preparation for senior schooling ... -...

P r e p a r a t i o n f o r S e n i o r S c h o o l i n g

Y e a r 1 0 H a n d b o o k

D E E P E N

Year 9 Handbook

The College motto is “I press toward the goal” from the Apostle Paul’s letter to the Philippians. The full verse says, “I press toward the goal of the prize of the upward call of God in Christ Jesus” (Philippians 3:14 NKJ). Each of us has a goal, a calling, a telos, uniquely given to us by God to achieve in Christ. It is our duty and responsibility to pursue that goal and to glorify God in the development, use and realisation of the gifts and talents with which He has endowed us. As a student, you have the opportunity to make choices to determine the future direction of your life. These choices should not be taken lightly. Our lives do not mystically arrive at a destination, but we journey on a path that is made predominately by our choices. While God orchestrates all He can for us to succeed, we have the wonderful gift of free will to align our will with His will, in order for us to become all that He desires us to be. Earlier on in Philippians, Paul writes, “Not that I have already attained, or am already perfected; but I press on, that I may lay hold of that for which Christ Jesus has also laid hold of me” (Philippians 3:12 NKJ). A key thought to note in this verse is that while Jesus has laid hold of our lives for a purpose, we have a responsibility to lay hold of that for which He has laid hold of us. We are tasked with discovering and apprehending that purpose which God has designed, and brought us into relationship with Him, to fulfil. My prayer for students is threefold: to make wise choices throughout their schooling that will set them on course for life, to lay hold of the ultimate call that God has for them to fulfil, and to do those things with all their might.

Pastor Brian Mulheran Principal

Message from the Principal

Year 10 Handbook HaHHandbookHandbok9Handbook

CURRICULUM PATHWAYS

The educational framework of the Secondary School is based on the pedagogy of ‘Understanding by Design’ [Wiggins & McTighe], with emphasis placed on

Beginning with and working towards desired lifelong understandings

Uncovering, as well as covering content

Discovering the ‘big ideas’ within the content

Extending and enriching student thinking

Providing real life contexts and connections

Creating engaging educational experiences relevant to student life

Citipointe strives to cater for a wide range of students and student aspirations through Learning Support, EAL and Talent Development classes at every year level, and streaming according to ability in some core subject areas at some year levels. In Years 7-10, specific Learning Enrichment is offered in the XP [Extra Potential] program.

EXPLORE: YEARS 7 - 9 MIDDLE SCHOOLING

Year 7 is the step up to Secondary. The first year of Secondary aims to provide a transition between Primary and Secondary to

obtain new skills, explore new subjects and to provide a combination of a Core course of Australian Curriculum Phase 1 Learning Areas and speciality secondary areas.

Year 8 aims to explore interests. Studies focus on real life contexts and aim to broaden student experience through a wider range of subjects. Students study a Core Course of Australian Curriculum Learning Areas of English, Maths, Science, History, Geography, Arts, Languages, Technology, Business and HPE, and College subjects of Christian Studies, Chapel and Sport. There are choices of subjects within the Learning Areas of Arts, Languages and Technology.

Year 9 continues the exploration but with greater focus, with a Core Course of the Australian Curriculum Learning Areas of

English, Maths, Science, History and Geography, and electives from subjects within the Learning Areas of Arts, Languages,

Technology, Business and HPE. College subjects are continued.

DEEPEN: YEAR 10 PREPARATION FOR SENIOR Year 10 is a time of preparation for students’ years of Senior Schooling and of planning for their future career pathway. The year is foundational for Year 11 and subjects provide transitions into Year 11 content and skills, aligned to the Senior Assessment and Tertiary Entrance system under the Queensland Curriculum and Assessment Authority, implemented in Year 11 in 2019. Senior subjects are previewed within the Year 10 Curriculum, to allow students to make informed subject choices and to prepare students for the Senior Years. During this year, they will be required to develop their Student Education and Training Plan, deciding on academic goals for the next two years, before choosing their subjects for Years 11 & 12. Except in extenuating circumstances, they will not be permitted to change courses in Senior, as this will jeopardise future opportunities. Their chosen Senior subjects should be seen as a two-year course.

FLOURISH: YEARS 11 & 12 SENIOR SCHOOLING Years 11 & 12 focus on flourishing in subject areas that have become passions. These years are the culmination of preparation during the compulsory years of schooling. Years 11 & 12 are considered to be post-compulsory years of education, and although Citipointe has a very high retention rate from Year 8 through to Year 12, progress to the Senior years is not automatic and certain requirements must be met. Curriculum in these years is aligned to the Senior Assessment and Tertiary Entrance system under the Queensland Curriculum and Assessment Authority, implemented in Year 11 in 2019.

