2020 year 10 curriculum handbook - marryatville high school · 2019-08-09 · year 10 curriculum...

2020

Year 10

Curriculum

Handbook

Introduction

This curriculum guide provides information regarding the broad range of programs offered at

Marryatville High School and specific course descriptions of subjects within these programs. It is

designed to provide students the important information needed to make informed decisions about

potential and preferred pathways for schooling and future pathways and careers.

At Marryatville High School, we strive to provide all students the capabilities required to be active global

citizens. Students are encouraged to learn, think creatively, critically and independently and to continue

to aim for personal achievements in a student-centred learning environment.

Subject Selection and Course Counselling Process Students will receive information regarding the subject selection process during Term 3. Students will

have the opportunity to gain advice on potential pathways and study options with Parents, Homegroup

teachers, Learning Area Leaders, Year Level Leaders, Subject Specific Staff and Course Counsellors.

Engaging in conversations with as many people as possible is crucial to ensure the correct course is

selected in the subject selection process.

Students currently in Year 10 and 11 will receive Subject Recommendations based on current

achievements in subject areas. These recommendations are taken into consideration within the

counselling process and staff will encourage students to select subjects based on future pathway as well

as successful completion of the subject.

Please note that recommendations are:

• To be used as a guide for student subject choice

• Indicate that a student is capable of success in that subject area

• Not a “should do” that subject

• Students should be discouraged from choosing against recommendations.

• Please note on the selection form or in your HG folder (comments section) if a student chooses against recommendations

• Subjects without recommendations = will accept any students

Parents and Caregivers of students in Year 10 and 11 will be invited to a Course Counselling meeting

where Course Counselling staff will complete the selection process with students and

parents/caregivers. During this meeting every attempt will be made to meet the needs of the student

with specific reference to subject recommendations.

Recommendations to all Students Before selecting a subject or course there are a number of important steps to consider:

• Possible future pathways based on current levels of performance, as well as ambitions and capabilities.

• Success with, and enjoyment of current subjects.

• Plans and goals for the future and subjects required to achieve these goals.

• Requirements of university, TAFE enrolment or employment.

Subject Availability Every effort will be made to place students into the subjects of their choice. However, the availability of

subjects offered will be dependent on the number of students selecting the subject and staff availability.

Students will be supported in selecting an alternative subject if needed.

Course re-counselling will occur in Term 4 for any student who may need to refine their selections as a

result of the timetabling process or pathway changes. Once the timetable has been set, very little space

is available to students wanting to change subjects in Term 1.

Table of Contents Introduction ....................................................................................................................................................... 2

Subject Selection and Course Counselling Process ........................................................................................ 2

Table of Contents ............................................................................................................................................... 3

Year 10 Curriculum ............................................................................................................................................. 5

Arts ................................................................................................................................................................... 11

Dance ........................................................................................................................................................... 12

Drama ........................................................................................................................................................... 13

Media Arts .................................................................................................................................................... 14

Visual Arts .................................................................................................................................................... 15

Year 10 Visual Arts 2D .................................................................................................................................. 16

Year 10 Visual Arts 3D .................................................................................................................................. 17

Year 10 Visual Arts - Design A ...................................................................................................................... 18

Year 10 Visual Arts - Design B ...................................................................................................................... 19

Year 10 Drama A .......................................................................................................................................... 20

Year 10 Drama B ........................................................................................................................................... 21

Year 10 Media Arts ....................................................................................................................................... 22

Year 10 Dance .............................................................................................................................................. 23

Year 10 Theatre Technology ........................................................................................................................ 24

Cross Curriculum Innovation ............................................................................................................................ 25

Community Challenge .................................................................................................................................. 25

STEMIE Competition .................................................................................................................................... 26

Sustainability ................................................................................................................................................ 27

English and EAL ................................................................................................................................................ 28

Year 10 English ............................................................................................................................................. 29

Year 10 English as an Alternative Language or Dialect ................................................................................ 30

Year 10 Elective – Gen Z Journalism ............................................................................................................ 31

Humanities and Social Sciences ....................................................................................................................... 32

Geography .................................................................................................................................................... 33

History .......................................................................................................................................................... 34

Year 10 History ............................................................................................................................................. 35

Year 10 Humanities ...................................................................................................................................... 36

Year 10 Geography ....................................................................................................................................... 37

Year 10 History Extension ............................................................................................................................ 38

Year 10 Economics and Business ................................................................................................................. 39

Year 10 International Studies ....................................................................................................................... 40

Health & Physical Education ............................................................................................................................ 41

Year 10 Health and Physical Education ........................................................................................................ 42

Year 10 Health .............................................................................................................................................. 43

Year 10 Physical Education - Girls Only ........................................................................................................ 44

Year 10 Specialist PE .................................................................................................................................... 45

Year 10 Sports Studies ................................................................................................................................. 46

Year 10 Outdoor Education .......................................................................................................................... 47

Year 10 Touch Football ................................................................................................................................ 48

International Programs .................................................................................................................................... 49

Intensive Secondary English Course (ISEC) ...................................................................................................... 50

Languages ......................................................................................................................................................... 52

Year 10 Chinese ............................................................................................................................................ 53

Year 10 French – Continuers ........................................................................................................................ 54

Year 10 Japanese .......................................................................................................................................... 55

Mathematics .................................................................................................................................................... 56

Year 10 General Mathematics ..................................................................................................................... 57

Year 10 Advanced Mathematics .................................................................................................................. 58

Year 10 Numeracy ........................................................................................................................................ 59

Music ................................................................................................................................................................ 60

Special Interest Music .................................................................................................................................. 61

Year 10 Elective Music A .............................................................................................................................. 63

Year 10 Elective Music B .............................................................................................................................. 64

Year 10 Special Music ................................................................................................................................... 65

Science ............................................................................................................................................................. 66

Year 10 Science ............................................................................................................................................ 67

Technologies .................................................................................................................................................... 68

Digital Technologies ..................................................................................................................................... 70

Material Technologies – Women Who Weld ............................................................................................... 71

Material Technologies – Men In Metal ........................................................................................................ 72

Material Technologies – Wooden Furniture Design .................................................................................... 73

Material Technologies – Electronics ............................................................................................................ 74

Material Technologies – CAD / Advanced Manufacturing ........................................................................... 75

Digital Technology ........................................................................................................................................ 76

Nutrition in the Kitchen................................................................................................................................ 77

Cafe Culture ................................................................................................................................................. 78

Catering and Event Management ................................................................................................................ 79

Child Studies ................................................................................................................................................. 80

Textile Technologies ..................................................................................................................................... 81

Information Processing and Publishing ........................................................................................................ 82

Smart Technologies 9-11 .............................................................................................................................. 83

Tennis ............................................................................................................................................................... 84

Year 10 Tennis .............................................................................................................................................. 84

Year 10 Curriculum The subjects offered in Year 10 are grouped within the learning areas of the Australian Curriculum.

Students undertake a common curriculum depending on the student’s enrolment in either Special Interest Music or

Tennis.

The curriculum allows students to access a greater range of subjects as they progress from Year 8 to 10. Students

complete the Personal Learning Plan (PLP) during Year 10 which is the start of the SACE for these students. All students must

complete the PLP at a minimum ‘C’ standard to be able to receive SACE credits and be eligible to obtain their SACE at the

completion of Year 12.

The following table indicates the subjects offered for courses studied at Year 10 Students need to accumulate a total of 14

semesters to be enrolled as a full time student. Students who undertake Special Interest Tennis, Special Interest Music or the

Elective Music have specific subjects aligned to this area of study and as a result elective choices are less in number.

Year 10 Curriculum Year 10

MS T EM SM

COMPULSORY

English

• English or

• Extension English or

• English as an Additional Language or Dialect

2 2 2 2

Mathematics

• General Mathematics or

• Mathematical Methods or

• Numeracy (Invitation Only)

2 2 2 2

Science

• Science

• Advanced Science or

2 2 2 2

Humanities & Social Sciences

• History Choose a second subject from:

• Humanities

• Geography

• History Extension

• Economics & Business

• International Studies

1

1

1

1

1

1

1

The Arts

• Elective Music A & B 2

• Special Music 4

Health and Physical Education

• Health and Physical Education A 1 1 1 1

• Tennis 2

Total 9 11 11 12

CHOICE Art & Design

• Visual Arts 2D or Visual Arts 3D

• Visual Arts Design A or B

• Drama A or B

• Media Arts

• Dance A

• Theatre Technology Technologies

• Materials & Technologies -Women Who Weld

• Materials & Technologies Men in Metal

• Material Technologies – Wooden Furniture Design

• Materials Technologies - Electronics

• Materials & Technologies – CAD/Advanced Manufacturing

• Digital Technology

• Nutrition in the Kitchen

• Child Studies

• Café Culture

• Catering & Event Management

• Textile Technologies

• Information Processing & Publishing

• Smart Technologies (9-11) English

• Gen Z Journalism Health and Physical Education

• Health

• Physical Education C (Girls only)

• Specialist Physical Education

• Sports Studies

• Outdoor Education

• Touch Football Humanities and Social Sciences

• Humanities

• Geography

• History Extension


• International Studies Languages (full year)

• French or Chinese or Chinese Background Speakers or Japanese Cross Curriculum Innovation

• Community Challenge (9-11)

• STEMIE Competition (9-11)

• Sustainability (9-11)

5 3 3 2

MARRYATVILLE HIGH SCHOOL YR 10 MAINSTREAM SUBJECT SELECTION 2020

Family Name: ......................................................... Given Name: ........................................... 2019 HG: .............

COMPULSORY SUBJECTS (9)

Learning Area / Subject Name My Selections

English (Select 1)

• English OR

• Extension English


Mathematics (Select 1)

• General Mathematics OR

• Mathematical Methods OR


Science (Select 1)

• Science OR

• Advanced Science


• History A (Select 1)

• Humanities

• Geography

• History B



History A

Health and Physical Education Health & Physical Education

Choose an additional 5 subjects from the following. Please note Languages counts as two selections. HASS subject

selection from above cannot be selected below.

Choose a replacement subject (will be used in the event of a clash)

CHOICE SUBJECTS (5)


Art & Design



• Drama A or B

• Media Arts

• Dance A


• Child Studies

• Materials & Technologies -Women In Welding

• Materials Technologies Men in Metal

• Materials Technologies - Wooden Furniture Design


• Materials Technologies - CAD/Advanced Manufacturing

• Digital Technologies


• Café Culture





• Gen Z Journalism


• Health



• Sports Studies



• Humanities

• Geography

• History B



• French or Chinese or Chinese Background Speakers or Japanese

Cross Curriculum Innovation




Choice #1

Choice #2

Choice #3

Choice #4

Choice #5

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 10 TENNIS SUBJECT SELECTION 2020




English (Select 1)

• English OR







Science (Select 1)

• Science OR


Tennis SACE Tennis



• Humanities

• Geography

• History B



History A





CHOICE SUBJECTS (3)

Learning Area / Subject Name My Selections Art & Design



• Drama A or B

• Media Arts

• Dance A


• Child Studies








• Café Culture







• Health



• Sports Studies



• Humanities

• Geography

• History B








Choice #1

Choice #2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 10 ELECTIVE MUSIC SUBJECT SELECTION 2020


COMPULSORY SUBJECTS(11)


English (Select 1)

• English OR







Science (Select 1)

• Science OR


Music Elective (Full Year) Elective Music



• Humanities

• Geography

• History B



History A





CHOICE SUBJECTS (3)

Learning Area / Subject Name My Selections Art & Design



• Drama A or B

• Media Arts

• Dance A


• Child Studies








• Café Culture







• Health



• Sports Studies



• Humanities

• Geography

• History B








Choice #1

Choice #2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice #2

MARRYATVILLE HIGH SCHOOL YR 10 SPECIAL MUSIC SUBJECT SELECTION 2020




English (Select 1)

• English OR







Science (Select 1)

• Science OR


Music Special Music


• History A History A




Choose a replacement subject (will be used in the event of a clash).

CHOICE SUBJECTS (2)


Art & Design



• Drama A or B

• Media Arts

• Dance A


• Child Studies








• Café Culture







• Health



• Sports Studies



• Humanities

• Geography

• History B








Choice #1

Choice #2

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Choice#2

Arts

The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and

encouraging them to reach their creative and expressive potential. The five Arts subjects in the Australian

Curriculum are Dance, Drama, Media Arts, Music, and Visual Arts. Together they provide opportunities for

students to learn how to create, design, represent, communicate and share their imagined and conceptual

ideas, emotions, observations and experiences.

