is done through research investigations, experiments and examinations.

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BST BUSINESS

INTRODUCTION: Students who are wishing to gain immediate employment in the business field or who wish to study business at university will benefit from taking Business. Business is designed to provide students with the opportunity to develop an appreciation of the real issues challenging business organisations and managers today. In an increasingly dynamic and global society, it is important for young people to make informed and rational decisions about business performance, organisation and management. Students will gain an understanding of the nature and purpose of business and an appreciation of what determines the effectiveness of one’s role as consumer, employee, manager and entrepreneur. This subject provides a good basis for those students wishing to study Business in Years 11 and 12. Studying Business can open a door to further education and employment in small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management and corporate systems management. Gaining employment is becoming more and more difficult nowadays, and studying Business Studies can build students’ confidence and skills needed to become entrepreneurs, creating self-employment opportunities in the future.

COURSE CONTENT: This subject is currently being redeveloped to align with the new Senior Business syllabus to be implemented with year 11 students in 2019. It is expected the following topics may be studied:

Term 1: Nature of Business – business fundamentals - organisation and environments; structure and functions of business

Term 2: Entrepreneurship – business success; establishment of a business; business entry

Term 3: Marketing Management – concept of marketing, marketing mix, marketing strategy

Term 4: Business Life Cycle – competitive markets, strategic development, transformation of business

ASSESSMENT:

Students will complete one piece of assessment per term, each worth 25%. The assessment will be comprised of 2 exams, an investigation and a feasibility study.

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BSB10115 CERTIFICATE I IN BUSINESS INTRODUCTION: Certificate I in Business has been developed to cater for those students who wish to gain vocational education certification, while remaining at school. The program of study derived from this course will assist students to develop: Basic knowledge, skills and vocational competencies essential for effective participation in the

workforce. Basic knowledge of information technology. A basic understanding of office administration. This subject is useful for those students wishing to complete a Certificate II in Business in Years 11 & 12. Certificate I in Business graduates have access to a variety of employment opportunities in a variety of office settings. There are no additional fees or charges for this course.

COURSE CONTENT: To complete Certificate I in Business, 6 units of competency, 1 core and 5 electives, must be successfully completed. The following units will be offered: BSBWHS201 Contribute to Health and Safety of Self and Others (Core) BSBITU101 Operate a Personal Computer (Elective) BSBITU102 Develop Keyboard Skills (Elective) BSBCMM101 Apply Basic Communication Skills (Elective) BSBADM101 Use Business Equipment and Resources (Elective) BSBLED101 Plan Skills Development (Elective) If time permits, the following units may be offered: BSBITU201 Produce Simple Word Processed Documents (Elective) BSBITU202 Create and Use Simple Spreadsheets (Elective) BSBIND201 Work Effectively in a Business Environment (Elective)

ASSESSMENT: There are no A – E results attained in this course; the student will either be deemed competent or not yet competent at completing various tasks within the 6 Units of Competency. As a result the student will not receive a Level of Achievement. Completion of the 6 units contained within the Certificate I will contribute two (2) credits towards the Queensland Certificate of Education (QCE) and the student will be issued with the Certificate I within 21 days of completing the course. Assessment of competency should provide fair and equitable opportunities for all learners to demonstrate their capabilities in relation to the above units of competency. Assessment may consist of the following techniques: Folios of work, computer applications, teacher observation checklists, oral presentations, practical simulations, scenarios and case studies.

RTO:

Aldridge State High School, Provider No. 30208.

DATE OF PUBLICATION:

29 August 2017 – This information is correct at the time of publication, but subject to change.

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CEM CHEMISTRY

INTRODUCTION: Chemistry is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science. Pre-requisites are an interest in Chemistry and an aptitude for Mathematics, since many concepts have a strong mathematical basis. Students should have at least a high ‘B’ in Science, Mathematics & English. To provide students with a balanced perspective of Chemistry which will enable them to understand and interpret the chemistry of their surroundings, and to appreciate the impact of chemical knowledge on technology and society. Chemistry is also a pre-requisite for many tertiary courses. This subject is currently being developed to align with the new Chemistry syllabus to be implemented with year 11 students in 2019.

COURSE CONTENT: A student of good ability as demonstrated in Junior Science and top level Mathematics who works consistently and to the fullest ability should experience success in Chemistry. The course begins by revisiting the Year 9 work on atoms, equations and chemical reactions. There will be two (2) semesters each of approximately 55 hours.

SEMESTER 1: Term 1: Chemical fundamentals-structure, properties and reactions. Periodic table trends, atomic structure, bonding, isotopes, compounds and mixtures, bonding and properties, chemical reactions, exothermic and endothermic reactions,

mole concept and law of conservation of mass Term 2: Molecular interactions and reactions Intermolecular forces, chromatography techniques, gases, aqueous solutions and

molarity, identifying ions in solution, solubility, pH, reactions of acids, rates of reactions

SEMESTER 2: Term 3: Equilibrium, acids and redox reactions Chemical equilibrium, factors and constants, properties of acids and bases, pH scale,

Bronsted-Lowry model, disassociation constants, acid base indicators, volumetric analysis, redox reactions, electrochemical cells, galvanic cells, standard electrode potential, electrolytic cells,

Term 4: Structure, synthesis and design Structure of organic compounds, physical properties and trends, organic reactions

and reaction pathways, organic materials: structure and function, chemical synthesis, green chemistry, molecular manufacturing

ASSESSMENT: This is done through research investigations, experiments and examinations.

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CON CONSTRUCTION

INTRODUCTION:

Students interested in looking at careers in the construction industry are encouraged to study Construction. This course is designed as an introduction to the Certificate I in Construction (CPC10111) offered in Year 11. The year 10 program of study is designed to be primarily a “hands on” practical unit with a small theory related component that is influenced by the units of competency from the Certificate I in Construction (CPC10111).

It is highly recommended that students complete at least semester 2 in year 10 Construction if they wish to study the Certificate 1 in Construction in year 11.

Students will be encouraged to complete a “White Card” – Work Safely in the Construction Industry (CPCCOHS1001A), to enable them to complete work placements within the construction industry.

COURSE CONTENT: In this unit, students will be introduced to a range of trades from the construction industry. Students will be using a wide range of materials and processes, including: marking out use of hand & power tools related safety

Students will also be involved in the investigation and research of a range of trades within the construction industry to expand their general knowledge and awareness of construction trades. Students will be involved in practical activities including:

Concreting

Paving

Tiling

Brick/block laying

Profiles and set-outs

A drawing unit

ASSESSMENT: Students will be assessed using three (3) criteria:

Knowledge & Understanding – recall of information relating to tools, materials and safety.

Applied Processes - problem solving, applying processes, communication and group work.

Practical Expertise – demonstrated skills in practical tasks and simulated activities.

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DNC DANCE

INTRODUCTION: Dance uses the body as an instrument for expression and communication of ideas and provides a chance for students to critically examine and reflect on their world through higher order thinking and movement. Due to highly transferrable skills and capacity for flexible thinking and doing, dance prepares young people for participation in the 21st Century. Dance develops individuals who are culturally sensitive, creative, complex and reflective thinkers.

Dance offers many advantages for students in a variety of employment areas including teaching or other creative arts. Dance also fosters skills such as team work, problem solving and collaborative skills that are considered desirable in various fields of work. The demand for creativity in employees is rising and organisations value work-related creativity and diversity which are the skills developed in dance.