The College reaffirms that its major commitment within the post-compulsory years of schooling is to a traditional academic education. In addition, the College makes provision for those students who prefer to pursue vocational subjects, within the Careerstart program.


DEEPENING IN YEAR 10 Year 10 is a time for deepening students’ passions which have been explored in previous years. This year is also one of preparation for students’ years of Senior Schooling and of planning for their future career pathway. The year is foundational for Year 11 and subjects provide transitions into Year 11 content and skills, aligned to the Senior Assessment and Tertiary Entrance system under the Queensland Curriculum and Assessment Authority, implemented in Year 11 in 2019. Senior subjects are previewed within the Year 10 Curriculum, to allow students to make informed subject choices and to prepare students for the Senior Years. During this year, they will be required to develop their Student Education and Training Plan, deciding on academic goals for the next two years, before choosing their subjects for Years 11 & 12. Except in extenuating circumstances, they will not be permitted to change courses in Senior, as this will jeopardise future opportunities. Their chosen Senior subjects should be seen as a two-year course. In Year 10, students will continue with their Core Course of English, Maths, Science, History and Geography and College subjects of Christian Studies, Chapel and Sport.

To gain entry into Year 10, the minimum College academic requirements are Sound Levels of Achievement in at least five subjects, including an SA in English and an SA in Maths.

YEAR 10 PROGRAM Don’t just do the minimum that will get you by. Do your best…. Keep in mind always that the ultimate Master you’re serving is Christ. Col 3:15

The Year 10 program will display the following characteristics:

Mainstream mixed ability classes

Learning needs and EAL support classes

Streamed extension classes for high achievers

Maths Honours Program

English Liberal Arts Honours Program [implemented 2019]

STEM Academy Activities

Talent Development programs for high potential students

XP [Extra Potential] Program

HRSY Humanities Research Symposium for Youth in Singapore, or Hong Kong or Korea or Brisbane

Student Leaders Convention in Singapore

World Maths Team Challenge

Gender specific classes in pastoral care and core subjects, according to cohort needs

ISOP – international study and ministry enrichment program to partner schools in Singapore, Hong Kong and Korea

Year 10 Camp

Links College Tour Guides Leadership Program

YEAR 10 COURSE Core Course of compulsory subjects: English, Maths, Science, History, Geography

Other Secondary Learning Areas: Arts, Business, Languages Education, Physical Education and Technology.

College subjects: Christian Studies, Chapel and Sport

YEAR 10 2018 SUBJECT INFORMATION Students in Year 10 2018 will continue with their course and subjects from Year 9 2017.


YEAR 10 2018: CURRICULUM CHANGES Students in Year 11 2019 and Year 12 2020 will complete their Senior schooling under the new Queensland Senior Assessment and Tertiary Entrance system administered by the Queensland curriculum and Assessment Authority. Students in Year 10 2018 will be the first cohort to complete Year 12 under the new system. The new system will consist of exit results in each subject studied, in the place of the one OP score, and will comprise a combination of internal subject results graded by students’ teachers, monitored and moderated by QCAA teacher panels, and an external examination in each subject sat by all students in each subject in Term 4 of Year 12. In most subjects, the external exam will account for 25% of each subject result; in Maths and Science, the external exam will account for 50% of the subject result. There will be no Queensland Core Skills Tests; the Queensland wide external subject exams will take the place of these Tests. In 2019, names of some Senior subjects will change. Previous Authority subjects will be now known as General subjects, and these will contribute to the new Queensland Certificate of Education of Year 12 results; subjects which do not contribute to the QCE results will be known as Applied subjects. Information about subjects is below; for further information please refer to the Senior Academic Handbook, and for further information on the new system, please refer to the QCAA website.