At Marryatville High School we offer five subjects of the Australian Curriculum Arts curriculum.

• Dance • Drama • Music • Media Arts

• Visual Arts

Rich in tradition, the Arts play a major role in the development and expression of cultures and communities,

locally, nationally and globally. Students communicate ideas in current, traditional and emerging forms and

use arts knowledge and understanding to make sense of their world. The Australian Curriculum: The Arts

values, respects and explores the significant contributions of Aboriginal and Torres Strait Islander Peoples to

Australia’s arts heritage and contemporary arts practices through their distinctive ways of representing and

communicating knowledge, traditions and experience. In the Arts, students learn as artists and audience

through the intellectual, emotional and sensory experiences of the Arts. They acquire knowledge, skills and

understanding specific to the Arts subjects and develop a critical understanding that informs decision making

and aesthetic choices. Through the Arts, students learn to express their ideas, thoughts and opinions as they

discover and interpret the world. They learn that designing, producing and resolving their work is as essential

to learning in the Arts as is creating a finished artwork. Students develop their Arts knowledge and aesthetic

understanding through a growing comprehension of the distinct and related languages, symbols, techniques,

processes and skills of the Arts subjects. Arts learning provides students with opportunities to engage with

creative industries and arts professionals.

The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world

cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing

and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and

sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and

processes with developing confidence and sophistication across their years of learning. By creating and

analysing art works students develop transversal capabilities such as Literacy, Numeracy, Critical and

Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and

Intercultural Understandings

This rationale is extended and complemented by specific rationales for each Arts subject.

Dance

This rationale complements and extends the rationale for The Arts learning area. Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities.

Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication.

Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.

In making and analysing dance students develop capabilities such as Literacy, Numeracy, Critical and

Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and

Intercultural Understandings.

Drama

This rationale complements and extends the rationale for The Arts learning area.

Drama is the expression and exploration of personal, cultural and social worlds through role and situation

that engages, entertains and challenges. Students create meaning as drama makers, performers and

audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms,

drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage

students to reach their creative and expressive potential.

Drama enables students to imagine and participate in exploration of their worlds, individually and

collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to

explore and depict real and imagined worlds. They create, rehearse, perform and respond using the

elements and conventions of drama and emerging and existing technologies available to them. They are

excited by exploring their imagination and taking risks in storytelling through role and dramatic action.

Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary

world and in other times, traditions, places and cultures. In making and staging drama students develop

capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and

Communication Technology, Ethical and Intercultural Understandings.

Media Arts


Media Arts involves creating representations of the world and telling stories through communications

technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media.

Media Arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative

use of materials and technologies. Like all art forms, media arts has the capacity to engage, inspire and

enrich all students, exciting the imagination and encouraging students to reach their creative and expressive

potential.

Media Arts enables students to create and communicate representations of diverse worlds and investigate

the impact and influence of media artworks on those worlds, both individually and collaboratively. As an art

form evolving in the twenty-first century, Media Arts enables students to use existing and emerging

technologies as they explore imagery, text and sound and create meaning as they participate in, experiment

with and interpret diverse cultures and communications practices.

Students learn to be critically aware of ways that the media are culturally used and negotiated, and are

dynamic and central to the way they make sense of the world and of themselves. They learn to interpret,

analyse and develop media practices through their media arts making experiences. They are inspired to

imagine, collaborate and take on responsibilities in planning, designing and producing media artworks.

Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that

shape contemporary communication through media technologies and globally networked communications.

By making and analysing Media Arts works students develop capabilities such as Literacy, Numeracy,

Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical

and Intercultural Understandings.

Visual Arts


Visual Arts includes the fields of art, craft and design. Learning in and through these fields, students create

visual representations that communicate, challenge and express their own and others’ ideas as artist and

audience. They develop perceptual and conceptual understanding, critical reasoning and practical skills

through exploring and expanding their understanding of their world, and other worlds. They learn about the

role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative

industries. Similarly with the other art forms, the visual arts has the capacity to engage, inspire and enrich

the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed,

imaginative and innovative thinking.

Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to

represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts

engages students in a journey of discovery, experimentation and problem-solving relevant to visual

perception and visual language. Students undertake this journey by utilising visual techniques, technologies,

practices and processes. Learning in the Visual Arts, students become increasingly confident and proficient

in achieving their personal visual aesthetic and appreciate and value that of others.

Visual Arts supports students to view the world through various lenses and contexts. They recognise the

significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople

and designers and their artworks. They apply visual arts knowledge in order to make critical judgments about

their own importance as artists and audiences. Learning in the Visual Arts helps students to develop

understanding of world culture and their responsibilities as global citizens. In making and analysing artworks

students develop transversal capabilities such as Literacy, Numeracy, Critical and Creative Thinking,

Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Year 10 Visual Arts 2D

Subject Code: 0ARTA

Length of course: Semester

Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B

Course Outline

By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks

they make and view. They evaluate artworks and displays from different cultures, times and places. They

analyse connections between visual conventions, practices and viewpoints that represent their own and

others’ ideas. They identify influences of other artists’ on their own artworks.

Students manipulate materials, techniques and processes to develop and refine techniques and processes

to represent ideas and subject matter in their artworks.

Topics Included:

Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas

• Manipulating and applying the elements/concepts with intent

• Developing and refining understanding of skills and techniques

• Structuring and organising ideas into form

• Sharing artworks through display

• Analysing and reflecting upon intentions

• Responding to and interpreting artworks

With an emphasis on 2 dimensional practices, students develop their knowledge of how ideas and intentions

are communicated in and through visual arts. They build on and refine their knowledge, understanding and

skills focusing on representations, practices and viewpoints.

Assessment:

A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration

of media and experimentation, practical application, analysis and responding.

Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

Year 10 Visual Arts 3D

Subject Code: 0ARTB


Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B.

Course Outline:







Topics Included:






• Sharing artworks through display


• Responding to and interpreting artworks

With an emphasis on 3 dimensional practices, students develop their knowledge of how ideas and intentions

are communicated in and through visual arts. They build on and refine their knowledge, understanding and

skills focusing on representations, practices and viewpoints.

Assessment:



Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20A.html

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20B.html

Year 10 Visual Arts - Design A

Subject Code: 0DESA

Length of Course: Semester

Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B.

Course Outline:







Topics Included:






• Sharing design works through display


• Responding to and interpreting design works

With a focus on graphic communication and product design, students develop their perception of how ideas

and intentions are communicated in and through visual arts - design. They build on and refine their

knowledge, understanding and skills through design practices focusing on representations, practices and

viewpoints.

Assessment:



Additional Costs:

Nil

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20A.html

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20B.html

Year 10 Visual Arts - Design B

Subject Code: 0DESB


Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B

Course Outline:







Topics Included:






• Sharing design works through display


• Responding to and interpreting design works

With a focus on product and environmental design, students develop their perception of how ideas and

intentions are communicated in and through visual arts - design. They build on and refine their knowledge,

understanding and skills through design practices focusing on representations, practices and viewpoints.

Assessment:



Additional Costs:

Nil

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/.htmlYear%209%20Art%20A

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/.htmlYear%209%20Art%20B

Year 10 Drama A

Subject Code: 0DRAA


Recommended Background: Satisfactory completion of Year 9 Drama.

Course Outline

By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate

meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences

of drama practices from different cultures, places and times to evaluate drama from different viewpoints.

Students develop and sustain different roles and characters for given circumstances and intentions. They

perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with

others to plan, direct, produce, rehearse and refine performances. They select and use the elements of

drama, narrative and structure in directing and acting in order to engage audiences. They refine performance

and expressive skills in voice and movement to convey dramatic action.

Topics Covered:

This course further develops students’ collaborative practice and begins to hone in on individual

experiences. More complex, found texts are explored and performance skills built upon through:

• Interpreting and creating work influenced by different theatrical styles and genre- such as Commedia d’ell arte or Verbatim Theatre

• The creation of a whole class performance for a wider audience

• The viewing and responding to work of students and others through Review Writing

Assessment:

• Class work – responding in reflection and evaluation discussions, collaborative problem solving tasks, working effectively in rehearsals

• Performance work – assessment of the final product is based on the creation and execution of the scene/role, collaboration and time management in rehearsal.

• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the correct terminology and research and investigation activities.

Additional Costs:

Costs for excursions that include tickets and transport to see live performances

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Drama.html

Year 10 Drama B

Subject Code: 0DRAB


Recommended Background: Satisfactory completion of Year 9 Drama

Course Outline




Students develop and sustain different roles and characters for given circumstances and intentions. They

perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with

others to plan, direct, produce, rehearse and refine performances. They select and use the elements of

drama, narrative and structure in directing and acting in order to engage audiences. They refine performance

and expressive skills in voice and movement to convey dramatic action.

Topics Covered:

This course further develops students’ collaborative practice and begins to hone in on individual

experiences. More complex, found texts are explored and performance skills built upon through:

• Interpreting and creating work influenced by different theatrical styles and genre- such as Physical theatre, Documentary Drama or Naturalism

• The creation of a whole class performance for a wider audience

• The viewing and responding to work of students and others through Review Writing

Assessment:

• Class work – responding in reflection and evaluation discussions, collaborative problem solving tasks, working effectively in rehearsals

• Performance work – assessment of the final product is based on the creation and execution of the scene/role, collaboration and time management in rehearsal.

• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the correct terminology and research and investigation activities.

Additional Costs:

Costs for excursions that include tickets and transport to see live performances


Year 10 Media Arts

Subject Code: 0MAR


Recommended background: Nil

Course Outline

By the end of Year 10, students analyse how social and cultural values and alternative points of view are

portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media

conventions and technical and symbolic elements are manipulated to make representations and meaning.

They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different

community and institutional contexts. They manipulate genre and media conventions and integrate and

shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively

apply design, production and distribution processes.

Topics Covered:

Analysis of media artworks from contemporary and past times

Experimentation with ideas and stories that manipulate media conventions and genres

Development and refinement of media production skills

Planning, production and distribution of media artworks, considering social, ethical and regulatory issues

Assessment:

• Analysis of media o Individual responses - oral, written, multimodal o Group responses – oral, written, multimodal

• Skill development in: o Image manipulation o Film techniques o Media creation applications/software

• Production of: o An individual media production o A group media production o Folio – evidence of planning, preparation and evaluation o Final media production (may include: short film, animation, webpage, series of

photographic images) o Presentation to an audience, with artists’ statement

Additional Costs:

Costs for excursions that include entry fees and transport.

Year 10 Dance

Subject Code: 10DAN

Length of course: Semester or Full year

Course Outline:

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic

devices, form and production elements to communicate choreographic intent in dances they make, perform

and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic

devices, and production elements to communicate their choreographic intent. They choreograph, rehearse

and perform dances, demonstrating technical and expressive skills appropriate to the genre and style as

selected in collaboration with teacher and students.

Topics Included:

Technique, Composition, Performance and Dance Perspectives. Students will also learn injury prevention

and safe dance practices. They will develop an understanding of how to manipulate movement to create

sequences to develop dance ideas based on themes and stimuli. Students perform a class piece or they are

involved in a stagecraft role. Theory tasks will involving researching Australian dance companies and

reviewing performance. Students will study the history of contemporary dance development and produce a

folio that evaluates and reflects on their practical skill development.

Assessment:

Technique

• Technique class

• Posture and alignment

• Dance injury prevention

Composition

• Group task

• Folio

Performance

• Perform in a class piece OR participate in an offstage role

Dance Perspectives

• Analyse contemporary dance development

• Review

• Research an Australian dance company

Additional Costs:

Nil

Year 10 Theatre Technology

Subject Code: 0DRT


Recommended Background: Successful completion of Year 9 Drama

Course Outline




Students develop and sustain different offstage roles for given circumstances and intentions. They research

and develop devised and scripted drama using different forms, styles and performance spaces. They

collaborate with others to plan, direct, produce, rehearse and refine offstage roles. They select and use the

elements of drama and design and create offstage products that engage audiences. They refine design

choices to convey dramatic action.

Topics covered:

• Introduction to theatre (physical areas, equipment and personnel roles)

• Construction techniques and safe work practice

• Design process and virtual theatre

• Production crew

Assessment:

• Theory - Folio of research and lecture notes on various technology applications and research for an individual of team project. Reviews of live theatre

• Practical - Various design and technology applications resulting from workshops. All students will complete an individual or team project during the year 11 or 12 production.