COURSE CONTENT: Throughout this year long course, students will explore various styles and origins of dance from a range of cultures and genres while integrating new technologies into all facets of the subject. They will be required to learn, rehearse and perform teacher-devised routines, as well as choreograph their own dances in a range of different styles exploring dance as it is now and its origins across time and culture. Students will explore how dance can communicate meanings in different contexts as well as the integration of environment to shape dance. Students of Dance will: Participate in safe dance practices. Learn and rehearse movement sequences in many styles. Choreograph short movement sequences in a variety of styles and based on various stimuli. Practice performance and audience etiquette. Work individually and collaboratively, for a specific audience and purpose. Improvise with movement components in the creation and performance of dance sequences. Analyse dance using appropriate terminology, and through various methods such as writing and speaking.

Students will need suitable pants for dance as well as a notebook for written work. Students will be expected to complete some choreographic, performance and appreciation activities in their own time. Students will need to be motivated and enthusiastic to achieve well in this subject.

ASSESSMENT:

CHOREOGRAPHY - in various small groups, students will be asked to choreograph short sequences of dance in a

variety of dance styles. - in small groups, students will be asked to choreograph short contemporary dance sequences in

response to a variety of stimuli.

PERFORMANCE - in small groups, students will be asked to perform a variety of teacher devised dance sequences in

many different dance styles - in small groups, students will perform their own choreography.

APPRECIATION - individually analyse and interpret dance works. - research dance styles and present.

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DST DESIGN STUDIES INTRODUCTION: Students interested in studying any Design qualification at university are encouraged to study Design. Studying this at school provides a platform of knowledge that will assist the students’ ability to perform well in the subject at University. This subject also provides a good basis for those students wishing to study Design in years 11 and 12. Design Studies as a subject has a relevance in a range of careers such as design, architecture, engineering interior design home design and trade work. Software used in Design Studies includes the AutoCAD suite of drafting programs.

This unit is influenced by the learning outcomes stated in the Technology Syllabus (2003) STRANDS Technology Practice, Information, Materials and Systems and the new senior Design Syllabus.

COURSE CONTENT: This subject is currently being redeveloped to align with the new Design syllabus to be implemented with year 11 students in 2019. The design procedures taught are consistent with the practices employed in the design industry. Students will be given the opportunity to enhance their communication skills by incorporating Graphics units including: sketching, 2D & 3D drawing. During the course, it is anticipated students will study:

Design problems and criteria

How to represent design information using drawing techniques such as sketching and drafting software

Creating design solutions through modelling and prototyping

Areas of design such as Graphic Design, Industrial Design, Built Environments and Human Centred design.

ASSESSMENT: Students will be assessed on four units/assessment instruments using the following criteria:

Knowledge and understanding of drawing techniques as well as elements and principles of design

Analysing design problems

Applying design factors and communicating

Synthesising and evaluating designs

ADDITIONAL INFORMATION: This unit is designed to extend the problem solving abilities of the students and to enhance their understanding of the design process. The subject involves significant related research to be carried and decision making to be made. Design Studies will incorporate the valued learning in Graphics, Technology Studies, Home Economics (textiles) and Information Technology Systems.

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DIG DIGITAL SOLUTIONS

INTRODUCTION: Digital Solutions is a course of study that combines information technology knowledge, skills and processes with students’ own creativity to produce complex solutions to different IT problems. Technologies have been an integral part of society for as long as humans have had the desire to create solutions to improve their own and others’ quality of life. People and societies are impacted by technologies that are used to transform, restore and sustain the world in which we live. Australia needs enterprising and innovative individuals with the ability to make discerning decisions concerning the development, use and impacts of technologies. When developing technologies, these individuals need to be able to work independently and collaboratively to solve complex, open-ended problems. In Digital Solutions, students learn about algorithms, coding, and user interfaces through generating digital solutions to problems. They engage with data, information and applications to create digital solutions that filter and present data in timely and efficient ways whilst understanding the need to encrypt and protect data and confidential online records. Students develop creative problem-solving, critical thinking, effective communication skills and collaborative techniques. They understand the personal, local and global impact of computing and the issues associated with the ethical integration of technology into our daily lives. Software used in this subject includes: Dreamweaver, Flash Actionscript, Internet Explorer, Firefox and XAMPP.

COURSE CONTENT: This subject is currently being redeveloped to align with the new Senior Digital Solutions syllabus to be implemented with year 11 students in 2019. It is expected the following topics may be studied: Term 1: Creating with Code

Create static web pages using HTML5

Format web pages using CSS3

Develop algorithms and use JavaScript and Actionscript code to generate solutions to digital problems

Term 2: Application and Data Solutions

PHP data exchange and server side scripting

Database fundamentals (records, primary keys, foreign keys, fields)

Designing a relational database Term 3: Digital Innovation

Use PHP, Dreamweaver and XAMPP to create, select and manipulate data in a dynamic webpage environment

Programmatically evaluate/validate data quality Term 4: Digital Impacts

Examine data security and encryption methods

Use algorithms to encrypt data within online systems

Implement a user authentication system

ASSESSMENT: Students will complete one piece of assessment per term. The assessment will be comprised of an internal investigation (technical proposal), a digital solution project, a folio project and an exam.

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DRA DRAMA

INTRODUCTION: This unit has been influenced by the learning outcomes in the Arts Years 1-10 Syllabus. This module will be assessed on the following outcomes: DR 5.1 Students structure dramatic action, both individually and in groups, using elements and

conventions appropriate to the selected dramatic form, style and purpose. DR 5.2 Students present selected roles using performance skills appropriate to the selected dramatic form,

style and purpose. DR 5.3 Students identify and evaluate the application of dramatic elements and conventions used in their

own work and that of others, communicating an awareness of the selected form, style and purpose.

COURSE CONTENT: Students will be taken through an experience of theatre across the ages. From Ancient Greece, Commedia del’Arte and Shakespeare to the Modern Day Soap Opera, Contemporary Physical Theatre and Theatre for Young People, students will develop a well-rounded experience of world theatre. Students will be required to work creatively and collaboratively to develop scripts, performances, seminars and workshops. Students will be required to respond and reflect on theatre they have viewed verbally and through extended analytical writing. Students, individually and in groups, apply dramatic elements to build, shape and manage dramatic action drawn from issues, concepts and stories. They present devised and scripted drama with awareness of specific audience and space. They consider elements of stagecraft when preparing work for presentation. Students use drama terminology when making critical judgments about the manipulation of dramatic elements in drama processes and presentation. Students will engage in: Physical Theatre Activities on spatial awareness, group awareness, view points and Suzuki Training. Characterisation through movement. Voice Work - posture, breathing, link voice, text and movement. Script Work - Elements of Drama. Workshop - Blocking a Scene. Chorus Work. Voice & Movement with Mask.

Students will be expected to complete some presentational tasks and homework in their own time. Students will need to be enthusiastic and motivated to achieve well in this subject. The study of Drama is the study of life. Studying Drama will exercise and develop invaluable life skills and character qualities that will serve the students very well in their future endeavours – and it’s fun!

ASSESSMENT: Term 1 Term 2

Group Seminar and Workshop Performance to live audience Scripted Performance Written Reflection Term 3 Term 4 Script Writing Duologue Group Performance Written Analysis

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ECH EARLY CHILDHOOD INTRODUCTION: In Early Childhood Studies, you will learn concepts and ideas through the core topics:

Fundamentals of early childhood (growth and development, relationships and identity, connectedness, well-being, policies and pathways) and

Practices in early childhood (play-based learning, responsiveness, active learning environments and observations.

The fundamentals underpin the practices in early childhood learning. These core topics are embedded into the four of the following electives:

Health and Physical Wellbeing

Being in a Safe Place

Activities in class may include:

Games and Activities; Working with Dolls

Role Play/Scenarios/Discussion; Team Work and Individual work presentations If the student is unsure as to whether this is an area of consideration for study in Senior or a possible career avenue, then it is a subject to consider a trial in Year 10 to aid in the decision making process for Senior subject choices and career direction. Students considering Early Childhood as a stepping stone to a future career in the domains of health, community services or education should look at doing work experience in the field of child care to gain an insight into the world of working with children, parents and adults.