CITIPOINTE staff have been preparing for this new system for the past three years: representative staff have been involved in every aspect of designing, writing, assessing and checking the new curriculum documents; our students have completed two trial external exams in English and Maths and scored excellent results; all our Senior staff have participated in the seminars and professional development provided by QCAA; our staff have reviewed and amended our curriculum documents to include syllabus changes. College preparation for the new system has consisted of the following:

Changing our assessment structure two years ago, to internal term exams, to familiarize students with more formal

exam processes

Developing our Year 9&10 program two years ago as a Preparation for Senior program

Continuing with providing opportunities to students to experience some Year 11 subjects within the Year 10 year

o In Maths, choosing Maths Advanced or Mainstream Maths

o In Science, experiencing Biology, Chemistry, and Physics

o In Business, experiencing units of Accounting, Economics and Legal Studies

o Reviewing Year 10 curriculum to include more preparation for Senior subjects

Because of this preparation, the College does not expect that our students will experience any difficulty in transitioning to the new system. There will be changes to the curriculum for Years 11 & 12, including some subject name changes, and there will also be some changes implemented for Year 10 in 2018. Changes for Year 10 in 2018 will be:

Changes in Year 10 subject names in Technology, to track more easily into the new Senior subjects

o Graphics & Design will become Design Technologies

o Tech Studies will become Engineering Technologies

o Multimedia Studies will become Digital Technologies

o Hospitality will become Food Technologies

Masterclasses for students to prepare for specific aspects of the new curriculum

YEAR 11 2019 and YEAR 12 2020: COURSE & SUBJECT INFORMATION Years 11 & 12 focus on flourishing in subject areas that have become passions. These years are the culmination of preparation during the compulsory years of schooling. Years 11 & 12 are considered to be post-compulsory years of education, and although Citipointe has a very high retention rate from Year 8 through to Year 12, progress to the Senior years is not automatic and certain requirements must be met. Curriculum in these years is aligned to the new Senior Assessment and Tertiary Entrance system under the Queensland Curriculum and Assessment Authority, for Years 11 & 12 in 2019/2020, implemented in Year 11 in 2019.

The College reaffirms that its major commitment within the post-compulsory years of schooling is to a traditional academic education. In addition, the College makes provision for those students who prefer to pursue vocational subjects, within the Careerstart program.

http://brisbane.coc.edu.au/curriculum/secondary-school/senior-schooling-years-11-12/

https://www.qcaa.qld.edu.au/


PATHWAYS FOR SENIOR SCHOOLING ACADEMIC – 6 QCAA subjects tertiary entrance to University, TAFE, work BLEND - Combination of QCAA subjects + vocational subjects

tertiary entrance to University, TAFE, work CAREERSTART - Vocational subjects only TAFE, work, traineeships, apprenticeships

Senior students are required to choose 6 subjects for study in Year 11. All students participate in CHRISTIAN STUDIES, CHAPEL & SPORT, and an ENGLISH and a MATHS subject are compulsory. Students may not drop subjects in Year 11. Changes of subjects must be requested through a student interview with the Director of Studies, only at the end of semester, and parents must complete a Change of Course Form, available from the Director of Studies.

All subjects are offered dependent on a sufficient number of students choosing them

SENIOR SUBJECTS General subjects are recognized by the QCAA and contribute to Queensland Certificate of Education [QCE] used in tertiary entry. Applied Subjects do not currently contribute directly to tertiary selection and are not offered every year

Essential English Essential Maths Hospitality Practices Vocational Subjects A variety of Certificate courses are offered each year, depending on numbers and interest. College Subjects

Christian Studies Chapel Sport All subjects are offered dependent on a sufficient number of students choosing them. Subject choices for Years 9 and 11 are completed online.

Senior Subject changes will be offered in 2018 for implementation Year 11 2019 and Year 12 2020 and beyond, in line with the phasing out of the OP system and the phasing in of the new Senior Assessment System. The list below is current as at January 2018 and may be subject to change in 2018.

ENGLISH English

Essential English

English as an Additional

Language

Literature

ARTS Dance

Drama

Film TV & New Media

Music

Music Extension [Yr12]

Visual Art

MATHS General Maths

Maths Method

Specialist Maths

Essential Maths

BUSINESS Accounting

Business

Economics

Legal Studies

SCIENCE Biology

Chemistry

Physics

HEALTH & PE Physical Education

GEOGRAPHY Geography LANGUAGES Chinese

French

HISTORY Ancient History

Modern History

Study of Religion

TECHNOLOGY Design

Digital Solutions

Engineering

Hospitality


YEARS 7-12 CITIPOINTE CURRICULUM STRUCTURE FROM 2019

AUST CURRICULUM & QCAA KEY LEARNING AREAS OFFERED AT CITIPOINTE CHRISTIAN COLLEGE FROM 2019 Applied subjects which do not count towards the QCE, in italics

YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEARS 11/12

English English Eng Honours Eng Essentials EAL

English Eng Honours Eng Essentials EAL

English Eng Honours Eng Essentials EAL

English Eng Liberal Arts Eng Essentials EAL

English Literature Essential English Eng as an Additional Language

Mathematics Mathematics Math Honours Math Essentials

Mathematics Math Honours Math Essentials

Mathematics Math Honours Math Essentials

Mathematics Math Advanced Math Essentials

General Maths Maths Method Specialist Maths Essential Maths

Science Science Science Science Science

Biology

Chemistry

Physics

Biology Chemistry Physics

Business Business

Business

Business

Accounting

Economics

Legal Studies

Accounting Business Economics Legal Studies

History & Geography

History & Geography

History & Geography

History & Geography

History OR Geography

Ancient History Modern History Study of Religion Geography

LOTE Chinese & French

Chinese OR French

Chinese &/or French

Chinese &/or French

Chinese &/or French

Technology Technology Graphics & Design; Technology Studies; Hospitality

Design Technologies; Digital Technologies; Engineering Technologies; Food Technologies

Design Technologies; Digital Technologies; Engineering Technologies; Food Technologies

Design Digital Solutions Engineering Hospitality

Arts Arts Art; Dance; Music; Speech & Drama

Art; Dance; Music; Speech & Drama

Art; Dance; Music; Speech & Drama

Visual Art Dance Music Music Ext [Yr 12] Drama Film TV & New Media

Health & PE Health & PE Health & PE Health & PE Health & PE PE

COLLEGE SUBJECTS Christian Studies

Christian Studies

Christian Studies

Christian Studies

Christian Studies Christian Studies

Extra Potential [XP]

XP XP XP XP University Courses

Study & Work SAW SAW SAW SAW

CAREERSTART CERTIFICATE COURSES YRS 11/12 Courses are offered dependent on student demand and may change

from year to year. Please refer to the Senior Academic Handbook.

Curriculum Overview Years 9&10

ART

Description

Before we could write, we communicated through art.

Visual arts education is much more than making things. It enables students to develop and creatively express their

ideas and solve problems. Our society depends on the ability to create new and better solutions to the challenges

that continue to face us. Individuals who can think creatively, feel sensitively, and see clearly will be our greatest

resource for the future.

The study of Visual Art is a vital and basic component in the development of all human beings. It is a necessary

and legitimate part of all students’ education, regardless of their innate talent or academic ability. Education in the

Visual Arts will enhance student skills of perception and transference.

Christian Worldview Rationale

In the beginning, God created the heavens and the earth.

Art should matter to Christians. Art brings vibrancy and beauty to our lives. Creativity is both a fully human and

fully divine experience. It is an acknowledgement that something eternal and full of truth lies behind the temporal

world in which we live. It focuses our eyes on the pain around us, the injustice in front of us, the joy abounding

within us, and the pull we feel towards meaning and significance.

Course Overview

The visual arts involve students intellectually, personally, physically, and emotionally like no other subject in the

curriculum.

The junior course of Art studies looks to develop physical skills in drawing, sculpting, painting and digital media.

Students will have the ability to explore a variety of mixed media and processes.

Creativity was once thought to be in the hands of a blessed few. We now know that this is a process that can be

learned. Through games, activities and projects, students can develop divergent thinking and empathy. They have

the opportunity to seek out creative solutions beyond the boundaries of accepted wisdom.

Art offers all students the opportunity to express their own unique visions of the world. Students will learn vital and

divergent skills in research and enquiry through both practical projects and a variety of theoretical responses.


DANCE

Description

Dance is integral to human life and culture, and is a human behaviour of ancient tradition. Dance education

explores and makes sense of many of the thoughts, feelings and activities that people have experienced

throughout history. Through the study of Dance students will develop an understanding of the value of dance not

only in their own culture but also in other cultures. This knowledge will extend their understanding of the world,

their place in it and ways they might improve it. As an understanding of dance grows, the aesthetic awareness

and expressive capabilities of the individual will also develop.

Exploring Dance through the lenses of creating, performing and responding engages students in critical thinking.

As the ability to create and communicate meaning is cultivated, students develop aesthetic and kinaesthetic

intelligence in addition to personal and social skills. Self-confidence and the ability to work effectively are

developed alongside an awareness of and respect for the body. The study of this subject increases the quality of

personal and physical wellbeing and fosters social inclusion through collaborative practice.