Community Challenge

Subject Code: Community Studies


Credit Points: 10 Stage 1

Recommend Background: NIL

Advice: Community Challenge is a problem based subject with the aim of improving ‘student

connectedness’ and building student capabilities to help unleash and realise their potential. Student from

year 9, 10 & 11 can enrol in this subject.

Course Outline This subject is designed to help students discover, explore and strengthen their motivators, personality

traits, hidden talents and interests.

It aims to build students social entrepreneurial skills by identifying and solving a ‘real world’ problem

associated with the theme of ‘student connectedness’ to school and the community.

Students will collaborate to combine their unique talents to create viable solutions beyond the classroom

for somebody, with somebody and from somebody.

Assessment Type 1: Contract of Work

Development of Contract – develop a contract of work that shows evidence of how students plan and

organise their chosen community challenge.

Folio of Evidence – compile and maintain a record of evidence of learning, planning, engagement, feedback

and reflections.

Community Activity – Students provide evidence of the extent and quality of their completed community

challenge.

Assessment Type 2: Reflection

Student reflects on their development of learning and the value of the community challenge. 500

words maximum

Assessment

Contract of Work

• Development of Contract

• Folio of Evidence

• Community Activity

• Reflection

STEMIE Competition


Recommended Background: Nil

Course Outline:

This subject gives students in Years 9, 10 or 11 the opportunity to develop their interest and skills in STEM

by participating in the STEM Innovation Experience (STEMIE), an interschools competition run by UniSA. In

this competition students work in groups on science, technology, engineering and mathematics challenges

based around a common theme (previous examples have included sustainable cities, manned spaceflight to

Mars, and STEM in filmmaking). Further information about STEMIE can be found in the video at the following

link:

https://youtu.be/dBovEf8xDGA

STEMIE is run as a Stage 1 Integrated Learning subject, which means that any student who successfully

competes it will earn 10 credits towards their SACE completion.

For more information, please contact Graeme Low at the school or through the following email:

[email protected]

Topics Included:

Students participating in this subject will develop their STEM skills in the following key areas:

• Computer aided design and 3D printing

• Coding and physical computing (e.g. Arduino, Raspberry Pi, etc)

• Designing and conducting scientific investigations

• Mathematical modelling of real-world problems

Participants will also get the opportunity to develop their team work and problem-solving skills in a

challenging environment.

Assessment

Students participating in the STEM Innovation Experience will complete three summative assessment tasks based around the SACE guidelines for Integrated Learning:

• Assessment Task 1: Practical Exploration

• Assessment Task 2: Connections

• Assessment Task 3: Personal Venture.

Additional Costs: Nil

https://youtu.be/dBovEf8xDGA

mailto:[email protected]

Sustainability

Length of Course: Semester Credit Points: 10 Stage 1 Recommend Background: NIL Advice: Sustainability is a practical, problem based subject with the aim of improving sustainability within the school and building student capabilities to help unleash and realise their potential. Students from year 9, 10 & 11 can enrol in this subject. Course Outline This subject develops the knowledge, skills, values and world views necessary for students to act in ways that contribute to more sustainable patterns of living. Education of sustainability enables individuals and communities to reflect on ways of interpreting and engaging with the world. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. This subject is designed to help students discover, explore and strengthen their motivators, personality traits, hidden talents and interests through the common theme of sustainability. Students will be participating critically and acting creatively to determine more sustainable ways of living. Students will collaborate to combine their unique talents in order to create viable solutions for ways to reduce, reuse and recycle waste and manage these processes at school. They will be taking a “hands-on” approach to these solutions to become an active part of the solution. Assessment Type 1: Practical Exploration Students will participate practically and document their learning during Sustainability, demonstrating how their knowledge, concepts and skills develop. They will reflect on their own learning, recording feedback from others. Assessment Type 2: Connections Students design an awareness video that details a current environmental issue. The purpose of the video is to inform and spread awareness. Research materials and reflection will accompany the completed video. Assessment Type 3: Personal Venture Students choose a specific area of interest that they wish to explore within the community in regards to sustainability. Their project should explain why their chosen community venture is of interest/relevance, and how the student has developed their chosen capability through the project

English and EAL

The study of English and English as an Additional Language or Dialect (EALD) is central to the learning and

development of all young people living in Australia. It helps create confident communicators, imaginative

thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand,

communicate with and build relationships with others and with the world around them. The study of English

helps young people develop the knowledge and skills needed for education, training and the workplace. It

helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that

the Australian Curriculum: English plays an important part in developing the understanding, attitudes and

capabilities of those who will take responsibility for Australia’s future. Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian

life depends on effective communication in Standard Australian English. In addition, proficiency in English is

invaluable globally. The Australian Curriculum: English contributes both to nation-building and to

internationalisation. English also helps students to engage imaginatively and critically with literature to expand the scope of their

experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its

contemporary literature and its literary heritage through their distinctive ways of representing and

communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects

and explores this contribution. It also emphasises Australia’s links to Asia. At the SACE level students can choose English subjects or English as an Additional Language (EAL)

subjects. To be eligible to enrol in an EAL subject, he or she must be a student for whom English is an

additional language or a dialect (EALD), and who has had a total of: either

• no more than 5 years of full-time schooling where the medium of instruction was English or

• more than 5 years of full-time schooling where the medium of instruction was English, and whose knowledge of English is restricted or the student is resident and studying in an overseas country.

For further information please read the SACE Eligibility for Enrolment Guidelines - English as an Additional

Language Subjects. To meet SACE requirements students must successfully complete, to at least C level, two units (20 Credits)

of English or EAL or a combination of these.

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6




Year 10 English

Subject Code: OENG1 Length of Course: Full year Other Advice: Leads to Stage 1 English A OR Stage 1 Essential English -Pathways (Semester 1) OR Stage 1 English as

an Additional Language (EAL) if eligibility requirements are met. Course Outline: By the end of Year 10, students evaluate how text structures can be used in innovative ways by different

authors. They explain how the choice of language features, images and vocabulary contributes to the

development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the

evidence used to support them. They listen for ways features within texts can be manipulated to achieve

particular effects. Students show how the selection of language features can achieve precision and stylistic effect. They

explain different viewpoints, attitudes and perspectives through the development of cohesive and logical

arguments. They develop their own style by experimenting with language features, stylistic devices, text

structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute

actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and

developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary

choices for impact, and accurately use spelling and punctuation when creating and editing texts. Topics Included: This course focuses on language, literature and literacy. Students will deepen their understanding,

knowledge and skills in reading, listening, viewing, speaking and writing, with an increasing emphasis on

understanding the use of literary devices for particular audiences, purposes and contexts. Students will

• examine, explain and respond to shared and independently chosen literary texts, developing a more sophisticated understanding of the use of literary devices for a range of purposes and audiences

• increase their understanding of a broader range of language features and the empowering nature of their deliberate use

• create a wide range of texts, including oral, written and multimedia, articulating complex ideas and demonstrating an emerging sense of personal style. Students will select and adapt appropriate text structures, literary devices, language, structures and features for specific purposes and intended audiences

• complete a series of skills based Common Tasks There is a focus on students extending and deliberately using an increasing range of strategies for working

with and producing their own texts. Assessment: Written, oral and multi media text responses, writing not related to text, speaking and listening activities.

Peer and self assessment strategies are included, along with Common Tasks

Additional Costs: Costs for excursions that include entry fees and transport may be charged.

Year 10 English as an Alternative Language or Dialect

Subject Code: 0EALD Length of Course: Full year Other Advice: Students must come from a non English speaking background. This includes immigrants (recently arrived or

long term residents) and students born in Australia. While the course outline and the Achievement Standards

are the same as for the Year 10 English course, the specific design and teaching of this course takes into

account the impact of linguistic cultural and social factors on students’ engagement with society. Leads to : Stage 1 English as an Additional Language (EAL) if eligibility requirements are met or Stage 1

Essential English (EAL) Course Outline: By the end of Year 10, students evaluate how text structures can be used in innovative ways by different

authors. They explain how the choice of language features, images and vocabulary contributes to the

development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the

evidence used to support them. They listen for ways features within texts can be manipulated to achieve

particular effects. Students show how the selection of language features can achieve precision and stylistic effect. They

explain different viewpoints, attitudes and perspectives through the development of cohesive and logical

arguments. They develop their own style by experimenting with language features, stylistic devices, text

structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute

actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and

developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary

choices for impact, and accurately use spelling and punctuation when creating and editing texts. Topics Included: This course focuses on language, literature and literacy. Students will deepen their understanding,

knowledge and skills in reading, listening, viewing, speaking and writing, with an increasing emphasis on

understanding the use of literary devices for particular audiences, purposes and contexts. Students will

• examine, explain and respond to shared and independently chosen literary texts, developing a more sophisticated understanding of the use of literary devices for a range of purposes and audiences

• increase their understanding of a broader range of language features and the empowering nature of their deliberate use

• create a wide range of texts, including oral, written and multimedia, articulating complex ideas and demonstrating an emerging sense of personal style. Students will select and adapt appropriate text structures, literary devices, language, structures and features for specific purposes and intended audiences

• complete a series of skills based Common Tasks There is a focus on giving students the linguistic support needed to develop their written and oral English

skills. Students will extend and deliberately use an increasing range of strategies for working with and

producing their own texts. Student learning is supported through explicit modelling and construction of texts. Assessment: Written, oral and multi media text responses, writing not related to text, speaking and listening activities.

Peer and self assessment strategies are included, along with Common Tasks

Year 10 Elective – Gen Z Journalism

Subject Code: 0ENGJ


Other Advice:

This is an elective course offering. It is done in addition to a full year of English at Year 10. Students can

choose Journalism as a Semester elective at Year 11 level also.

Course Outline:

This elective will have a focus on real-world application of skills, problem-solving skills, writing for

publication (online, print and video) and students' interests.

Students will participate in skill –based learning which they will apply to their writing, enhancing their

ability to communicate with different audiences for a range of purposes.

Students in this Year 10 elective evaluate how text structures can be used in innovative ways . They explain

how the choices of language features, images and vocabulary contributes to the development of individual

style.

They develop and justify their own interpretations of texts and how texts can be manipulated to achieve

particular effects.

Topics Included:

This course focusses on Gen Z Journalism across a range of media platforms in the modern world.

Students will

• Act like journalists and investigate issues they care about. These issues will be school based,

community based and worldwide. They will conduct interviews where possible

• Create pieces of writing ready for publication. They will learn skills needed to construct stories in

different journalistic styles and use Adobe Illustrator to publish their work

• Work both independently and in groups, building on their collaborative skills

• Have the opportunity to experience real world learning and start to explore a possible career

pathway in writing and investigating

Assessment:

Written, oral and multimodal responses and speaking and listening activities.

Peer and self assessment strategies are included.

Additional Costs:

Costs for excursions that include entry fees and transport may be charged.

Humanities and Social Sciences

Learning through Humanities and Social Sciences involves learners in developing knowledge, skills and

values that enables them to participate, in a range of ways, as ethical, active and informed citizens in a

democratic society within a global community.

Geography

Geography is a structured way of exploring, analysing and understanding the characteristics of the places

that make up our world, using the concepts of place, space, environment, interconnection, sustainability,

scale and change. It addresses scales from the personal to the global and time periods from a few years to

thousands of years.

Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic

understanding of the world. Students learn to question why the world is the way it is, reflect on their

relationships with and responsibilities for that world, and propose actions designed to shape a socially just

and sustainable future.

The concept of place develops students’ curiosity and wonder about the diversity of the world’s places,

peoples, cultures and environments. Students examine why places have particular environmental and

human characteristics, explore the similarities and differences between them, investigate their meanings and

significance to people and examine how they are managed and changed.

Students use the concept of space to investigate the effects of location and distance on the characteristics of

places, the significance of spatial distributions, and the organisation and management of space at different

scales. Through the concept of environment students learn about the role of the environment in supporting

the physical and emotional aspects of human life, the important interrelationships between people and

environments, and the range of views about these interrelationships.

Students use the concept of interconnection to understand how the causal relationships between places,

people and environments produce constant changes to their characteristics. Through the concept of

sustainability students explore how the environmental functions that support their life and wellbeing can be

sustained. The concept of scale helps them explore problems and look for explanations at different levels, for

example, local or regional. The concept of change helps them to explain the present and forecast possible

futures.

Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to

respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and

interpret information; and suggest responses to what they have learned. They conduct fieldwork, map and

interpret data and spatial distributions, and use spatial technologies. Students develop a wide range of

general skills and capabilities, including information and communication technology skills, an appreciation of

different perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability

to think critically and creatively. These skills can be applied in everyday life and at work.