COURSE CONTENT: Semester A/B Outline:

Parenting philosophy, mums, dads and “you shaped” families

Behaviour, discipline and temper tantrums; toddler taming

Grown up things – toilet training

Early learning between the ages of birth and three years

Semester A/B Outline:

Pregnancy and the ‘baby bump’

The first twelve months; the ‘diaper diaries’

Growth, nutrition; breast feeding, formula and solid foods

Wellbeing and safety; childhood illness, bumps and bruises

ASSESSMENT: Assessment in Early Childhood Studies allows you to demonstrate knowledge and understanding, analysing and applying, and planning, justifying and evaluating early childhood learning in a range of contexts and through play-based learning activities. In Early Childhood Studies, assessment instruments may include:

Projects – involving play-based learning activities responsive to children’s needs; response includes at least two assessable components of either a product or a written, spoken or multi-model performance

Investigations – researching a specific question following an inquiry approach; response will be a specified format such as observation, speech or presentation

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ECO ECONOMICS

INTRODUCTION Economics is a study of how to use scarce resources in the best way possible. Households, businesses and

governments are confronted with the economic problem of alternative uses of their limited resources. This

course of study stresses the desirability of understanding the significance of economic events as well as the

implications of individual, business and government economic decision making.

The emphasis is on the application of economic skills and concepts to the problems and issues facing Australian society. It helps senior students gain key employment skills and competencies and to participate effectively in, and contribute to, economic decision making. Students interested in studying any Business qualification at university are encouraged to study Economics.

Nearly every business course has Economics as a first year subject and studying this at school greatly improves

your ability to perform well in the subject at University.

COURSE CONTENT Economics offers a range of core and elective topics.

1. Markets and models

The general nature of economics and the economic problem of what, how and for whom to produce.

2. Contemporary micro-economic issues

The best use of scarce resources comes from using the cost-benefit model and rational economic behaviour can

result from using this model.

3. Contemporary macro-economic issues

How governments and central banks implement economic policies and initiatives.

4. International economics

International economics, external trade relations, the balance of payments, and the connection between the

domestic and external sectors of the economy.

ASSESSMENT Students will complete a range of assessment across the four terms of study. This will be comprised of four

extended writing tasks and 1 short response test.

OTHER INFORMATION

Most activities will be completed in class time however students will be required to complete homework when necessary.

The skills and attitudes gained in this course will prepare students for a variety of entry points to employment. This subject provides a good basis for those students wishing to study Economics in Years 11 & 12.

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EGS ENGINEERING INTRODUCTION: This subject is influenced by the learning outcomes stated in the Technology Syllabus (2003) STRANDS Technology Practice, Materials and Systems and the Engineering Skills Subject Area Syllabus (2015). This course in Engineering seeks to provide meaningful learning experiences in which the students develop a knowledge and understanding of materials, tools and processes. Engineering gives the students an opportunity to practice skills and develop resilience that have can applied in many areas out with engineering. In this subject, students will be introduced to the importance of marking out, cutting and assembling in engineering. Students will also develop their theoretical knowledge through the writing of procedures and a class assignment per semester.

COURSE CONTENT: The coursework has been designed to provide students with learning opportunities that align with the senior subject Engineering Skills. Projects include: Semester 1 – Tool Box; Drill Gauge and a research assignment on steel. Semester 2 – Plumb Bob; Centre Square; Gas Welding and Introduction to Small Engines. Both semesters will be underpinned with a focus on safety.

ASSESSMENT: Students will be assessed on each of the projects listed above. These projects will be assessed using three criteria:

Knowledge and Understanding - recall of information relating to tools, materials and safety.

Applied Processes - problem solving, evaluations, applying processes.

Practical Skill - demonstrated skills in manufacturing of projects. The students will also have an exam at the end of each semester.

ADDITIONAL INFORMATION:

This unit is designed to be primarily, a ‘hands on’ practical unit with a small theory component. Engineering is a subject which can lead to a future in the trade areas of Boilermaking, Fitting and Turning, Sheetmetal work, Diesel Mechanic, Automotive Engineering and various our trades and professions and provide skills for the home handyperson.

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ENG ENGLISH INTRODUCTION:

In Year 10, students may choose from English, Essential English or Literature. The new English course focuses on perspectives and interpretations of media and literary texts including the new literacies of digital technology. Studies incorporate the consumption and production of a variety genres such as novels, plays, poems, blogs, vlogs, You Tube, columns, biographies, short stories, monologues, scripts, essays, documentaries, debates, legal summations and films. Students will examine contemporary topics related to ethical and moral issues and be given the opportunity to provide personal responses to these themes. This course mirrors the 2018 Senior English syllabus in terms of assessment and unit types. In Year 12 this will culminate in an external exam.

COURSE CONTENT:

Interpretive Texts - comparison of two texts dealing with the same current issue.

The Art of Persuasion - Interpretation and examination of a contemporary issue covered in the media.

Imaginative Texts - using literary texts as a springboard to create a new perspective.

Expository Analytical - the in-depth study of a substantial literary text.

ASSESSMENT:

Assessment aligns with the four topics above and will consist of:

One written in-class extended response;

One spoken or multimodal presentation;

One extended written test; and

One written unseen essay exam.

OTHER INFORMATION: This subject will provide an opportunity for students and teachers to identify whether they will take English, Essential English or Literature in Year 11 and 12.

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ENE ESSENTIAL ENGLISH INTRODUCTION:

In Year 10, students may choose from English, Essential English or Literature. The Essential English course focuses on a number of Area Studies related to comprehending, reflecting, interpreting, analysing and constructing language in different contexts. Texts studied include those related to work in the 21st Century, the lives of others, popular culture and Australian Indigenous and Non-Indigenous texts. This course mirrors the Senior Essential English program in terms of assessment and unit types. In Year 12 this culminates with an external exam.

COURSE CONTENT:

The World of Work in the 21st Century - job seeking, managing conflict, work safety and responsibilities, the

changing nature of work in the 21st century.

Texts for different Professions - examining the language of work-related texts and creating a text about a chosen

profession.

Responding to the lives of others - exploring the lives of inspirational people, contemporary heroes or people

from other cultures.

Creating texts about life - an exploration into students’ personal experiences and influences.

ASSESSMENT:

Assessment aligns with the four topics above and will consist of:

One multimodal analytical response;

One written interpretive in-class response;

One multimodal persuasive response; and

One written unseen essay exam.

OTHER INFORMATION: This subject will provide an opportunity for students and teachers to identify whether they will take English, Essential English or Literature in Year 11 and 12.

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ENM MODIFIED ENGLISH

INTRODUCTION:

Year 10 Modified English will follow the basic structure and concepts of the new Year 10 Essential English program, but with simplification and modification of focus topics and assessment tasks, provision of additional in-class support for task completion through enhanced scaffolding and the additional of teacher aides, and a greater focus on practical literacy skills that are key to being a successful member of a community and workplace. This course is offered by the Learning Enhancement Centre in consultation with the English Department, catering for students with special needs including students with disabilities and /or learning difficulties. The learning and assessment experiences in this subject will involve both teacher-directed and self-directed learning, with opportunities to develop both written and oral skills. The learning environment will emphasise individual, pair and group work and cater for the individual disabilities while providing key literacy skills. Participation in this course will assist the student to determine whether they can successfully venture into the Essential Skills senior program in Year 11, or should undertake studies in Functional English beyond Year 10.