Dance has the means to prepare students for unimagined possibilities, with highly transferrable skills and the

capacity for flexible thinking and doing. Dance develops individuals who are culturally sensitive, creative, complex

and reflective thinkers, establishing a basis for further education across many fields, both inside the Arts and

beyond.


From a Christian perspective, God, our Creator, made us in His image and gave us His creative nature, and dance

is one way of encapsulating that creativity, using the medium of movement. Dance has the capacity to express

what words fail to describe, involving powerful ways of teaching, bringing change and even healing by

incorporating the whole person - body, soul, mind and spirit. As well, due to the ever increasing emphasis on the

use of technology, people are more accustomed to strong visual impact, and words alone are not able to influence

and keep people’s attention in the same ways as they did in the past. Hence, Christians need to realise this

occurrence, and acknowledge that dance is a method by which these developments can be accommodated.

Course Overview

Year 9 Year 10 Unit 3: How Did They Dance Then? Unit 5: How Do We Relate To The World Around Us?

Unit 4: How Do We Dance Now?

Unit 6: How Does It All Affect Me – Emotions & Opinions


DRAMA

Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and expressive potential. Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them. Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations. They are excited by exploring their imagination and taking risks in storytelling through role and dramatic action. Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures.


Our God is a creative God who has made man in His image. Each person has been blessed with the ability to

exercise creativity in various ways. Studying Drama gives students the opportunity to develop their God-given gifts

and talent, and to learn 21st Century and creative skills. It is our desire to build a firm foundation of faith whereby

students ultimately accept Christ as their Saviour. The Drama program allows students to explore their faith and

establish a strong identity.

Course Overview

Year 9 Year 10

Elements of Drama

Theatre Sports

Melodrama and Commedia Dell’Arte

Clowning

Realism and Launchpad (public performance evening)

Verbatim Theatre

Visions (public performance evening)

Cinematic Theatre

Children’s Theatre

Theatre critique


MUSIC

Description

Music is uniquely an aural art form. 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 with minimal exposure 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. 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. 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.


Music enhances the celebration of our relationship with God and the life we enjoy, worshipping, enlightening,

inspiring, relaxing, entertaining and enriching our lives. Our youth is over exposed to music of vastly varying quality

and doubtful content everyday. This subject aims to enlighten students to engage cognitively with music, to

question how it contributes or detracts from a Biblical worldview. As informed partakers of the audio world they are

taught to be selective and to guard their minds as we are implored to in Romans 12. Creating music that express

spiritual values is at the heart of this course.

Course Overview

Y9 – Students uncover the Classics and Musicals, compose ringtones and film scores on computer or iPad, and

perform a rich variety of ensemble and solo works.

Y10 – Students uncover the complexities of Jazz, Classics and Rock music, compose their heart song and extend

their solo performance talents.


BUSINESS

Description

No matter what career is pursued, almost every individual becomes responsible for earning and handling money. Sadly though, even in a richly blessed country such as Australia, only 20% of the population come close to being financially successful. The other 80% experience unnecessary failures and ultimately become dependent on the government pension at retirement. The secrets to being in the 20% are not hidden away for only an elite group to enjoy. Rather, the answers are available to anyone who studies and applies them. The problem is that many people leave school and start their working life without ever having been exposed to the principles of financial success.

Citipointe’s Junior Business program is a Bible-based course which provides students with the tools to be in the 20% and encourages them to commence charting their personal financial journey. It is a practical hands-on course introducing them to the world of money, finance and business. Students develop a basic understanding of the operation of the business world in order to appreciate the interplay of consumers, businesses and government in the economy. Rapid changes in technology impose greater demands on individuals. Basic competence in business education prepares students to confidently meet changing environments. For this reason, all students have the opportunity to undertake this course, even if they have not previously taken Business. Additionally, students develop firm foundations for our senior subjects of Accounting, Business, Economics and Legal Studies.


This course integrates spiritual understandings that should be the hallmark of all Christian businessmen and businesswomen. Students discover that God owns everything and they are exposed to Godly principles such as working for money, wise personal and corporate stewardship of money and resources, civil and biblical responsibility of taxation, and financial self-discipline. They become aware of ethics and integrity through discernment of both personal and business practices, and investigation of honesty and accountability.