History

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination.

Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to

understanding ourselves and others. It promotes the understanding of societies, events, movements and

developments that have shaped humanity from earliest times. It helps students appreciate how the world and

its people have changed, as well as the significant continuities that exist to the present day. History, as a

discipline, has its own methods and procedures which make it different from other ways of understanding

human experience. The study of history is based on evidence derived from remains of the past. It is

interpretative by nature, promotes debate and encourages thinking about human values, including present

and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask

relevant questions; critically analyse and interpret sources; consider context; respect and explain different

perspectives; develop and substantiate interpretations, and communicate effectively.

The curriculum generally takes a world history approach within which the history of Australia is taught. It

does this in order to equip students for the world (local, regional and global) in which they live. An

understanding of world history enhances students’ appreciation of Australian history. It enables them to

develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander

peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's

distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its

global interrelationships. This knowledge and understanding is essential for informed and active participation

in Australia's diverse society.

Year 10 History

Subject Code: 0HIS Length of course: Semester Course Outline:

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

Topics Included: The course explores the Modern World and Australia. Topics include a study of

• Australia’s Involvement in WWII

• Rights and Freedom

• The Migration Experience

Assessment:

• Explanations

• Empathy tasks

• Historical essays

• Oral Presentations

• Sources Analysis

• Research and presentation of findings in a range of formats, oral presentations, posters and creative responses

• Tests

Additional Costs:

Cost for excursions that include entry fees and transport

Year 10 Humanities Subject Code: 0HUM


Course Outline:

This course draws on the Geography and Economics and Business Australian Curriculums.

Students identify, analyse and explain significant interconnections between people, places and environments

and explain changes that result from these interconnections and their consequences. They predict changes

in the characteristics of places and environments over time, across space and at different scales and explain

the predicted consequences of change. They evaluate alternative views on a geographical challenge and

alternative strategies to address this challenge using environmental, economic, political and social criteria

and draw a reasoned conclusion.

Students use initial research to develop and modify geographically significant questions to frame an inquiry.

They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and

unbiased geographical information and data. Students record and represent multi-variable data in of the

most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales

and comply with cartographic conventions. They use a range of methods and digital technologies to interpret

and analyse maps, data and other information to make generalisations and inferences, propose explanations

for significant patterns, trends, relationships and anomalies across time and space and at different scales,

and predict outcomes. They analyse and synthesise data and other information to draw reasoned

conclusions, taking into account alternative perspectives. Students present findings, arguments and

explanations using relevant geographical terminology and graphic representations and digital technologies in

a range of selected and appropriate communication forms. They evaluate their findings and propose action

in response to a contemporary geographical challenge, taking account of environmental, economic, political

and social considerations. They explain the predicted outcomes and consequences of their proposal.

Students also explain why and how governments manage economic performance to improve living

standards. They give explanations for variations in economic performance and standards of living within and

between economies. They analyse factors that influence major consumer and financial decisions and explain

the short- and long-term effects of these decisions. They explain how businesses respond to changing

economic conditions and improve productivity. Students evaluate the effect of organisational and workforce

management on business performance.

When researching, students develop questions and formulate hypotheses to frame an investigation of an

economic or business issue or event. They gather and analyse reliable data and information from different

sources to identify trends, explain relationships and make predictions. Students generate alternative

responses to an issue, taking into account multiple perspectives. They use cost-benefit analysis and

appropriate criteria to propose and justify a course of action. They apply economics and business

knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students develop

and present evidence-based conclusions and reasoned arguments incorporating different points of view.

They use appropriate texts, subject-specific language, conventions and concepts. They analyse the intended

and unintended effects of economic and business decisions and the potential consequences of alternative

actions.

Topics Included:

• Developmental Geography – with a focus on Africa

• Economics and Business – an overview of the Australian economy and an investigation into how the share market works

Assessment:

• Collection, representation and analysis of data

• Research Reports

• Explanations and arguments


Additional Costs: Cost for excursions that include entry fees and transport

Year 10 Geography

Subject Code: 0GGY


Course Outline:

Students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.

Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.

Topics Included:

‘Environmental change and management’ and ‘Geographies of human wellbeing’.

Assessment:

• Fieldwork reports

• Investigation

• Oral presentation

• Data/ mapping collection, representation and analysis Inquiry report Additional Costs: Cost for excursions that include entry fees and transport

Year 10 History Extension

Subject Code: 0MHS


Advice: This is an elective semester of Modern History, over and above the compulsory semester of history

that all Year 10 students undertake. It is designed to especially benefit those students who have an interest

in pursuing Modern History at Stage 1 and/or 2.

Course Outline:

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and

values to explain patterns of change and continuity over time. They analyse the causes and effects of events

and developments and explain their relative importance. They explain the context for people’s actions in the

past. Students explain the significance of events and developments from a range of perspectives. They

explain different interpretations of the past and recognise the evidence used to support these interpretations.

Students sequence events and developments within a chronological framework, and identify relationships

between events across different places and periods of time. When researching, students develop, evaluate

and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a

range of primary and secondary sources and use it as evidence to answer inquiry questions. Students

analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse

and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They

develop and justify their own interpretations about the past. Students develop texts, particularly explanations

and discussions, incorporating historical argument. In developing these texts and organising and presenting

their arguments, they use historical terms and concepts, evidence identified in sources, and they reference

these sources.

Topics Included:

Topics include the following:

• The French Revolution

• The Cold War

• A negotiated Research topic

Assessment:

• Explanations

• Empathy tasks

• Historical essays


• Sources Analysis

• Research and presentation of findings in a range of formats, oral presentations, posters and creative

responses

• Tests

Additional Costs:


Year 10 Economics and Business

Subject Code:


Course Outline:

Students explain why and how governments manage economic performance to improve living

standards. They give explanations for variations in economic performance and standards of living

within and between economies. They analyse factors that influence major consumer and financial

decisions and explain the short- and long-term effects of these decisions. They explain how

businesses respond to changing economic conditions and improve productivity. Students evaluate

the effect of organisational and workforce management on business performance.

When researching, students develop questions and formulate hypotheses to frame an investigation

of an economic or business issue or event. They gather and analyse reliable data and information

from different sources to identify trends, explain relationships and make predictions. Students

generate alternative responses to an issue, taking into account multiple perspectives. They use cost-

benefit analysis and appropriate criteria to propose and justify a course of action. They apply

economics and business knowledge, skills and concepts to familiar, unfamiliar and complex

hypothetical problems. Students develop and present evidence-based conclusions and reasoned

arguments incorporating different points of view. They use appropriate texts, subject-specific

language, conventions and concepts. They analyse the intended and unintended effects of economic

and business decisions and the potential consequences of alternative actions.

Topics:

• An Introduction to the Australian Economy

• Consumer Literacy

• An Introduction to Role and Management of Business

Assessment:

• Report

• Oral presentation

• Data analysis

• Investigation

• Test

Year 10 International Studies

Subject Code: 0AS


Course Outline:

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and

values to explain patterns of change and continuity over time. They analyse the causes and effects of events

and developments and explain their relative importance. They explain the context for people’s actions in the

past. Students explain the significance of events and developments from a range of perspectives. They

explain different interpretations of the past and recognise the evidence used to support these interpretations.

They process, analyse and synthesise information from a range of primary and secondary sources and use it

as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and

attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking

into account their origin, purpose, and context. Students develop texts, particularly explanations and

discussions, incorporating historical argument. In developing these texts and organising and presenting their

arguments, they use historical terms and concepts, evidence identified in sources, and they reference these

sources.

Students identify, analyse and explain significant interconnections between people, places and environments

and explain changes that result from these interconnections and their consequences. They propose

explanations for distributions, patterns and spatial variations over time, across space and at different scales,

and identify and describe significant associations between distribution patterns. They evaluate alternative

views on a geographical challenge and alternative strategies to address this challenge using environmental,

social and economic criteria and propose and justify a response.

Students accurately represent multi-variable data in a range of appropriate graphic forms, including special

purpose maps that use a suitable scale and comply with cartographic conventions. They evaluate data to

make generalisations and inferences, propose explanations for significant patterns, trends, relationships and

anomalies, and predict outcomes. They synthesise data and information to draw reasoned conclusions,

taking into account alternative points of view.

Student understanding of Australia’s system of government through comparison with another system of

government in the Asian region. They also explore the ways governments manage economic performance to

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

differ within and between economies. Students examine the consequences of decisions and the responses

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

Topics Included:

The course explores the following:

• Colonialism and Independence

• Globalisation and Business

• Sustainability in Asia

• Cultural Connections

Assessment:

• Case Study: Choose one Asian nation to explore its road to independence: India, Philippines, Indonesia, East Timor, Vietnam, Hong Kong - Timeline of events, summary of motives, profile of a key leader.

• Group task: promote an Australian product or service to an Asian market – e.g. Australian Education, SA wine, Indigenous Tourism. Research market, create an advertising campaign and sales pitch. Identify target market and motivations

• Sustainability scenario: Solution focused approach to a real world problem such as cleaning up the Ganges or tackling carbon emissions in Beijing Investigation: cultural topic of choice

• Folio of coursework to include a range of activities throughout the semester

Additional Costs:


Health & Physical Education

Health and Physical Education teaches students how to enhance their own and others’ health, safety,

wellbeing and physical activity participation in varied and changing contexts. The Health and Physical

Education learning area has strong foundations in scientific fields such as physiology, nutrition,

biomechanics and psychology which inform what we understand about healthy, safe and active choices. The

Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers

students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically

active.

In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen

their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient,

and to make decisions and take actions to promote their health, safety and physical activity participation. As

students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the

field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn

to use resources for the benefit of themselves and for the communities with which they identify and to which

they belong.

Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to

enable students to confidently, competently and creatively participate in a range of physical activities. As a

foundation for lifelong physical activity participation and enhanced performance, students develop proficiency

in movement skills, physical activities and movement concepts and acquire an understanding of the science

behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity,

outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for

learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive

skills.

Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and

physical activity patterns of individuals, groups and communities. It provides opportunities for students to

develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’

health and wellbeing.

Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness,

healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population

improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence

of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and

wellbeing and contribute to building healthy, safe and active communities.

Year 10 Health and Physical Education

Subject Code: 0HPEA


Course Description:

By the end of Year 10, students critically analyse contextual factors that influence their identities,

relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have

on community connection and wellbeing. They evaluate the outcomes of emotional responses to different

situations. Students access, synthesise and apply health information from credible sources to propose and

justify responses to health situations. Students propose and evaluate interventions to improve fitness and

physical activity levels in their communities. They examine the role physical activity has played historically in

defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health

contexts. They apply decision-making and problem-solving skills when taking action to enhance their own

and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new

and challenging movement situations. They apply criteria to make judgments about and refine their own and

others’ specialised movement skills and movement performances. They work collaboratively to design and

apply solutions to movement challenges.

Topics Included:

• Court Sports

• Diamond Sports

• Field Sports

• Fitness and conditioning activities

• Sport in Society

• Drugs

• Lifestyle components

• Coping with change

• Mental Health & Wellbeing

• Relationships & Sexual Health

• Sexuality

Assessment:

• Peer assessment and self reflection

• Performance checklists and observation

• Analysis and response- written, oral and multimodal

Additional Costs:

Nil

Year 10 Health

Subject Code: 0HEA


Course Description:


relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have

on community connection and wellbeing. They evaluate the outcomes of emotional responses to different

situations. Students access, synthesise and apply health information from credible sources to propose and

justify responses to health situations.

They apply decision-making and problem-solving skills when taking action to enhance their own and others’

health, safety and wellbeing.

Topics included:

• Stress & Coping strategies

• Understanding Mental Health & Wellbeing

• Relationships & Sexual

• Health

• Life Choices & Risk Taking

Assessment:

• Text production and response- written, oral and multimodal

• Critical analysis and responses of a variety of primary and secondary sources


Additional Costs:

Nil

Year 10 Physical Education - Girls Only

Subject Code: 0PEDC


Course Description:

By the end of Year 10, students propose and evaluate interventions to improve fitness and physical activity

levels in their communities. They examine the role physical activity has played historically in defining cultures

and cultural identities.