COURSE CONTENT:

Modified English allows students to enhance their skills in literacy in order to interact confidently with written, visual and digital media, and to access work and the community. Topics Covered Via Units of Study

BKSB Literacy skills (Spelling/Comprehension/Grammar)

Communication for various audiences

Persuasive argument in written and oral form

Imaginative writing

Literary and film review

Response Essay

ASSESSMENT:

Assessment will be in the form of written assignments, oral presentations and short in-class exams with an emphasis on completion and participation. Use of online study and assessment materials may be used where applicable.

OTHER INFORMATION: This subject will provide an opportunity for students and teachers to identify whether they will take the Essential Skills program or Functional English in Year 11 and 12.

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FAS FASHION INTORDUCTION:

Through undertaking this course students will be challenged to use their imagination to create, innovate and express themselves and their ideas, and to design and produce design solutions in a range of fashion contexts. Students undertake group work and individual projects. They manage personal projects and are encouraged to work independently on some tasks. The subject Fashion explores what underpins fashion culture, technology and design. It incorporates the study of three core topics — ‘Fashion culture’, ‘Fashion technologies’ and ‘Fashion design’. Fashion culture explores fashion history, trends and fashion careers. Fashion technologies examine textiles and materials1 and the technical skills required for garment, accessory and adornment construction. ‘Fashion design’ focuses on the design process and visual literacies. Students learn to appreciate the design aesthetics of others while developing their own personal style and aesthetic. They explore contemporary and historical fashion culture; learn to identify, understand and interpret fashion trends; and examine how the needs of different markets are met. Fashion has a practical focus where students learn through doing as they engage in a design process to plan, generate and produce fashion items. Students investigate textiles and materials and their characteristics and how these qualities impact on their end use. They experiment with combining textiles and materials and how to make and justify aesthetic choices. Through the design process students engage in design challenges while meeting the needs of clients, or develop products to suit design opportunities. Students investigate fashion merchandising and marketing, the visual literacies of fashion and become discerning consumers of fashion while appraising and critiquing fashion items and trends as well as their own products.

COURSE CONTENT: By the conclusion of the course of study, students should:

identify and interpret fashion fundamentals

explain design briefs

demonstrate elements and principles of fashion design and technical skills in fashion contexts.

When students identify, they recognise particular qualities or characteristics by using learnt information and relating it to presented information. When students interpret, they make the meaning clear by converting information from one form to another. When students explain, they provide examples or further detail to help clarify and exemplify meaning. Students demonstrate their understandings of the requirements of the design briefs within the fashion context. When students demonstrate, they show their understanding of elements and principles of fashion design and technical skills by reproducing learnt skills within a fashion context.

ASSESSMENT:

Students will complete one piece of assessment per term, each worth 25%. The assessment will be comprised of one (1) exam, two (2) written assessments and a project. Each assessment will include a practical component to be completed. The exams may include multiple choice items or short response sentences/paragraphs and interpretive questions. The written assessments will consist of a research task and an informative report. There will be a project focussing on developing a solution to a given problem; this will be completed under both supervised and unsupervised conditions.

The school will supply equipment and some fabrics and notions for development of skills. But students will need to supply fabrics and some notions for major projects

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FTV FILM & TELEVISION

INTRODUCTION:

Film and Television introduces students to Film, Television and New Media Studies. The skills taught in this course are essential for the 21st Century digital citizen, regardless of their choice future study and employment. The course is excellent for anyone thinking of doing Film and Television in Senior. The skills learned in Film and Television are applicable across most subject areas such as using lighting, computers, microphones, cameras, video editing and presentation skills – skills that are not limited to the film industry.

Students taking Film and Television would be expected to have an interest in the area as well as an open and accepting attitude towards different cultures and opinions. Film and Television is considered a precursor to Senior Film, Television and New Media. There are no pre-requisites, however experience in the Performing Arts is encouraged and good marks in English is a MUST.

COURSE CONTENT:

An understanding of the changing nature and variety of technologies used to create media products.

An informed appreciation of the range of expressive forms and techniques that Film & Television employs to communicate meaning.

Self-discipline and independent learning, responsibility, creativity, a sense of personal worth, confidence and team work skills, all of which are transferable to a range of work options and life paths.

Critical thinking skills, looking at Institutions and People who impact on the Media industry and Social media.

An appreciation of a range of cultures and ideologies within Australia and in the rest of the world.

Term 1: The Moving Image; Ratings & Censorship Vodcast

Term 2: All About Me; Special Effects

Term 3: Advertising

Term 4:Augmented reality & Australia

OTHER INFORMATION:

It would be advantageous if students had a hard drive (500 GB+) and headphones.

ASSESSMENT:

Term 1: Exam, Media Analysis via Vodcast

Term 2: Pre-Production Documents and Production (Individual)

Term 3: Vodcast & Advertisement

Term 4: Media Analysis & Group Production

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FAN FOOD & NUTRITION

INTRODUCTION: Food & Nutrition is a strand within the senior syllabus of Technology that draw on elements studied in junior home economics. Students interested in further study of in the areas of food, nutrition and design would gain knowledge or studying this subject. Food & Nutrition also provides students the opportunity to develop skills in critical thinking, communication collaboration and teamwork and can be applied to many contexts.

The units have been based on elements of the Senior Food & Nutrition syllabus. Using a problems-based learning approach students will explore problems, develop ideas and evaluate the process and solution with a focus on the well-being of individuals and families particularly in regards to nutrition. Food & Nutrition units also focus on making economical, sustainable and ethical consumer choices. Students will explore what information is available for consumers to make informed choices in areas such as: food selection, preparation, cookery techniques and the development of food technologies, science and nutrition.

COURSE CONTENT: This subject is currently being redeveloped to align with the new Senior Food & Nutrition syllabus to be implemented with year 11 students in 2019. Students will participate in practical cookery and theoretical based activities. During the course, it is anticipated students will study: Term 1: Food related diseases Term 2: Food drivers and emerging trends Term 3: Food science Term 4: Food product development for nutrition markets

ASSESSMENT:

Students will complete one piece of assessment per term, each worth 25%. The assessment will be comprised of one (1) exam, two (2) written assessments and a project. Each assessment will include a practical component to be completed. The exams may include multiple choice items or short response sentences/paragraphs and interpretive questions. The written assessments will consist of a research task and an informative report. There will be a project focussing on developing a solution to a given problem; this will be completed under both supervised and unsupervised conditions.

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FUR FURNISHING INTRODUCTION: This subject is influenced by the learning outcomes stated in the Technology Syllabus (2003) STRANDS Technology Practice, Materials and Systems and the Furnishing Skills Subject Area Syllabus (2015). This course in Furnishing seeks to provide meaningful learning experiences in which the students develop a knowledge and understanding of materials, tools and processes. Furnishing gives the students an opportunity to practice skills and develop resilience that have can applied in many areas out with furnishing. In this subject, students will be introduced to the importance of marking out, cutting and assembling in furnishing. Students will also develop their theoretical knowledge through the writing of procedures and a class research assignment per semester.

UNIT DESCRIPTION:

This unit is designed around tools, materials, processes and safety. Students will be brought into contact with various hand and machine tools, so that they can expand their skills in the design and manufacture of articles using a range of materials eg. wood, plastic and sheet materials. The coursework has been designed to provide students with learning opportunities that align with the senior subject Furnishing Skills. Projects include: Semester 1 – Plant Stand; Carryall; and a research assignment. Semester 2 – Ladder Stool; Jewellery Box. Both semesters will be underpinned with a focus on safety.

ASSESSMENT: Students will be assessed on each of the projects listed above. These projects will be assessed using three criteria:

Knowledge and Understanding - recall of information relating to tools, materials and safety.