Course Overview

Year 9 Year 10

Semester 1 The Business World (relationships between

elements of the economy, work and home)

Money and Personal Finances (earning, tax,

saving, prioritising and budgeting for financial

success and independence)

Running a Successful Business (innovation, entrepreneurship, planning, goal setting, running a business for profit, marketing products for competition, customer service)

Accounting Procedures (systems used to

record financial data, basic tools to control,

monitor and account for money and resources

in a personal or business context)

Economics and Investment (economic basics, strategies for investment in shares (ASX), property and cash, developing an investment plan, impacts of world events)

Semester 2 Consumer Smarts (tips and traps of

consumerism, financial and legal issues with

purchasing clothing, phones, cars, etc.)

The Law (Christian and societal values, legal systems, legal rights and responsibilities)

E-Commerce (maximising business

opportunities using the internet, creation of

e-commerce design, marketing strategies)

International Trade (benefits, requirements, strategies, taking products to global markets)

2017 Curriculum Overview Years 9&10

CHRISTIAN STUDIES

Description

Christian Studies aims to give students a framework of knowledge of a core Christian worldview which they can use to understand and categorise their other learning and experiences at school, church, home and work. The time allocation for this subject is small and accordingly it is not a comprehensive Bible, theological or religious education course. Key foundations of mainstream Christian doctrine and how these can be applied in our everyday lives are focus areas of the program.


A Christian worldview is seen as underpinning all aspects of study and co-curricular life at Citipointe Christian

College. The Christian Studies program at Citipointe focuses on the development of a biblically-based Christian

worldview that encompasses a range of mainstream Christian expressions of the faith.

A clear understanding of what a Christian worldview entails, its basis in Scripture, and the ways in which this is

distinctive from other ways of understanding the world, is a core focus. Students are engaged in learning about

God’s plan for redemption through their study of the Scriptures and are invited to apply the biblical message to

their personal lives, relationships with others and their understanding of contemporary social issues. Students are

invited to become not just ‘knowers of the Word,’ but also ‘doers,’ as participants in the grand narrative of Scripture

through personal repentance and discipleship.

Course Overview

The Christian Studies curriculum begins in the junior years with studies on the person of Jesus, foundations of the Christian faith, and an overview of the Bible, and moves on throughout the senior secondary years to look at more philosophical and social elements of the Christian worldview as applied to relationships, psychological and emotional awareness, morality, ethics, and life choices. Students in senior years are also engaged in studies of other religions and worldviews, as well as how to apply spiritual disciplines to their own Christian faith.

Assessment in Christian Studies is ongoing and informal in nature. Students are engaged in a range of reflective tasks which are aimed at encouraging personal consideration of their faith and its application in daily life.


ENGLISH

Description

The subject English is about producing students who can confidently, critically and creatively analyse and produce

texts, including stories. Thus it makes sense to approach the study of English from the foundational story of

Christianity, the Bible. This “big picture” story helps us to make sense of life, the nature of God and ourselves as

His creation. It is about finding our story within His. We are characters in God’s story and He is the “author and

perfector of our faith” (12:2). Understanding and experiencing God’s love for His people, and His undeserved

grace, should be our foundation for sharing our faith with others.

Just as the Bible is a literary text composed of texts of various genre, the English curriculum exposes students to a

variety of text types to both analyse and produce (fiction and non-fiction; print, electronic, audio-visual). The Year 9

course provides a good foundation for the Year 10 course by developing and consolidating key skills such as

persuasion, narrative, poetic devices and analysis. Spelling, punctuation and grammar are also assessed. These

elements are important preparation for senior English subjects.

In Semester Two of Year 10, high achieving students have the opportunity to participate in the Humanities

Research Symposium for Youth extension program involving a major research project, and the chance to present

a paper at an international conference that is also attended by students from Singapore, Hong Kong and South

Korea.


English in Years 9 and 10 is located within the spiritual framework of two major identities in the Bible – King David

and Jesus. Students will consider the lessons that can be learnt from the lives of these two people and how they

might apply these lessons to their own lives. As in other year levels of the English course, this is explored through

the Bible’s recurring cycle of themes: Awe and Wonder, Fall and Redemption.