Topics included:

Core units:

• Aquatics

• Rock Climbing

• Fitness Activities Activities from each of the following Sport Topics:

• Target

• Court

• Hitting

• Kicking Recreational activities with focus on community facilities

Women in Sport

Sports Performance

Healthy Lifestyles

Assessment:

• Text production and response- written, oral and multimodal


• Performance checklists

Additional Costs:

Cost would be approximately $60-80

Year 10 Specialist PE

Subject Code: 0PEDB


Course Description:

By the end of Year 10, students propose and evaluate interventions to improve fitness and physical activity

levels in their communities. They examine the role physical activity has played historically in defining cultures

and cultural identities.







Topics included:

• Archery

• Badminton

• Cricket

• Football Sports

• Handball

• Indoor Hockey

• Lawn Bowls

• Volleyball

• Fitness Activities, components and analysis

• Issues Analysis

• The Body in Motion

Assessment:


• Performance analysis

• Observation checklists


Additional Costs:

Nil

Year 10 Sports Studies

Course Code:

Course Length: Semester

Course Outline:


relationships, decisions and behaviours. Students propose and evaluate interventions to improve fitness and

physical activity levels in their communities.


contexts. They apply and transfer movement concepts and strategies to new and challenging movement

situations. They apply criteria to make judgments about and refine their own and others’ specialised

movement skills and movement performances. They work collaboratively to design and apply solutions to

movement challenges.

Topics Include:

• Recreational Activities including use of community facilities eg. Croquet, billards, ten pin bowling

• Aquatic activities

• Football sports

• Golf

• Hockey sports

• Korfball

• Lacrosse

• Tennis

• Fitness Activities, components and analysis

• Recreation and Leisure studies

Assessment:


• Performance and observation checklists


Additional Costs:

Cost would be approximately $60-80

Year 10 Outdoor Education

Subject Code: Length of course: 1 Semester Course Description: By the end of Year 10, students develop a deeper understanding of, and reasons for, codes of conduct in outdoor recreation activities. Students will explore adventurous activities as a way of exploring self and nature, and apply lessons learned to everyday living. Through adventurous outdoor activity, students gain skills for personal and group wellbeing and develop positive attitudes towards ongoing healthy and safe outdoor recreation participation.

They develop the knowledge and skills to prepare for and participate in an independent lightweight journey with adult guidance and supervision. They assume leadership roles in group management during these journeys. Students assume increased responsibility for the nature and forms of such journeys while developing a sense of wonder for the natural world.

Through conservation service students develop increased self-efficacy and citizenry towards the natural environment, and develop their own ideas and strategies to support such efforts.

Topics included:

• Bushwalking – 3 day overnight expedition to intermediate terrain e.g. Mambray Creek/Deep Creek

• Kayaking – 3 day overnight expedition to intermediate terrain e.g. Coorong/Murray River

• Leadership and Group Dynamics – Developed through a series of complex problem solving activities

• Aboriginal Culture – Understanding of local importance when on expedition

• Sustainability – Environmental impacts

• Weather Interpretations

• Camp Craft

• Navigation

• Risk Assessment of Expedition

Assessment:

• Peer assessment and self-reflection

• Performance checklists and observation

• Analysis and response - written, oral and multimodal Additional Costs: $300 per student

Year 10 Touch Football


Recommended Background: Interest in Touch football as participant, umpire and/or coach

Course Outline:

Marryatville High School has a standing tradition of substantial participation and success in the sport of

Touch Football. Where students partaking in the sport via the co curricula program or Health and Physical

Education 8-12 curriculum, have progressed onto State Level Representation, employment opportunities via

coaching school programs, umpiring and community level participation.

The Touch program is being established to provide opportunity to students who have an interest in the sport

of Touch football to further develop their Touch skills in a range of contexts. The Touch program offers a

broad academic education, specialist Touch coaching during school hours, acquisition of theory knowledge

related to Touch, Level 1 coaching an umpiring accreditations. Additionally, the opportunity to represent

Marryatville High School at school, community and state levels.

The Touch Program has the following compulsory elements:

• active participation in practical lessons

• coaching from accredited coaches during school time.

• completion of Level 1 umpiring and coaching courses

• theoretical knowledge in areas such as physiology, training, nutrition, skill acquisition, coaching, umpiring, relationships, sports injuries, and psychology of sports participation.

• if selected participation in Touch teams involved in the Saturday morning school competition, SSSSA team tournaments and affiliate touch competitions (optional).

• providing support to local primary schools in the development of Touch Football via coaching and umpiring

Future directions:

Opportunity to gain Stage 1 credits in future courses. Assessment:

• Practical tasks and evaluation booklets 60%

• Theory tasks 20%

• Attitude/Participation 20%

Additional Costs:

Coaching and Umpiring course accreditation if selected

International Programs

As a leader in International Study Programs, Marryatville High School offers an extensive international

program for international fee paying students.

These students can participate in a range of study programs which include:

Intensive Secondary English Courses (ISEC) Program

The ISEC Program consists of intensive English classes designed to improve the students’ English

communication and formal language skills when they first arrive in Australia.

High School Graduate Program

This program is for students who wish to complete the SACE (South Australian Certificate of Education) and

enter university or other tertiary institutions e.g. TAFE (Technical and Further Education).

The High School Graduate Program provides international students with the opportunity to live and study

alongside Australian students. Marryatville High School offers a variety of programs to cater for the individual

academic needs of each student.

Students can make a choice of subjects at senior high school level that will complement their own interests

and ambitions for tertiary study. Students are assisted in deciding on the most appropriate tertiary course for

them.

High School Study Abroad Programs

The Study Abroad Program provides international students with an exciting opportunity to experience the

Australian way of life whilst studying alongside Australian students. Study Abroad Programs are available for

one, two, three or four terms at all year levels.

French, Chinese and Japanese can be studied at Marryatville High School while other languages can be

studied off campus at the South Australian School of Languages.

Marryatville High School has a widely acclaimed music and tennis program and entry into these programs is

considered on an individual basis. Entry is on merit selection based on set criteria.

At Marryatville High School, International Students are supported by an International Coordinator and

support teachers who are dedicated to ensuring that international students are successful learners who will

reach their potential and feel comfortable in our safe school environment.

School Counsellors, a student life program responsive to cultural needs, as well as orientation programs,

ensure that students make a successful transition into our school community and have a good understanding

of the teaching and learning methodology used to ensure they are successful in their studies. International

students are individually supported, at each year level, with their subject choices.

http://www.schooloflanguages.sa.edu.au/

Intensive Secondary English Course (ISEC)

The ISEC program consists of intensive English classes designed to improve students’ English

communication skills when they first arrive to study in South Australia. The program supports students in

developing their learning and creative capacities.

This course enables students to:

• Develop both oral and written communication skills

• Increase their knowledge of Australian culture

• Acquire subject specific language

• Receive content support

• Develop study skills

• Learn skills for living and studying in Australia.

Courses are available for ten, twenty, thirty and forty weeks, depending on the time of year of enrolment and

the English language proficiency, reading and writing skills of each student..

All teachers are subject specialists and are highly experienced in teaching International students.

Contact Person: Ms. S Goldfain

The subjects taught in the ISEC program are as follows.

AUSTRALIAN STUDIES


Course Outline:

Participation in this course improves student understanding of Australian lifestyles and Australian schooling

practices. Students develop skills in the following areas: research, note taking, paraphrasing information,

paragraphing, essay writing, report writing, small group work and in developing oral presentations.

ENGLISH AS AN ALTERNATIVE LANGUAGE OR DIALECT


Course Outline:

English as an Alternative Language or Dialect will provide opportunities for students to develop their skills in

listening, viewing, speaking, writing and using technology. Students will read view and listen to a range of

texts and discuss topics of interest. They will communicate both orally and in writing for a variety of

purposes, audiences and situations. Students will develop skills in organising ideas logically in both written

and oral language tasks.

HEALTH AND PHYSICAL EDUCATION


Course Outline:

Health and Physical Education aims to develop, in students, a positive approach to ongoing participation in

regular physical activity. Students will participate in a number of sporting activities to enhance co-operation

and collaboration skills. They will complete a research task and be involved in problem solving activities

INTEGRATED STUDIES


Course Outline:

Students investigate information and ideas from a variety of sources, working both individually and

collaboratively. Using technology, they develop skills in communicating ideas and opinions which assists in

building relationships with others and the world around them.

Students will develop:

• language skills and strategies to learn independently and collaboratively

• critical and creative skills to meet the demands of current and future studies

• the ability to participate confidently and effectively in Australia’s diverse cultures

MATHEMATICS


Course Outline:

The Mathematics Program has been specifically designed to meet the needs of ISEC students at

Marryatville High School. It will assist them in developing the language specific to mathematics as well as

provide them with the appropriate mathematical background necessary for their eventual transition into

mainstream. Topics are studied through carefully designed, graded worksheets to meet each student’s

specific needs.

PERSONAL LEARNING PLAN

Lengthy of Course: Semester

Course Outline:

This course will support students in planning their personal and learning goals for the future. It will assist

them in making informed decisions about their personal development, future study pathways and career

options. Developing goals for the future will engage students in activities such as:

• selecting subjects, courses, and other learning relevant to pathways through and beyond school

• investigating possible career choices

• exploring personal and learning goals

• communicating and interacting with others to explore and present ideas and plans for current and future learning goals

SCIENCE


Course Outline:

This course develops students’ scientific skills and knowledge as well as English vocabulary and expression

within the Science context. Students will learn how to write scientific reports as well as complete practical

experiments within well-equipped laboratories. The Science course will include topics from Physics,

Chemistry and Biology.

Languages

Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of

humanity, to reflect on their understanding of human experience in all aspects of social life, and on their own

participation and ways of being in the world.

Learning languages broadens students’ horizons to include the personal, social, and employment

opportunities that an increasingly interconnected and interdependent world presents. The interdependence

of countries means people in all spheres of life have to be able to negotiate experiences and meanings

across languages and cultures. It has also brought the realisation that, despite its status as a world

language, a capability only in English is not sufficient. A bilingual or pluri–lingual capability is the norm in

most parts of the world.

Learning languages:

• extends the capability to communicate and extends literacy repertoires

• strengthens understanding of the nature of language, of culture, and of the processes of communication

• develops intercultural understanding

• develops understanding of, and respect for, diversity and difference, and an openness to different perspectives and experiences

• develops understanding of how culture shapes world view and extends the learner’s understanding of themselves, their own heritage, values, culture, and identity

• strengthens intellectual and analytical capabilities and enhances creative and critical thinking

Learning languages also contributes to strengthening the community’s social, economic, and international

development capabilities. Language capability contributes to the development of rich linguistic and cultural

resources through which the community can engage socially, culturally, and economically in all domains.

These include business, trade, science, law, education, tourism, diplomacy, international relations, health,

and languages.

Year 10 Chinese

Subject Code: 0CIE1

Length of course: Full year

Recommended Background: Satisfactory completion of Year 9 Chinese.

Course Outline:

By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting

spoken and written language for precision and for effect on participants. Students collate and evaluate a

range of spoken, written and multimodal sources to convey different perspectives to different audiences.

They select and organise ideas, adapting language, style, register and textual features to mediate these

ideas for a range of audiences who speak Chinese or English or both. They respond to authentic texts and

create a range of persuasive, informative and imaginative texts. Students apply features of prosody in their

own speech. They apply understanding of character components and morphemes to their own writing. They

reflect on their own experiences of interacting across diverse linguistic and cultural contexts, and move

readily between languages and cultures.

Students demonstrate metalinguistic awareness across Chinese and English and identify similarities and

differences in the structure and framing of both languages. They make and justify choices on how they

present themselves and their ideas to audiences who speak either language. They analyse how language

features and devices are used to achieve different purposes. Students explain how language and languages

vary with time and according to situation and context. They identify evidence showing how texts reflect the

cultural background and values of the author and different perspectives.

Topics Covered:

Communication skills in listening, speaking, reading and writing acquired in Years 8 and 9 are further

developed. Students develop a deeper understanding of Chinese society and culture. Writing and reading

Chinese script is a major focus in preparation for SACE.

Assessment:

Assessment tasks consist of a variety of activities and exercises covering the Communicating and

Understanding strands of the Australian Curriculum.

Additional Costs:

Nil

Year 10 French – Continuers

Subject Code: 0FRE1


Recommended Background: Satisfactory completion of Year 9 French.