Applied Processes - problem solving, evaluations, applying processes.

Practical Skill - demonstrated skills in manufacturing of projects. The students will also have an exam at the end of each semester.

ADDITIONAL INFORMATION:

This unit is designed to be primarily, a ‘hands on’ practical unit with a small theory component. Furnishing is a subject which can lead to a future in the trade areas of Carpentry, Cabinet making and various our trades and professions and provide skills for the home handyperson.

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GEO GEOGRAPHY INTRODUCTION Geography is about the study of human and natural characteristics of places, and the interactions between them. It is a rich and complex discipline which includes two vital dimensions: • the spatial dimension, which focuses on where things are and why they are there; and • the ecological dimension, which considers how humans interact with environments. Geography prepares students for adult life by developing in them an informed perspective. This perspective will develop through a range of scales, including local, regional, national and global scales. Geographically informed citizens understand the many interdependent spheres in which they live, and make informed judgments to improve their community, state, country and the world. To meet the challenges of the future, a geographically informed citizen should be able to: • know and understand facts, concepts and generalisations about Geography; • apply geographic skills to observe, gather, organise, present and analyse information; and • use geographic perspectives to evaluate, make decisions about, and report on issues, processes and events. Geography is of benefit for tertiary study and employment in the following areas: defence forces, urban design, journalism, education, real estate, mining, meteorology, public service, public relations, agriculture, anthropology, architecture, environmental studies, engineering, economics and commerce, geology, psychology, social work, surveying, and tourism.

COURSE CONTENT The senior Geography syllabus is designed around four themes. These are: • Theme 1: Managing the natural environment • Theme 2: Social environments • Theme 3: Resources and the environment • Theme 4: People and development

ASSESSMENT Students will complete a range of assessment and field trips across the four terms of study.

Short response Tests

Stimulus response tests

Practical exercises

Written reports

OTHER INFORMATION Studying Geography at school provides a fantastic background for students wishing to study either science or social science at University. Geography regularly appears as a subject in many first year University courses ranging from Engineering to Business to Journalism. The skills and attitudes gained in this course will prepare students for a variety of entry points to employment. This subject provides a good basis for those students wishing to study Geography in Years 11 & 12.

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HLH HEALTH INTRODUCTION

This unit is influenced by the aims and objectives of the Senior Health syllabus. That is to provide students with opportunities to develop knowledge, attitudes, values and skills that are needed to promote health and to assist people to reach their health potential.

This course is a recommended pre-study for those who are considering the Senior Authority subject of Health Education.

COURSE CONTENT

The course is designed for the student who wants in in depth study into health and be involved in research, case studies, listening to guest speakers, collection and interpretations of articles, and group discussion. Students will also access health services within the community to help improve understanding and appreciation of health.

Students will study areas of health related to Personal Health, Peer Health and Environmental Health. Topics covered will be Drug use, Bullying and the School environment.

ASSESSMENT Four (4) assessment items (one per term), will determine level of achievement. Students will be required to complete an unseen essay, a research report, a journal presentation and an integrated task.

OTHER INFORMATION

This course is highly recommended for those students considering a future in Nursing, Health Organisations, social welfare or the fast-developing Fitness and Recreation industries.

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HPH HOSPITALITY INTRODUCTION: The hospitality industry has become increasingly important economically in Australian society and is one of the largest employers in the country. It specialises in delivering products and services to customers, and it consists of different sectors, including food and beverage, accommodation, clubs and gaming. Hospitality offers a range of exciting and challenging long-term career opportunities across a range of businesses. The industry is dynamic and uses skills that are transferrable across sectors and geographic borders. Hospitality Practices enables students to develop knowledge, understanding and skills of the hospitality industry and to consider a diverse range of post school options.

COURSE CONTENT: Semester 1 This unit provides an overview of the Hospitality Industry by examining areas such as the kitchen, restaurant service, reservations, front of house, accounts, housekeeping, security, human resources and maintenance. Students will examine careers and develop skills in relation to the Hospitality Industry. Semester 2 This unit provides an insight into the World of Hospitality by examining different food cuisines and cultures such as French, Italian, Asian and Indigenous practices and the implications for food preparation, cooking skills, presentation and service. Students will sample foods and develop skills involved in preparation of foods from around the world. School provides ingredients for most practical tasks. This subject will be a great introduction to the Hospitality Courses offered in Year 11 and 12. Also valuable knowledge and skills for part time work in local hospitality establishments will be gained.

ASSESSMENT: Research Task/Practical Activities. Activities include:

Practical Cookery

Site Visits (excursions)

Food Services Activities.

Powerpoint presentations

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JAP JAPANESE INTRODUCTION: The need to communicate is the foundation for all language development. People use language to achieve their personal communicative needs — to express, exchange, interpret and negotiate meaning, and to understand the world around them. The central goal for additional language acquisition is communication. Students do not simply learn a language — they participate in a range of interactions in which they exchange meaning and become active participants in understanding and constructing written, spoken and visual texts. Additional language acquisition provides students with opportunities to reflect on their understanding of a language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Communicating with people from Japanese-speaking communities provides insight into the purpose and nature of language and promotes greater sensitivity to, and understanding of, linguistic structures, including the linguistic structures of English. As students develop the ability to explore cultural diversity and similarities between another language and their own, this engagement with other languages and cultures fosters intercultural understanding.

COURSE CONTENT: SEMESTER 1 In the Where’s Wally? Unit the students will learn to use Japanese to give and ask for directions and describe the locations of shops and places. In the Shopping, Shopping, Shopping! Unit students shall learn how to use Japanese for shopping and eating out experiences (both customer and waiter/ess/sales assistant roles). They shall also learn about Japanese expectations concerning consumerism and how to count to 999, 999. A variety of language and cultural activities will be undertaken, determined by student’s needs, interests and abilities, including:

Various script learning games, such as Katakana Snap, Memory, Katakana Whispers, etc.

Writing a shopping video skit

Various conversations, surveys, reading and writing tasks

Reading and ordering from Japanese menus

Writing/Reading directions for around the school and around Maryborough City

Comparing and contrasting typical Australian and Japanese city scapes

Origami, Calligraphy, Songs SEMESTER 2 In the “Let’s Go To Japan” Unit, students will learn how to use Japanese in travel and tourism situations, which could be used both here in Australia and in Japan. They will also write their own itinerary for a trip to Japan. Students will also learn to communicate in Japanese about their future plans, dreams and aspirations in the “My Brilliant Future” Unit. On completion of this unit, students should be able to converse on a limited range of topics relating to travel and tourism, and future plans, including:

Saying where and how they want to go, and how long it would take

What they should try and do/see

Where they will stay and booking accommodation

Tourist attractions

Buying train tickets

Research to produce a travel itinerary

Senior School subjects

University/TAFE choices, occupations

Marriage, etc

ASSESSMENT: SEMESTER 1

The four macro skills listening, speaking, reading and writing are assessed in a variety of interesting and realistic assignments designed to enhance student’s prior knowledge and current interests. In class participation and performance plus exams are also used for assessing students. In addition, completion of regular homework is an important aid to success in Japanese.

SEMESTER 2

Assessment will cover all the four macro skills as listed above and will be both formative (based on in class performance, participation and understanding) and summative assessment (which may include exams, writing and travel itinerary, participating in spoken interviews, etc).