Course Overview

Year 9 Year 10 Persuasion: A Message with Impact (Awe & Wonder)

Walk a While in My Shoes (Awe & Wonder)

Tomorrow, When the War Began: A Novel Study (Fall)

William Shakespeare’s Romeo and Juliet (Fall)

Let’s Eat Poetry (Fall & Redemption) Representations of Australia (Redemption)

Shake It Up!: William Shakespeare’s Much Ado About Nothing (Fall & Redemption)

Humanities Research Symposium for Youth extension program (Redemption)

Lord of the Games (Lord of the Flies and The Hunger Games) (Redemption)


GEOGRAPHY

Description

In a world of increasing global integration and international mobility, it is critical to the wellbeing and sustainability of the environment and society that young Australians develop a holistic understanding of the world. This requires deep knowledge and understanding of why the world is the way it is and the interconnections between people, places and environments over place and time. Geography empowers students to shape change for a socially just and sustainable future. Geography inspires curiosity and wonder about the diversity of the world’s places, peoples, cultures and environments. Through a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, Geography enables students to question why the world is the way it is, and reflect on their relationships with and responsibilities for that world. Geography teaches students to respond to questions in a geographically distinctive way; plan inquiries; collect, evaluate, analyse and interpret information; and suggest responses. Geography assists students to develop a wide range of general skills, capabilities and dispositions useful in everyday life: information and communication technology skills; an appreciation and respect for social, cultural and religious diversity and different perspectives; an understanding of ethical research principles; a capacity for teamwork; and an ability to solve problems and to think critically and creatively. Geography helps students to be regional and global citizens capable of active and ethical participation.


SOCIAL RESPONSIBILITY 2 Corinthians 7:2 We have wronged no one, we have corrupted no one, we have defrauded no one. Matthew 22: 39 Love your neighbour as yourself. In all our dealings with others at a personal, national or international level God requires us to act justly and to consider the interests of others. The Bible clearly teaches that God is loving, just and merciful and he desires these same attributes to be reflected in his people. Ignoring the needs of others invites God’s judgement. Understanding our responsibility as global citizens, and our commission as Christians in the world, requires us to develop empathy with societies disadvantaged. Students are encouraged to investigate effective ways to address issues of disadvantage locally, nationally and globally. STEWARDSHIP OF GOD’S EARTH. Ps 24:1 (a) The Earth is the Lord’s and everything in it. Gen 1: 26-30. I am putting you in charge of the fish, the birds, and all the wild animals. Our worldview informs our value judgements and how we perceive our purpose in life. Our environmental values are shaped by education, media and exposure to environmental impacts. Stewardship (when applied to the environment) is an ethical position that supports the careful management of environmental resources for the benefit of present and future generations. Stewards do not own resources, only manage them. Christians need to be able to understand how a Biblical worldview informs their environmental values and be able to articulate their beliefs in a coherent manner.

Course Overview

Year 9 Year 10

Unit 1: Biomes and Food security Unit 2: Geographies of Interconnections

Unit 1: Environmental Change and Management

1 semester of Geography 1 semester of History

Unit 2: Geographies of Human Well-being


HISTORY

Description

History can help students make sense of their world. The impression the modern world makes on us is powerful; its

values, beliefs and practices are very real forces in our lives. We can easily become present-minded and see the

present world and its problems as fixed and inevitable. Students will see the background to the modern world, and

the reasons for and alternatives to what they are experiencing today. For History students, the future should become

more open to possibilities, and less closed and unavoidable.

By developing skills of critical inquiry, reflection and decision-making, students are better able to cope with the

complex demands of modern living. History confronts students with issues of justice and injustice, liberation and

oppression, inclusion and discrimination, peace and violence, and with human responses to problems. Studying

History helps students clarify their attitudes to such issues, both as they existed in the past and as they are found in

the modern world.


The course for Years 9 and 10 allows students to explore Biblical responses to concepts as war and conflict as

well as examining questions of race relations and the appropriate way to treat those who are made in God’s

image. Jesus’ statement that it is the peace makers who will be blessed (Matt 5:9) coupled with Paul’s reminders

that we are all equal in God’s eyes (Gal 3:28 and Col 3:11) work together to help students understand the nature

of conflict and race relations in a fallen world.

Course Overview

Year 9 History follows the theme of ‘The Making of the Modern World’. The Year 9 National Curriculum provides a

study of the history of the making of the modern world from 1750 to 1918.

In Year 10 the National Curriculum provides a study of the history of the modern world and Australia from 1918 to

the present, with an emphasis on Australia in its global context in the twentieth century, which became a critical

period in Australia’s social, cultural, economic and political development.