Course Outline:

By the end of Year 10, students use written and spoken French to socialise with peers, teachers and other

French speakers in local contexts and online environments. They communicate about immediate and

personal interests and involvements (such as family, friends, interests), and some broader social and cultural

issues (such as health, social media, international experience, the environment). They approximate rhythms

and intonation patterns of extended and compound sentences, using syllable combinations, and building

fluency and accuracy in pronunciation, pitch and stress. They use the passé composé tense of regular verbs

with avoir and être, noticing that the participe passé form of verbs with être involves gender and number

agreement. They identify the form and function of reflexive verbs (such as se laver, se lever) and use

appropriate forms of possessive adjectives in own language production. They locate, interpret and analyse

information from different print, digital and community sources, and communicate information, ideas and

views in a range of contexts using different modes of presentation. They use expressive and descriptive

vocabulary to talk about feelings and experiences. They create imaginative and performative texts for a

range of purposes, such as entertaining or persuading. They use French to narrate and describe, matching

modes of presentation to context and intended audience. They create bilingual texts (such as guides, event

commentaries, cultural glossaries), and interpret observed interactions in terms of cultural practices and

comparisons.

Students identify differences between spoken and written forms of French, comparing these with English and

other known languages. They identify the importance of non-verbal elements of communication, such as

facial expressions, gestures and intonation. They make distinctions between familiar text types, such as

greetings, instructions and menus, commenting on differences in language features and text structures. They

use metalanguage for talking about language (such as formal and informal language, body language) and for

reflecting on the experience of French language and culture learning. They identify relationships between

parts of words (such as suffixes, prefixes) and stems of words (such as préparer, préparation; le marché, le

supermarché, l’hypermarché). Students identify the validity of different perspectives, and make comparisons

across languages and cultures, drawing from texts which relate to familiar routines and daily life (for

example, la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms

and expressions that reflect cultural practices (such as bon appétit, bonne fête). They reflect on their own

cultural identity in light of their experience of learning French, discussing how their ideas and ways of

communicating are influenced by their membership of cultural groups.

Topics Covered:


developed.

Extended texts are read and students respond orally and in writing expressing their opinions. Topics may

include: Family Life, Celebrations, Careers, Outings and Holidays. Integrated background studies cover

topics such as school in France, French-speaking Countries, Customs and Beliefs.

Assessment:



Additional Costs:

Nil

Year 10 Japanese

sSubject Code: 0JPE1


Recommended Background: Satisfactory completion of Year 9 Japanese.

Course Outline:

By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and

other Japanese speakers to exchange information and opinions about personal interests and experiences.

With support they share information about broader topics of interest, such as education, travel, sport,

teenage life and popular culture. When collaborating in shared tasks and activities, they use set phrases and

modelled language to transact and make arrangements, for example, 来週らいしゅうの土曜日にサッカーを

しませんか。土曜日はちょっと…。 Students ask and respond to questions, such as どのぐらい、いくつ、

using spontaneous language. They provide explanations, opinions and reasons, for example, by using ～と

思います、～からです. They maintain and extend interactions by requesting repetition or clarification and by

using あいづち. They apply appropriate conventions of pronunciation, rhythm and phrasing in speech to

allow for others’ use of あいづち. Students read and write hiragana and known kanji, read katakana, and

write familiar katakana words, including elongated vowels, double consonants and contractions. They

analyse and extract information from a range of spoken and written texts and multimodal sources. They

understand gist and predict the meaning of unfamiliar words and expressions from context, grammatical and

vocabulary knowledge. Students create and present informative and imaginative texts, taking into account

audience and purpose, such as by using て form (～てはいけません、～てもいいです、～ています), and

the plain form (～たり～たりします、～と思います、～つもり). They extend or qualify their message by

using adverbs such as とくに、時々ときどき、 and link ideas by using conjunctions, such as それに、だ

から、けれども. Students translate and interpret texts, explaining words and expressions that are difficult to

translate and those with embedded cultural meanings, such as ただいま, おかえり. They describe their

reactions to intercultural experiences and reflect on how their own assumptions and identity influence and

are influenced by their language use.

Students identify the functions of different scripts within texts: how hiragana is used for particles,

conjunctions, and verb and adjective endings; katakana for borrowed words and some onomatopoeia; and

kanji for nouns and verb and adjective stems. They apply their understanding of kanji to identify word

boundaries and know its role in assisting with the identification of linguistic elements. They distinguish

between おくりがな and ふりがな、 and recognise that kanji can be pronounced differently using 音 (on) or

訓 (kun) readings. Students understand the function of verb stems, and of て form and plain form verbs, and

conjugate a range of verb tenses and forms. They apply their understanding of conjugation to produce

negative and past adjectives. Students identify and use a range of case particles such as か (or), より、で

(purpose/by) and に (location). They use metalanguage to describe and compare language features and

rules of sentence construction. They choose between using です/ますor plain form based on age,

relationship, familiarity, context and text type, such as using plain form in a personal diary. They understand

that languages change over time through contact with other languages and cultures, and identify the

particular impact of technology and media on contemporary forms of communication, for example, the

widespread adoption of English terms into Japanese, such as コピペ. Students explain how Japanese

cultural values such as the importance of community, 内うち/外そと、 respect, and consideration for others

are embedded in language and behaviours such as がんばりましょう。だいじょうぶ？。

Topics Covered:


developed. Hiragana and katakana scripts and a number of kanji are used in reading and writing tasks.

Students are introduced to informal and polite speech in topics including Travel, Weekends, Visiting

Hiroshima, Technology in Japan, My Future and Things you want.

Assessment:



Additional Costs:

Nil

Mathematics

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian

Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and

Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities

that all students need in their personal, work and civic life, and provides the fundamentals on which

mathematical specialties and professional applications of mathematics are built. Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in

students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have

evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are

facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration

and invention. The curriculum focuses on developing increasingly sophisticated and refined mathematical

understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities

enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to

make informed decisions and solve problems efficiently. The Australian Curriculum: Mathematics ensures that the links between the various components of

mathematics, as well as the relationship between mathematics and other disciplines, are made clear.

Mathematics is composed of multiple but interrelated and interdependent concepts and systems which

students apply beyond the mathematics classroom. In science, for example, understanding sources of error

and their impact on the confidence of conclusions is vital, as is the use of mathematical models in other

disciplines. In geography, interpretation of data underpins the study of human populations and their physical

environments; in history, students need to be able to imagine timelines and time frames to reconcile related

events; and in English, deriving quantitative and spatial information is an important aspect of making

meaning of texts. The curriculum anticipates that schools will ensure all students benefit from access to the power of

mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The

mathematics curriculum provides students with a carefully paced, in-depth study of critical skills and

concepts. It encourages teachers to help students become self-motivated, confident learners through inquiry

and active participation in challenging and engaging experiences.

Year 10 General Mathematics

Subject Code: Length of course: Full year Course Outline: The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level:

• understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two- and three-step experiments

• fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets

• problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events

• reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.

Topics Covered:

The course is developed on the curriculum content strands of

Number and Algebra

• Surds, indices and logarithms

• Factor and reminder theorems

• Sketch a range of curves

• Quadratics expressions Measurement and Geometry

• Surface area and volume for a range of prisms, cylinders and composite solid

• Properties of circles including unit circle

• Trigonometric equations

• Pythagoras’ Theorem Statistics and Probability

• Mean and standard deviation of data

Assessment:

Teachers will use a range of assessment practices, including tests, assignments and investigations.

Additional Costs:

Casio Calculator fx-82AU Plus II

Year 10 Mathematical Methods

Subject Code: 0MTH1 Length of course: Full year The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level:

• understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two- and three-step experiments

• fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets

• problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events

• reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.

Topics Covered:

The course is developed on the curriculum content strands of

Number and Algebra

• Simple and Compounding interest

• Factorise algebraic expressions

• Index law

• Simultaneous equations

Measurement and Geometry

• Surface area and volume for a range of prisms, cylinders and composite solid

• Congruence and similarity

• Right-angled triangle problems

Statistics and Probability

• two- and three-step chance experiments

• Box plots, histogram and dot plots

Assessment:

Teachers will use a range of assessment practices, including tests, assignments and investigations.

Additional Costs:

Casio Calculator fx-82AU Plus II

Year 10 Numeracy

Subject Code: Length of course: Full year Recommended Background: Satisfactory completion of Year 9 Mathematics (by recommendation only) Other Advice: In the second semester this course becomes Stage 1 Numeracy in the Community which if passed at a C

grade level or better qualifies as a ten credit point SACE numeracy unit. Course Outline: In the study of mathematics students participate in a wide variety of problem-solving activities. The subject

gives students the abilities and skills required in the workplace and in everyday life. They learn how to

approach new challenges by investigating, modelling, reasoning, visualising, and problem solving, with the

goal of communicating to others the relationships observed and the problems solved.

Students who complete 10 credits of this subject with a C grade 2 or better in semester will meet the stage 1

numeracy requirement of the SACE. Topics Covered: This course is designed for students that have experienced significant difficulties with Year 9 Mathematics.

The course involves mathematics that can be used in everyday life and the workplace. Semester 1 reviews

previous skills while Semester 2 students undertake Stage 1 Numeracy Pathways topics. Assessment: A range of assessment practices, including tests, assignments and investigations. Additional Costs: Nil

Music


Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing

sounds that are selected and shaped, new sounds created by composers and performers, and the

placement of sounds in time and space. Composers, performers and listeners perceive and define these

sounds as music.

Music exists distinctively in every culture and is a basic expression of human experience. Students’ active

participation in music fosters understanding of other times, places, cultures and contexts. Through

continuous and sequential music learning, students listen to, compose and perform with increasing depth

and complexity. Through performing, composing and listening with intent to music, students have access to

knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based

and can be understood without any recourse to notation. Learning to read and write music in traditional and

graphic forms enables students to access a wide range of music as independent learners.

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging

students to reach their creative and expressive potential. Skills and techniques developed through

participation in music learning allow students to manipulate, express and share sound as listeners,

composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social

and personal competencies of students.

As independent learners, students integrate listening, performing and composing activities. These activities,

developed sequentially, enhance their capacity to perceive and understand music. As students’ progress

through studying Music, they learn to value and appreciate the power of music to transform the heart, soul,

mind and spirit of the individual. In this way students develop an aesthetic appreciation and enjoyment of

music.

Special Interest Music

The Special Interest Music Program offers a broad music education, performance opportunities, as well as

an intensive study of music. It has an enviable reputation as a centre for outstanding music education, a

tradition of excellence and achievement in all endeavours, and a program that is vibrant, innovative and

highly regarded nationally and internationally.

Underlying principles of Special Interest Music Centres in Public Schools.

• To cater for students who demonstrate the strongest motivation and greatest aptitude for development in music.

• To develop self-confidence and achievement of personal excellence in music, enabling confident participation in music within the school and the wider community.

• Successful applicants will pursue their music studies until the completion of Stage 2.

Special Music Entry (Special Interest Music)

Entry to this course is through application and successful completion of a practical musicianship test,

audition and

interview. Although usual entry is for Year 7s enrolling into Year 8, entry to higher year levels is possible but

with musical and academic prerequisites. Special students are passionate and committed to a musical

education. SIMC Candidate selection criteria and application forms and the information brochure outline the

process for enrolment and entry into this course.

Special Interest Music students receive a scholarship to support private instrumental/vocal tuition and travel

grants are available for students meeting specific criteria.

Special Music Curriculum (Years 8 to 10)

In Years 8 to 10, areas of study for Special Music students include Theory, Aural, Composition and

Arrangement, Concert Practice, Solo and Ensemble Performance, Choir, Score Reading and Listening,

History, Analysis, Early Music, Music Pathways and Music Technology.

Special Music Curriculum (Senior Music)

The Senior Music Program offers students a broad and comprehensive musical education. Four music

subjects are

offered as part of Stage 1 and all eight music options are offered in Stage 2 of the SACE. The school

provides pathways to music studies at tertiary level.

Orchestral Program

Marryatville High School has four orchestras: School Orchestra, Studio Orchestra, Chamber Orchestra and

the

Junior Orchestra. The School Orchestra has travelled to Japan and Europe, as well as many regional and

national tours.

Concert Band

Marryatville High School has a strong band program at junior and senior level. The development of

ensemble skills is nurtured through the classroom program in Years 8 to 10, as well as after hours as a co-

curricular activity.

Jazz

Through the Jazz program the Big Bands have had success in local and national competitions, namely the

Generations in Jazz National Stage band Awards associated with James Morrison. Big Band One has toured

to England, USA and Canada.