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LES LEGAL STUDIES

INTRODUCTION: Legal Studies focuses on the legal issues which arise out of common social situations and community matters rather than knowledge of the law as such. Legal Studies is designed for students who, whatever their post-school destinations, wish to develop understandings, skills, abilities and attitudes about legal situations. In this subject, students will become familiar with Australia’s legal system and be challenged to address the problems associated with developing legislation and criminal behaviour. During the course of their work, students will actively participate in role-plays, moots, group work and discussions about current laws that govern their society. Students will also understand the differences between civil law and criminal cases as well as understanding the area of tort law. Students will gain a good understanding of the court hierarchy, police powers, responsibilities of citizens and human rights. This subject provides a good basis for those students wishing to do Legal Studies in Years 11 & 12. Where possible, students will have the opportunity of going on an excursion to the Court House. Legal Studies provides a good basis for careers as: Articled Clerk, Legal Practitioner, Legal Officer, Social Worker, Teacher, Police Officer and Corporate Lawyer.

COURSE CONTENT: This subject is currently being redeveloped to align with the new Senior Legal Studies syllabus to be implemented with year 11 students in 2019. It is expected the following topics may be studied: Term 1: The Legal System Term 2: Crime and Society Term 3: Civil Law Term 4: Human Rights

ASSESSMENT:

Students will complete one piece of assessment per term, each worth 25%. The assessment will be comprised of 2 exams an argumentative essay and an inquiry report.

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LTT LITERATURE

INTRODUCTION:

In Year 10, students may choose from English, Essential English or Literature. Literature is a new course and aims not only to further an appreciation and enjoyment of literature but also to explore how literary texts shape perceptions of the world around us. The Year 10 course will focus on an exploration of the literary devices used in selected texts and how these impact on readers. This will be achieved through explicit teaching of literary devices in Introduction to Literary devices as well as further development through Intertextuality studies. Activities related to both analysis and application to the student’s own writing. This course mirrors the Senior English program in terms of assessment and unit types. In Year 12 this culminates with an external exam.

YEAR 10 COURSE CONTENT:

Introduction to Literary Studies - an examination of the literary devices used to position readers and how

these relate to cultural assumptions, values, attitudes and personal perspectives.

Intertextuality - ways in which texts connect with each other: genre, contexts, style and structure.

ASSESSMENT:

Assessment aligns with the four topics above and will consist of:

One imaginative spoken multimodal in response to a literary text;

One written analytical essay in test conditions;

One written imaginative response manipulating literary techniques to shape reader position; and

One written unseen essay exam.

OTHER INFORMATION: This subject will provide an opportunity for students and teachers to identify whether they will take English, Essential English and/or Literature in Year 11 and 12.

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JMV PREP MATHEMATICS ESSENTIAL

INTRODUCTION:

Mathematics Essential provides students with relevant, practical numeracy skills that are basis for life after school. The course is a follow on for students who have participated in Essential Mathematics in year 9.

COURSE CONTENT:

The course will allow the students to enhance their ‘everyday’ mathematical skills. They will focus on a mixture of practical and in class work related to the following topics.

Basic Numeracy Skills

Measurement and Geometry

Data Collection

Finance

Probability and Statistics

ASSESSMENT:

The assessment for Mathematics Essential will be related to practical activities and is designed to enable students to demonstrate learning useable mathematical skills. It will evolve from learning experiences and where possible assessment pieces will be through projects, portfolios and investigation. Traditional examinations will be kept to a minimum.

OTHER INFORMATION: This subject will provide an opportunity for students to identify whether they will take Mathematics Essential in Senior.

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JMA PREP MATHEMATICS GENERAL INTRODUCTION: Prep. Mathematics General is designed for students who want to extend their mathematical skill for future studies or employment pathways that do not require calculus. This includes Trades through to Tertiary study.

CORE LEARNINGS: Topics include:

1. Algebra and linear modelling

2. Algebra and non-linear modelling

3. Chance and Probability

4. Data representation and statistical measures

5. Financial Mathematics, simple and compound interest

6. Pythagoras Theorem and contextualised Trigonometry

ASSESSMENT: Students will be assessed using three criteria: 1. Simple Familiar Questions 2. Complex Familiar Questions 3. Complex Unfamiliar Questions The assessment instruments may include: - supervised exams - practical assignments

PRE-REQUISITE KNOWLEDGE & SKILLS: A good Sound Achievement or better in Year 9 Mathematics is recommended.

OTHER INFORMATION:

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JMB PREP MATHEMATICS METHODS INTRODUCTION: Prep. Mathematics Methods develops advanced mathematical skills which form the basis for further tertiary studies. The modes of thinking developed provide ways of modelling situations in order to explore, describe and understand the world’s social, biological and physical environment.

COURSE CONTENT: Topics include:

1. Algebra and linear modelling

2. Geometric reasoning extending to Circles

3. Algebra and non-linear modelling extending to Quadratics and Exponential Functions

4. Chance including evaluations

5. Data interpretation including Standard Deviation

6. Financial Mathematics incorporating Logarithmic and Exponential function

7. Pythagoras Theorem and further Trigonometry, investigating periodicity.

ASSESSMENT: Students will be assessed using three criteria: 1. Simple Familiar Questions 2. Complex Familiar Questions 3. Complex Unfamiliar Questions The assessment instruments may include: - supervised exams - practical assignments

PRE-REQUISITE KNOWLEDGE & SKILLS: A High Achievement or better in Year 9 extension Mathematics is recommended.

WORKLOAD: 20-30 mins of review every night

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MHS MODERN HISTORY

INTRODUCTION:

The discipline of History has a strong focus on developing research and writing skills and compliments the Senior English course with its emphasis on critical literacy. It is important for Australian students to understand their cultural and historical heritage.

COURSE CONTENT:

The following units will be covered over four (4) terms. Developing Skill / The Language of History

JFK – Students investigate the assassination of JFK. They considering the verdict of the Warren Commission’s finding that Lee Harvey Oswald was guilty of assassinating President Kennedy.

This is a genuine inquiry using the same evidence available to the jury that convicted Oswald.

Imperialism – Students investigate the global expansion of European empires in the 19th century looking at the drive for change and modernisation that played a key role in this time. The focus also looks at the dramatic effect, both positive and negative this expansion had in Asia and Africa

The Rise of Stalin – Students delve into the mind of one of the most feared dictators in the 20th century from his rise to power to his modernisation of The Soviet Union. They will investigate both the person and his methods of change that led to millions of deaths and a superpower country.

Terrorism – The scourge of modern society will be analysed as students investigate the evolution of terrorism and how we as a society find ourselves in these violent times.

ASSESSMENT:

Assessment tasks will be highly structured. Teacher assistance will be available for all assessment items. The emphasis will be on developing research skills, critically analysing sources and building confidence in writing high quality essays and assignments. These skills will help students improve achievements levels in other subjects in year 10 and in their senior schooling.

Assessment Items include: Short Response Test

Written Assignment

Multi- Modal Presentations

Response to Stimulus Test

OTHER INFORMATION: The skills and attitudes gained in this course will prepare students for a variety of entry points to employment. This subject provides a good basis for those students wishing to study Modern and Ancient History in Years 11 & 12.

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MUS MUSIC

INTRODUCTION: Music is an extremely useful subject to study for those students who wish to explore careers in the entertainment industry. Many occupations require a sound knowledge of music. These include performance, technical support, arts administration, education officer, theatre and orchestra management and music librarian. Related fields include media, particularly radio and selected print publications. Music is beneficial for those who plan to enter into early childhood, primary and secondary education. Music has strong educational links to other performing arts subjects such as Dance, Drama, Film and Television as well as history subjects such as modern history. This subject has been developed with a combination of outcomes from the junior and senior syllabus in order to prepare students for senior music.

COURSE CONTENT:

SEMESTER 1 – JAZZ/MUSICALS

This unit looks at Jazz and Musicals. Through the physical dimension of the arts, students develop skills and techniques relevant to the styles of Jazz and Musicals. Activities include:

Improvising and composing music.