Choral

http://www.marryatvillehs.sa.edu.au/_r2662/media/system/attrib/file/384/SIMC%20APPLICATION%20FORM%202015%20September.pdf

http://www.marryatvillehs.sa.edu.au/_r2495/media/system/attrib/file/275/SIMC%20Brochure%202015.pdf

As singing is the most important part of a child’s musical development, it is an integral part of the music

program at Marryatville High School. Every music student sings in a class choir. Students may also choose

to participate in Co-curricular ensembles: Concert Choir, Chamber Choir, Junior Choir, Boys’ Choir, Girls’

Choir and the Pops Vocal Ensemble.

Small Ensembles

Our extra curricular ensembles include many smaller groups such as: Double Bass Ensemble, Flute

Ensemble, Baroque Ensemble, Senior and Junior Recorder Ensembles, Senior and Junior Guitar

Ensembles, Percussion Ensembles, Jazz Combos, Instrumental trios and quartets and other ensembles

depending on student needs.

Specialist Areas

Expertise is available in the highly specialised area of Composition. Students may access contemporary

music technology through the music computer laboratory and recording studio.

Special Music Expectations

Special music students:

• are committed to the intensive study of music within the context of a balanced musical education.

• are committed to the Special Interest Music program from Years 8 to 12.

• intend studying music to SACE Stage 2 (Year 12).

• participate in the SIMC’s co-curricular ensembles (lunchtime and/or after school), attend rehearsals and performances outside of school hours. (If a conflict with outside interests arises, the preference must be given to the SIMC.).

http://www.marryatvillehs.sa.edu.au/_r524/media/system/attrib/file/245/MHS%20Expectations%20for%20Music%202.pdf

Year 10 Elective Music A

Subject Code: 0MU11

Name of the Subject: Year 10 Elective Music (Semester One)

Year level: 10

Length of course: Semester One

Recommended Background:

Satisfactory completion of Year 9 Elective Music and at least 2 full years of tuition on their chosen

instrument.

Other Advice:

It is a requirement that the students undertake instrumental tuition, with either the Instrumental Music Service

or a private teacher.

A course outline: Students analyse different scores and performances aurally and visually. They evaluate the use of elements

of music and defining characteristics from different musical styles. They use their understanding of music

making in different cultures, times and places to inform and shape their interpretations, performances and

compositions.

Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They

interpret and perform music with technical control, expression and stylistic understanding. They use aural

skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences.

They use knowledge of the elements of music, style and notation to compose, document and share their

music.

Provides pathways to Stage 1 Music and Stage 2 Music subjects. It is strongly suggested that students

who wish to continue music in stage one or two complete Year 10 Elective Music (Semester Two).

Topics Included: These will be used for Assessment & Reporting and Learning & Assessment Plans for

students and parents

• Class Ensemble o o concert band o o string ensemble

o o orchestra o o guitar ensemble

• Composition

• Class Choir • Music History and Analysis

• Concert Practice • Music of other Cultures

• Music Theory and Aural • Music Technology

Assessment: These should come from your curriculum map and should provide a wide range of strategies

that allow a student to demonstrate their level of achievement against the achievement standard

Students shall be assessed formally and informally through creative tasks, research projects, oral

presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will

reflect and analyse personal work and that of their peers.

Additional Costs:

Nil

Year 10 Elective Music B

Subject Code: 0MU12

Length of course: Semester 2

Year level: 10

Length of course: Semester Two

Recommended Background:

Satisfactory completion of Year 10 Elective Music (Semester One) and at least 2 full years of tuition on their

chosen instrument.

Other Advice:

It is a requirement that the students undertake instrumental tuition, with either the Instrumental Music Service

or a private teacher.

A course outline:

Students are able to choose one of two focus areas: (a) Music Technology or (b) Musical Styles.

Music Technology: Students will study music through a technology based approach. They will study topics

such as sound reinforcement, Loops and Waves, Recording and Sound manipulation. By engaging in

musical activities such as performing, composing, arranging, researching, and developing and applying

music technologies, students appreciate the value of working collaboratively and present musical works.

Musical Styles: Students will also analyse different scores and performances aurally and visually. They

evaluate the use of elements of music and defining characteristics from different musical styles. They use

their understanding of music making in different cultures, times and places to inform and shape their

interpretations, performances and compositions.





music.

Provides pathways to Stage 1 Music and Stage 2 Music subjects.

Topics Included: These will be used for Assessment & Reporting and Learning & Assessment Plans for

students and parents

• Class Ensemble o o concert band o o string ensemble o o orchestra o o guitar ensemble

• Composition

• Class Choir • Music History and Analysis

• Concert Practice • Music of other Cultures

• Music Theory and Aural • Music Technology

Assessment: These should come from your curriculum map and should provide a wide range of strategies

that allow a student to demonstrate their level of achievement against the achievement standard



reflect and analyse personal work and that of their peers.

Additional Costs:

Nil

Year 10 Special Music

Subject Code: 0MU21

Length of course: Full year (Double Subject)

Recommended Background: Satisfactory completion of Year 9 Special Music or selection through audition

process in the previous year.

Other Advice:

It is a requirement that the students undertake instrumental tuition on at least 2 instruments, with either the

Instrumental Music Service or a private teacher.

Course Outline

By the end of Year 10, students analyse different scores and performances aurally and visually. They

evaluate the use of elements of music and defining characteristics from different musical styles. They use

their understanding of music making in different cultures, times and places to inform and shape their

interpretations, performances and compositions.





music.

Topics Included

• Class Choirs • Class ensemble • Concert Practice • Music Theory and Aural • Composition • History and

Analysis • Music of other Cultures • Music Technology • Co-curricular ensembles

Assessment:



be involved in peer assessment and participation in group activities.

Additional Costs:

Nil

Science

Science provides an empirical way of answering interesting and important questions about the biological,

physical and technological world. The knowledge it produces has proved to be a reliable basis for action in

our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour

arising from our desire to make sense of our world through exploring the unknown, investigating universal

mysteries, making predictions and solving problems. Science aims to understand a large number of

observations in terms of a much smaller number of broad principles. Science knowledge is contestable and

is revised, refined and extended as new evidence arises.

The Australian Curriculum: Science provides opportunities for students to develop an understanding of

important science concepts and processes, the practices used to develop scientific knowledge, of science’s

contribution to our culture and society, and its applications in our lives. The curriculum supports students to

develop the scientific knowledge, understandings and skills to make informed decisions about local, national

and global issues and to participate, if they so wish, in science-related careers.

In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can

experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In

doing this, they develop critical and creative thinking skills and challenge themselves to identify questions

and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy”

are well established, including giving students the capability to investigate the natural world and changes

made to it through human activity.

The science curriculum promotes six overarching ideas that highlight certain common approaches to a

scientific view of the world and which can be applied to many of the areas of scientific understanding. These

overarching ideas are patterns, order and organisation; form and function; stability and change; systems;

scale and measurement; and matter and energy.

Year 10 Science

Subject Code: 0SCIA Length of course: Full Year

Curriculum Scope: The three interrelated strands of the Australian Curriculum in Science are: • Science Understanding

• Science as a Human Endeavour

• Science Inquiry Skills

Science Understanding is divided into 4 main sub-strands: Biological sciences, Chemical

sciences, Earth and Space sciences and Physical sciences. Within each of these sub-strands

are integrated the strands of Science as a Human Endeavour and Science Inquiry Skills. Course Outline:

By the end of Year 10, students analyse how the periodic table organises elements and use it to

make predictions about the properties of elements. They explain how chemical reactions are used to

produce particular products and how different factors influence the rate of reactions. They explain the

concept of energy conservation and represent energy transfer and transformation within systems.

They apply relationships between force, mass and acceleration to predict changes in the motion of

objects. Students describe and analyse interactions and cycles within and between Earth’s spheres.

They evaluate the evidence for scientific theories that explain the origin of the universe and the

diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students

analyse how the models and theories they use have developed over time and discuss the factors that

prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate

methods of investigation, including field work and laboratory experimentation. They explain how they

have considered reliability, safety, fairness and ethical actions in their methods and identify where

digital technologies can be used to enhance the quality of data. When analysing data, selecting

evidence and developing and justifying conclusions, they identify alternative explanations for findings

and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in

secondary sources with reference to currently held scientific views, the quality of the methodology and

the evidence cited. They construct evidence-based arguments and select appropriate representations

and text types to communicate science ideas for specific purposes.

Topics Included:

Science is organised into four conceptual strands based on earth and space science, physics, biology

and chemistry. The processes involved in working scientifically are interwoven into each of the

strands. Students cover the following topics, Periodic Table and Ions, Genetics, Global Systems.

Then in Semester 2 the do the following topics Biology (Evolution), Chemistry (Reactions) and

Physics (Motion).

Assessment:

• Tests 50%

• Practical Work 25%

• Research Assignments 25%

Additional Costs:

Nil

Technologies

In an increasingly technological and complex world, it is important to develop knowledge and confidence to

critically analyse and creatively respond to design challenges. Knowledge, understanding and skills involved

in the design, development and use of technologies are influenced by and can play a role in enriching and

transforming societies and our natural, managed and constructed environments.

The Australian Curriculum: Design and Technologies actively engages students in creating quality designed

solutions for identified needs and opportunities across a range of technologies contexts. Students consider

the economic, environmental and social impacts of technological change and how the choice and use of

technologies contributes to a sustainable future. Decision-making processes are informed by ethical, legal,

aesthetic and functional factors.

Through Design and Technologies students manage projects independently and collaboratively from

conception to realisation. They apply design and systems thinking and design processes to investigate

ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of

pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and

environments.

Through the practical application of technologies including digital technologies, students develop dexterity

and coordination through experiential activities. The subject motivates young people and engages them in a

range of learning experiences that are transferable to family and home, constructive leisure activities,

community contribution and the world of work.

At Stage 1 and 2, in Design and Technologies, students learn about the products, processes, and systems of

the natural and designed world. They develop an understanding of how the use of technology has created

new and rapidly changing opportunities in local, national, and global contexts. Students develop the skills

and knowledge to use tools, materials, and systems appropriately, safely, and competently to create a

product or system.

Design and Technology has three focus areas: communication products, material products, and systems and

control products. Each of these focus areas provides enrolment options for students.

Student achievement is reported as:

• Design and Technology — Communication Products – CAD CAM

• Design and Technology — Material Products – Furniture design

• Design and Technology — Systems and Control Products - Electronics

Digital Technologies

In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the

economy, the environment and society, that the benefits of information systems are exploited ethically. This

requires deep knowledge and understanding of digital systems (a component of an information system) and

how to manage risks. Ubiquitous digital systems such as mobile and desktop devices and networks are

transforming learning, recreational activities, home life and work. Digital systems support new ways of

collaborating and communicating, and require new skills such as computational and systems thinking. These

technologies are an essential problem-solving toolset in our knowledge-based society.

The Australian Curriculum: Digital Technologies empowers students to shape change by influencing how

contemporary and emerging information systems and practices are applied to meet current and future

needs. A deep knowledge and understanding of information systems enables students to be creative and

discerning decision-makers when they select, use and manage data, information, processes and digital

systems to meet needs and shape preferred futures.

Digital Technologies provides students with practical opportunities to use design thinking and to be

innovative developers of digital solutions and knowledge. The subject helps students to become innovative

creators of digital solutions, effective users of digital systems and critical consumers of information conveyed

by digital systems.

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

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

developing information systems to make sense of complex ideas and relationships in all areas of learning.

Digital Technologies helps students to be regional and global citizens capable of actively and ethically

communicating and collaborating.

At Stage 1 and 2, students use computational thinking skills and strategies to identify, deconstruct, and solve

problems that are of interest to them. They analyse and evaluate data, test hypotheses, make decisions

based on evidence, and create solutions. Through the study of Digital Technologies, students are

encouraged to take ownership of problems and design, code, validate, and evaluate their solutions. In doing

so, they develop and extend their understanding of designing and programming, including the basic

constructs involved in coding, array processing, and modularisation.

Material Technologies – Women Who Weld

Subject Code: 0TWWW



Course Outline:

Women Who Weld is a gender separate class (girls only), students are looking to how metal manufacturing

and design plays a role in the 21st century. Students will engage with many forms of technology and be

driven to create solutions both digitally and physically with a focus on creativity and entrepreneurship.

Students learn to design, shape and weld metals to construct solutions to problems and challenges. They

will engage with different production methods and develop skills using machinery, welders and hand tools.

There will a focus for design and creativity by making a personalized major product which the students will

have the choice of – Metal welded products, Small Sculptures, Jewellery made via Casting, and others as

the agreement between student and staff.