Deconstruction and evaluation of repertoire.

Studying different forms of Jazz and Musicals.

Integrated ICT tasks. Other information:

This subject is open only to those students who have completed semester one or two of Year 9 music or with permission from the music coordinator.

Students should also be aware that in order to choose music as a senior subject they must have completed at least

one (1), preferably two (2) semesters of Year 10 music. Students who do not meet these requirements will have to obtain permission from the music coordinator.

SEMESTER 2 – WORLD AND AUSTRALIAN MUSIC

This unit looks at Australian and World music. Through the physical dimensions of the arts, students develop skills and techniques relevant to our music heritage and the cultural diversity of world music. May include the following:

Individual and ensemble performance.

Improvisation and composition using appropriate vocal and instrumental skills.

Written and digital notation.

Analysis of written texts and sound sources.

Research Assignments. Other information:

This subject is open to students who have gained at least a satisfactory (C) grade in Semester 1 of Year 10 Music “Jazz/Musicals” or have successfully completed Semester 1 or 2 or Year 9 Music.

It is a PREREQUISITE that students who ELECT TO TAKE SENIOR MUSIC have at least a satisfactory (C) grade from either Semester 1 or 2 of Year 9 Music.

Students will have the opportunity to complete tasks in class time however, it is important to understand that there are tasks that will need to be completed as part of homework and assignment preparation. Music is a developmental discipline that requires individual preparation from students at home. Students who wish to do music in the senior years should take this into consideration.

ASSESSMENT: SEMESTER 1

Students will be required to complete two to three pieces of assessment per term. Possible forms of assessment include a written examination, Seminar Presentation, aural skills practical demonstration, group performance and composition; and analysis of music scores and recordings. SEMESTER 2 Assessment includes tasks demonstrating the following skills:

Performance: Small and large groups and individual.

Composition: Using written notation and/or digital media.

Analysis: Of music scores and recordings.

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HPE PHYSICAL EDUCATION

INTRODUCTION: This unit is influenced by the senior Physical Education syllabus. This syllabus implies that learning in Physical Education can best be achieved from engaging in physical performance. “Purposeful learning takes place through an integrated approach, deeply embedded in physical activity learning contexts”. This course will involve students in closely integrated physical, written and oral learning experiences based on their performance in physical activity.

Students will also be involved in highly personalised studies of physical activity. Learning experiences will relate to the students involvement in physical activity and will encourage students to reflect on their own personal development; whether it be in the acquiring of sports skills; the improvement of personal fitness levels; or as an informed observer of social issues affecting physical activity in Australia and globally.

COURSE CONTENT:

Units examine topics underpinning the enhancement of performance, including tactical awareness, equity and integrity, and training and physical activity.

It is anticipated students will complete modified Topics from Unit three (3) Integrity, tactical awareness and physical activity and four (4) Energy, training and physical activity of the 2017 Senior Physical Education Syllabus.

Term 1: Ethics and Integrity –how ethical strategies influence fair and equitable engagement in selected physical activities

Term 2: Tactical Awareness - which body and movement concepts and strategies can assist to enhance performance in selected physical activities.

Term 3: Energy and Performance - Which physiological concepts and strategies can assist to enhance performance in a physical activity?

Term 4: Training and Performance - How can planning and sequencing of training strategies assist to achieve enhanced performance?

N.B. THE SEQUENCE OF THESE UNITS MAY CHANGE DEPENDING UPON THE AVAILABILITY OF RESOURCES

ASSESSMENT:

Students in Physical Education learn experientially through a process of inquiry, initiated by questions that make connections between the subject matter and physical activity. Assessment topics and methods are designed to demonstrate this process. Students will be required to submit four (4) assessment items using four (4) different assessment techniques.

Assessment 1: Analytical Exposition - extended response. Students are required to investigate one inquiry question to recommend and justify a strategy that will enhance fair and equitable play in a selected physical activity learning context.

Assessment 2: Multi Modal – performance folio. Involves the collection of evidence about a student’s learning in performance in a selected Sport.

Assessment 3: Investigation — Report. Students are required to investigate one inquiry question to recommend and justify the development of a single training sessions that will enhance their own physiological capacities in a selected physical activity.

Assessment 4: Examination — In class. Students will respond to multiple choice, short answer and extended response to stimulus questions on Energy, Training and Performance.

OTHER INFORMATION: Physical Education is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, and the allied health professions, psychology, teaching, sport journalism sport marketing and management, sport and sport promotion, sport development and coaching.

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PHC PHYSICS

INTRODUCTION:

Physics is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.

Students should have at least a high ‘B’ in Science and a ‘B’ in Mathematics. An interest in Physical Sciences and the ability to work consistently and seek assistance are major factors leading to success. The relevance of the subject matter chosen for this course is to: a) Give students a working knowledge of basic laws and principles as preparation for further study. b) Develop familiarity with some physical principles which have applications at home, industry and

in commerce. c) Enable students to better understand modern technologies.

This subject is currently being developed to align with the new Draft Senior Physics syllabus to be implemented with year 11 students in 2019.

COURSE CONTENT: Physical quantities and measurement; forces and motion; energy and momentum; electronics; wave motion & optics.

ASSESSMENT: This is done through research investigations, experiments and examinations.

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PSL PSYCHOLOGY

INTRODUCTION:

Psychology will be administered as a six month course in conjunction with Health, and as such will run over two terms.

Assumed knowledge The Australian Curriculum: Science P–10 is assumed knowledge for this syllabus.

Pathways : Psychology is a general subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. A course of study in Psychology can establish a basis for further education and employment in the fields of health, law, business and education.

COURSE CONTENT: This subject is currently being developed to align with the new Draft Senior Psychology syllabus to be implemented with year 11 students in 2019.

Term 1: Unit 1: Cognitive Development

This unit has been developed from elements of the Draft Senior Psychology syllabus. • understand that infancy and adolescence are periods of rapid development and changes in brain structure and function, with reference to myelin, synaptic pruning and the forebrain (frontal lobe) • communicate the nature of neural plasticity with reference to brain development (deprived versus enriched environments) and brain damage • consider timing of experiences on psychological development with reference to sensitive and critical periods • summarise the role of attachment in psychological development with reference to the work of Lorenz, Harlow, Bowlby and Ainsworth • understand that early abuse or deprivation can have detrimental effects on cognitive development (Rutter)

Term 2: Unit 2: Emotion & Motivation • compare the two-factor (Schachter & Singer) and appraisal (Lazarus) theories of emotion • Mandatory practical: Using an experimental research method, investigate the effect of watching scary (e.g. a scary movie) versus informative (e.g. an advertisement for toothpaste) stimuli on emotional responses (measured as changes in heart rate) • explain the biological nature of cognitive appraisal, with reference to findings from Ochsner and Gross’s (2008) fMRI study • describe factors that influence happiness • assess the degree to which subjective wellbeing (Diener), psychological wellbeing (Ryff), and the broaden-and-build theory (Fredrickson) influence happiness • explain mindfulness, with reference to attention and acceptance • analyse the positive consequences of the flow (Nakamura & Csikzentmihalyi 2002) experience, with reference to enhancing positive affect, life satisfaction, performance and learning • evaluate the achievement goal (task orientation and ego orientation), cognitive evaluation (intrinsic and extrinsic motivation), and self-efficacy (outcome expectations and efficacy expectations) theories of motivation • describe the role of goal-setting in motivation (Locke et al. 1981).

ASSESSMENT:

This will comprise of a research investigations, experimental data analysis and a semester exam.