Topics Include:

• Fabrication and research associated with metals.

• Technical drawing skills and project costing.

• Material fabrication processes and associated equipment technology

• Designing in Digital workspaces and analysing different production methods

• This course covers the metal lathe, plasma cutting, gas, casting, and MIG welding.

• Use of appropriate Computer Aided Design (CAD) will also be covered.

Assessment:

• Skills Tasks 40%

• Design Process and Evaluation 30%

• Designed Solution (product) 30%


Material Technologies – Men In Metal

Subject Code: 0TMIM



Course Outline:

Men in Metal is a gender separate class (boys only), students are looking to how metal manufacturing and

design plays a role in the 21st century. Students will engage with many forms of technology and be driven to

create solutions both digitally and physically.

Students learn to design, shape and weld metals to construct solutions to problems and challenges. They

will engage with different production methods and develop skills using machinery, welders and hand tools.

There will a focus for design and creativity by making a personalized major product using the skills learnt and

negotiating with the staff member on the final product.

Topics Include:

• Fabrication and research associated with metals.

• Technical drawing skills and project costing.

• Material fabrication processes and associated equipment technology

• Designing in Digital workspaces and analysing different production methods

• Use of appropriate Computer Aided Design (CAD) will also be covered.

Assessment:





Material Technologies – Wooden Furniture Design

Subject Code: 0TWFD



Course Outline:

By the end of Year 10 students will construct a timber End table complete with a solid timber top and

functioning drawer. Students get the opportunity to work independently and collaboratively, applying

sequenced production methods to allow them to complete a designed solution suitable for the intended

purpose.

They will adjust plans when necessary, problem solve and use appropriate technologies to safely produce

high quality solutions. There is an emphasis on skill development and students will have the opportunity to

evaluate techniques and processes and their appropriateness for purpose.

Students will utilise Fusion 360 CAD software to visually communicate specific techniques used with timber,

assemble models in 3D and use simulation to graphically represent how they function.

They will investigate characteristics and properties of materials, tools and equipment used in this learning

environment and undertake safety modules to support a safe working environment. They will produce project

plans and develop technical writing skills in the form of a product record of the steps involved in construction.

Assessment:

Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and

Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and

‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products.

• Design and Theory assignments

• Project work

• CAD

• Evaluation

Additional Costs:

Nil

Material Technologies – Electronics

Subject Code: 0TE



Course Outline:

Students will be introduced to the basics of electronics and electronic theory, component recognition, circuit

analysis, diagrams, symbols and layout. Students will write a program using a computer language called

Basic to control their circuit.

The practical element of the course enables students to apply this knowledge by designing, building and

fault-finding circuits of increasing complexity. It allows them to develop skills in circuit board construction,

component identification, and soldering and test instrument procedures.

Students will use computer-based programs to design and test circuits for a variety of projects.

Assessment


Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and

‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products.

• Investigation

• Design and Planning

• Project Work

• Evaluation

• Knowledge and Understanding

Additional Costs:

Nil

Material Technologies – CAD / Advanced Manufacturing

Subject Code: 0TAM SACE Credits: 10 points Length of course: Semester Recommended Background: Nil Course Outline: A recently refreshed course, where students will learn and utilise Digital Design and Advanced

Manufacturing knowledge and skills. Students will learn and utilise Fusion 360 with the possibility to gain

international recognised certification as a ‘Fusion360 Certified User’.

Students will develop 3D solutions to several exercises before developing their own design brief and solution

to a problem.

Once students have the applicable skills they will develop their own 'product' and test it via both digital

analysis tools and rapid prototyping methods (3D printing).

They will use the design realisation process to develop the solution to the best of their ability taking into

consideration;

• Manufacturing methods & tools,

• Material characteristics and properties

• Legal responsibilities

• Economic considerations

• Sustainability

• Ethical Applications

• Target Audiences

• Innovation and CreativitTopics Included: • How to design in 3D with a focus on manufacturing

• Designing, testing and creating machine parts based on the science of materials.

• Using simulation tools to test designed parts

• Creating technical drawings to communicate ideas

• Changing 3d printing parameters to affect changes in printed objects

• Designing a tool path to operate a CNC to manufacture a final product

Assessment




Additional Costs

Nil

Digital Technology

Subject Code: 0ITP



Course Outline:

By the end of Year 10, students explain the control and management of networked digital systems and the

security implications of the interaction between hardware, software and users. They explain simple data

compression, and why content data are separated from presentation.

Students plan and manage digital projects using an iterative approach. They define and decompose complex

problems in terms of functional and non-functional requirements. Students design and evaluate user

experiences and algorithms. They design and implement modular programs, including an object-oriented

program, using algorithms and data structures involving modular functions that reflect the relationships of

real-world data and data entities. They take account of privacy and security requirements when selecting and

validating data. Students test and predict results and implement digital solutions. They evaluate information

systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They

share and collaborate online, establishing protocols for the use, transmission and maintenance of data and

projects

Topics Include:

An introduction to problem solving and object-oriented programming. Emphasis is on basic programming

concepts and techniques and their application to software development. Assignments focus on creating and

experimenting with interactive applications using object-oriented programming environment. Students learn

to write, review, document, share, and demonstrate object-oriented programming applications.

Students participate in pair programming, team work, and collaborative learning throughout the course.

Assessment:

Digital solution(s)

Skills tasks

Design folio

Additional Costs:

Nil

Nutrition in the Kitchen

Subject Code: 0TNIK



Course outline:

Nutrition concepts are explored through a variety of hands on cooking experiences in the kitchen. Students

investigate key concepts of nutrients and food groups by using the Australian Guide to Healthy Eating,

analysing nutrition information panels, and understanding how to make suitable choices when modifying

recipes at home.

Topics Included:

Students may investigate adolescent nutrition, breakfast alternatives and compare home made versus pre-

prepared meals through a variety of cooking practicals.

Assessment:


Technology, with emphasis on strands: Technologies and Society, Food Specialisation and Creating Design

Solutions.

Additional Costs:

Nil

Cafe Culture

Subject Code: 0TCC



A course outline:

By the end of Year 10 students explain how people working in design and technologies occupations consider

factors that impact on design decisions and the technologies used to produce products, services and

environments. They identify the changes necessary to designed solutions to realise preferred futures they

have described. When producing designed solutions for identified needs or opportunities students evaluate

the features of technologies and their appropriateness for purpose for one or more of the technologies

contexts.

Students create designed solutions for one or more of the technologies contexts based on a critical

evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability

considerations, and use these to evaluate their ideas and designed solutions and processes. They create

and connect design ideas and processes of increasing complexity and justify decisions. Students

communicate and document projects, including marketing for a range of audiences. They independently and

collaboratively apply sequenced production and management plans when producing designed solutions,

making adjustments to plans when necessary. They select and use appropriate technologies skilfully and

safely to produce high quality designed solutions suitable for the intended purpose.

Topics Included:

This course includes the design, planning, management, organisation and production of food for a Café

environment. They will trial and develop food products using traditional and Thermomix technologies.

Students will have coffee making training and develop skills and knowledge in the operation of industrial

espresso machines. They will investigate, design and create a small café business and will engage in

customer service skills through small business enterprise. Students will investigate current Café breakfast

menu and service trends of the food and hospitality industry.

Assessment:


Technology, with emphasis on strands Technologies and Society and Creating Design Solutions.

Additional Costs:

School fees cover basic materials and ingredients. Students who wish to use additional or alternative

ingredients need to supply their own.

Catering and Event Management

Subject Code: 0TCEM



A course outline:

Students work collaboratively to investigate, design, plan and prepare a range of foods suitable for catering

events. Students develop practical skills in cake decorating techniques, food presentation and service in real

life situations.

Topics Included:

Students will take part in a range of serviced events within the school community This course will introduce

pathways into the Hospitality, Tourism and Event Management streams.

Assessment:


Technology, with emphasis on strands Technologies and Society and Creating Design Solutions.

Subject Costs:

Child Studies

Subject Code: 0TCS



Course Description

This practical course will investigate and analyse the stages of pregnancy and child growth and

development. Students will analyse the impact and importance of play and evaluate educational toys.

Students will apply knowledge and skills for caring for a child to a simulator baby. This course may include

an excursion to a local Child Care centre.

Topics Included:

• Stages of Pregnancy, the pregnancy suit and caring for the simulator baby

• Milestones - Ages and stages of child growth and development

• Investigate the importance of Play and educational toys

• Active children, active communities, importance of physical activity

• Conversation and speech skills, early reading matters, impact of technology and media

• Ready for school, social, physical, emotional and cognitive readiness

• Explore occupations that care for children

Assessment


Technology with the following items;

• Access, synthesise and apply health information to create a pregnancy pamphlet for first time parents

• Plan, prepare and research baby needs and evaluate the outcomes after the Baby Simulator experience

• Research presentation, stages of play, growth and development • Journal entries about learning


Textile Technologies

Subject Code: 0TFD



Course Description:

Both beginning and advanced students are welcome in this course. Students will investigate sustainable

fibre and fabric properties and construction processes to develop skills to safely use Bernina machines and

create formative pieces. The design process underpins all practical applications and each student will

problem-solve and demonstrate techniques to produce textile items and marketing to suit design brief

parameters. Students investigate local textile designers work, study opportunities and contemporary textile

design occupations related to clothing, business and fashion markets.

Topics Included:

• Clutch purse,

• design a bag, printed textile mods

• Solve textile problems in the community

Assessment:


Technology with the following items;

• Individual Design Solution with planning notes.

• Individual Evaluation Report

• Collaborative Design Solutions with Production Plan

• Evidence of Practical success

• Investigation and critical analysis about a contemporary fashion matter

• Folio of work

Additional costs:

Nil.

Information Processing and Publishing

Subject Code: 0TIPP


Recommended background: Nil

Course Outline

A entrepreneurial and ICT based course where students use industry standard desktop publishing software

Adobe Creative Cloud, and modern design techniques to develop a range of publishable products for both

print and digital publication.

Students also take part in the innovative 20% Project where they are given time each week to work in a

group or individually on a passion project creating a product or service of their choice. As part of this process

a brand identity is created for the production of marketing materials.

Various tools and skills are used including:Adobe Photoshop

• Adobe Illustrator

• Adobe InDesign

• Adobe Premiere

• HTML5 & CSS

• SharePoint Blogging

• Topics Covered:

This course provides students with skills necessary to continue on to Stage 1 and Stage 2 Information

Processing and Publishing. During the course students will:

• Produce Published documents; like posters, newsletters, magazine covers

• Design a brand Identity and produce a range of business documents.

• Learn basic web design skills using HTML

• Write a Blog

• Participate in the 20% Project

Assessment:

Practical and Theoretical tasks

Additional Costs:

Nil

Smart Technologies 9-11

Subject Code: 1SMTE


Credit points: 10 points

Course Outline:

Students will work collaboratively to design, engineer and test solutions to a practical real-world problem.

Solutions will involve smart technologies – this will include the use of Arduino and/or Raspberry Pi

microprocessors, together with a variety of sensors and actuators. The focus initially will be smart

technologies for home and garden. Examples of possible solutions include: digital weather station;

automated garden watering system; climate controlled seed raising beds; pH controlled worm farm; and

temperature controlled composter.

Students will work through a development lifecycle from initial problem identification; feasibility study; design;

engineering of a prototype and finally testing. The development of the final prototype will include aspects of

coding, electronics, material technologies, digital design and marketing. Students will work in groups and will

be required to prioritise and allocate tasks to individual students in the group. Assessment will be based on

both overall group outcomes and individual contributions.

The subject is available to students in years 9, 10 and 11.

Assessment:

• Problem identification and feasibility study

• Technologies project

• Individual Evaluation and Reflection

Tennis

Year 10 Tennis

Subject Code: 0TEN1


Credit Points: 20 points

Recommended Background: Entry by merit selection

Course Outline: Students apply their knowledge and skills to a real-world task, event, learning opportunity, or context, which leads to a

specific purpose, product, or outcome.

The subject draws links between aspects of students' lives and their learning.

Students develop and demonstrate their collaboration, teamwork, and self-awareness, and evaluate their learning.

Topics Covered:

Theory units include: Fitness-Pilates, Coaching for children, Tennis tournament planning and organization,

Practice and matchplay evaluations. This course will enable students to achieve 20 credits of Integrated

Learning towards SACE.

Assessment:

• Practical tasks and evaluation booklets 60%

• Theory tasks 20%

• Attitude/Participation 20%

Additional Costs:

Nil

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