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REC RECREATION

INTRODUCTION:

This unit is influenced by the aims and objectives of our Senior Recreation course. That is to provide students with opportunities to participate in a wide variety of recreational physical activities that encourage healthy lifestyle practices. Students will also be given the opportunity to develop skills in other aspects of physical activity; such as administration, officiating and coaching.

COURSE CONTENT: In accordance with our aim of offering students activities that promote healthy lifestyle choices and an alternative to sports they may already be involved in, it is anticipated that the following recreational activities will be offered: Water Polo, Table Tennis, Badminton, Archery, Orienteering, Golf, Lacrosse, and Weight Training.

ASSESSMENT: A variety of assessment items will be used to determine student’s level of achievement. All assessment tasks will be integrated with the physical activity. Apart from actual physical performance students will also be assessed on other abilities, such as: officiating a Water Polo game, designing and maintaining a weight training program journal, constructing a risk assessment document, organising a Table Tennis tournament, organising a come and try it session for a year 8 class, administrating a class Archery competition, teaching a year 8 student Archery skills. All students work will be assessed using three criteria. Acquire, Apply, and Evaluate.

OTHER INFORMATION: This subject will provide students with a sample of what Senior Recreation Studies offers. It will also provide students with experiences that will allow them to make informed decisions on how they wish to spend their leisure time in the future

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REC RECREATION - VOLLEYBALL

INTRODUCTION: In recognition of the success Aldridge has had in Volleyball, this extension Volleyball subject will provide learning experiences focused towards excellence in Volleyball. This unit is aligned with the Recreation course and implies the notion that learning in Physical education can best be achieved from engaging in physical performance. This course also involves students in closely integrated physical, written and oral learning experiences based on their performance in Volleyball. The course is a continuation of the Year 9 Extension Volleyball Program.

Learning experiences will relate to the students involvement in volleyball, and will encourage students to reflect on their won personal development – whether it be in the acquiring of sports skills, the improvement of personal fitness levels, or as an informed observer of social issues affecting physical activity in Australia and globally.

COURSE CONTENT: It is anticipated students will complete:

Term 1 Volleyball. Evaluation of your ability to acquire the hitting skill required in the volleyball spike.

Term 2 Volleyball and Touch. Understanding how the body can produce energy and applying same to Volleyball or Touch.

Term 3 Volleyball and Strength Training. Study of the Biomechanical Principles that underlines successful force application in the volleyball spike. Analysis of how specific strength training can improve performance of the volleyball spike.

Term 4 Aerobic Endurance Training. Involves the participation in a range of activities designed to improve endurance capabilities. These activities will mainly focus on swimming, cycling and running. Research physiological changes that may occur as a result of aerobic training.

ASSESSMENT: Apart from ongoing appraisal of performance in physical tasks, students will also produce a variety of assessment items to determine a level achievement for the unit of work.

These include:

Pod-Cast - oral analysis of the application of biochemical principles in the volleyball spike.

Journal Report – report based on information gathered during your learning of a specific volleyball skill.

Short Answers – paragraph length responses related to energy systems and their use in touch/volleyball.

Research Assignment – analysing physical changes caused by aerobic exercise.

All students work, including physical performances will be assessed using three (3) criteria:

a) Acquiring of knowledge

b) Application of knowledge

c) Evaluation (formulate and validate, reflect and appraise, predict and justify)

OTHER INFORMATION: This course of work will provide an excellent opportunity to further extend students volleyball skills. It will also provide an in-depth introduction to the content focus and literacy skills required in Senior PE.

TO ENROL IN THIS UNIT OF WORK, YOU MUST SELECT RECREATION - VOLLEYBALL.

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CSZ SOCIAL & COMMUNITY STUDIES

INTRODUCTION:

Social and Community Studies is a subject designed for students who would like to study a broad range of Social Sciences rather than one specific discipline. In this way it could be considered ‘General Social Science’. This course is most suited to students who will not pursue an OP in years 11 & 12 or select another senior Social Science subject.

COURSE CONTENT: Term 1: Science & Technology – Cyber safety programs, impact of scientific discoveries and new technologies on our own lives. Term 2: Geography - The United Nations and examples of international cooperation. Term 3: History - Famous historical figures and events that changed the world. Term 4: Study of Religion – Students will study a number of different religious faiths and belief systems.

ASSESSMENT: Students will be given the opportunity to demonstrate their ability across a range of assessment formats. These may include projects, investigations, exams and practical activities.

OTHER INFORMATION: There are no prerequisites for Year 10 Social and Community Studies. Social and Community Studies is a subject that aims to provide students with a good general understanding of the world around them, news and current affairs.

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TOU TRAVEL AND TOURISM

INTRODUCTION:

The course of Travel and Tourism provides students the opportunity to learn more about the world around them. The Year 10 course provides a platform for the Senior SAS – non-board Tourism course offered at Aldridge State High School. Throughout the Year 10 course, students will look at many significant tourist areas of the world, both natural and man-made. Students will be exposed to a series of mapping exercises and have a firm understanding of World Heritage sites and their importance and realise how vast the Tourism Industry is. Students will be introduced to the operating sectors of the industry and how they are interlinked. Tourism can lead to exciting careers such as Events Coordinator, Conference Manager, Human Relations Officer, Reception Manager, and Advertising Executive for large tourism organisations, Banquet and Special Functions Manager, Tour Guide, Public Relations Officer and Promotions Coordinator and the list goes on. Due to the fact that the Tourist Industry is so vast and includes many areas, students who undertake this course of study will be advantaged in terms of employment upon leaving school.

COURSE CONTENT:

Throughout the year, students will cover such areas as:

The importance of tourism in the world economy.

Significant tourist areas of the world.

Major tourist organisations, such as large airlines and five star hotels.

History of travel and tourism.

Changing trends in tourism such as sustainable tourism and eco-tourism.

Case studies on tourism and the costs and benefits of tourism to the host country.

Possible careers in the tourism industry and customer relations.

ASSESSMENT:

One major piece of assessment will be completed each term. These will include:

Inquiry into tourism – power point presentation (Oral Assessment)

Brochure/Pamphlet – promoting tourist destination.

Persuasive Oral/Dramatic Presentation – with written script.

Design Advertisement to raise profile of Tourism Queensland - power point or brochure.

OTHER INFORMATION:

Students will be given the opportunity throughout the year to choose their own topics of interest for assessment items, as well as the mode of assessment. EG. Powerpoint or brochure. There will be flexibility in the way students choose to attempt assessment items, depending on their preferred mode of learning.

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ART VISUAL ART

INTRODUCTION:

In this unit students will use visual language, techniques, processes, materials and technologies to communicate meanings in a range of contexts to make, display and appraise both two dimensional and three dimensional artworks. The course structure will emulate that of the senior program in that students will be asked to research, develop, resolve and reflect on ideas in response to a given concept. Students are expected to work independently, under teacher guidance, to arrive at their own unique solutions to visual problems. They will be given the opportunity to explore a diversity of media, techniques and technologies in order to allow them to identify their areas of strength, in which they can later specialize in their senior course.

COURSE CONTENT:

Students will be required to complete some work independently, approximately 1 hour per week.

Due to the nature of the course it may be necessary for students to do this extra work at school in their own time.

Students will do approximately 65% practical work and 35% theoretical work in this course.

Media Areas include: Drawing, painting, digital imaging, sculpture, ceramics and print-making.

ASSESSMENT:

2 x 2D/3D Artwork

Written essay

Exam Visual Diary

OTHER INFORMATION:

This unit is recommended for those students wishing to undertake Senior Board Visual Art. It has a deliberate academic focus that will prepare students for Senior Art.

Students will need to purchase the following materials to complete classroom activities: Visual Diary with blank paper (A4 preferred).