Yr 9 Yr 10

1. The Industrial Revolution (1750 – 1914) 2. Making a nation – Australia 3. World War I (1914-1918)

1. World War II (1939-45) 2. Rights and freedoms (1945 – the present) 3. A globalised world (1945 – present)


Health & Physical Education

Description

Health and Physical Education is a course of study designed to encourage students to develop knowledge that will help them make informed decisions about their health and fitness, both now and well into the future. Students will also acquire knowledge and skills to help them develop their own physical performance in various sporting activities as individuals and as team members.


The Christian Worldview is evident in the subject, Health and Physical Education in the acknowledgement that God wants us to take care and utilise the abilities of the bodies he has given us. The subject aims to use Sport as a vehicle for equipping students with the knowledge and understanding necessary to communicate in the Sporting context to others from a Christian worldview and it is through this that students are able to demonstrate Christian values in the competitive environment.

Course Overview

Year 9 Year 10

Volleyball/Health and Wellbeing Athletics/Training program design and implementation

Gym – Weights and Physique/Training programs, Energy systems Cycling, Mountain biking/Participation in sport

Netball/Team work and Leadership Triathlon/Sports Nutrition

Archery/Drugs in Sport, role models Table Tennis/Badminton/Human movement principles


CHINESE

Description

Throughout the course, students will learn to communicate in the language in the four micro skills: listening, speaking, reading, and writing. Students will participate in a variety of linguistic and cultural activities using technology, authentic situations, music and art. By the end of Years 9 and 10, students should be able to:

Listen to and comprehend spoken language at an intermediate level

Speak confidently and sustain a conversation on a variety of everyday topics

Read, understand and respond to a variety of texts in a familiar context

Write with sufficient clarity and accuracy to satisfy their communication needs

Continue with Chinese at senior level


The study of languages places t h e y o u t h within the realms of privilege, opportunity and responsibility, whereby they can communicate the gospel of the Kingdom to a lost world. It is a privilege and an act of love to communicate with our neighbours the love Jesus has demonstrated toward us (John 3:16). Learning a language provides students with an opportunity to share Christ with different communities and language groups. The students have a responsibility towards their neighbours. One of the objectives of the course is to help students understand that the ordinary Christian life is a daily commitment to Christ and His Kingdom and that a life devoted to Christ finds expression in the sharing of His love to others. Students can show this devotion wherever they are and in all activities they participate in.

Course Overview

Students of Chinese will participate in a wide range of activities to develop their knowledge of Chinese and their ability to communicate effectively. The course places considerable emphasis upon the skills of listening, speaking, reading, and writing for practical purposes. Students learn by using the language in communicative activities such as class discussions, viewing videos, reading magazines, playing language games, and using computer software.

Year 9 Year 10

Celebrations

Weather and Clothing

Travel

Directions and services

Going to the Restaurant

School life

Health and Fitness

Personal Description


FRENCH

Description

Throughout the course, students will learn to communicate in the language in the four micro skills: listening, speaking, reading, and writing. Students will participate in a variety of linguistic and cultural activities using technology, authentic situations, music and art. By the end of Years 9 and 10, students should be able to:

Listen to and comprehend spoken language at an intermediate level

Speak confidently and sustain a conversation on a variety of everyday topics

Read, understand and respond to a variety of texts in a familiar context

Write with sufficient clarity and accuracy to satisfy their communication needs

Continue with French at senior level


The study of languages places t h e y o u t h within the realms of privilege, opportunity and responsibility, whereby they can communicate the gospel of the Kingdom to a lost world. It is a privilege and an act of love to communicate with our neighbours the love Jesus has demonstrated toward us (John 3:16). Learning a language provides students with an opportunity to share Christ with different communities and language groups. The students have a responsibility towards their neighbours. One of the objectives of the course is to help students understand that the ordinary Christian life is a daily commitment to Christ and His Kingdom and that a life devoted to Christ finds expression in the sharing of His love to others. Students can show this devotion wherever they are and in all activities they participate in.

Course Overview

Students of French will participate in a wide range of activities to develop their knowledge of French and their ability to communicate effectively. The course places considerable emphasis upon the skills of listening, speaking, reading, and writing for practical purposes. Students learn by using the language in communicative activities such as class discussions, viewing videos, reading magazines, playing language games, and using computer software.

Year 9 Year 10

Story: “Qui arrive ce soir?” Adolescence and friendship

Adolescence and Leisure activities

Adolescence and television

Story: “Un garçon populaire!” Adolescence and identity

Adolescence and the family

Adolescence and schooling


MATHEMATICS

Description

Mathematics has its own value and beauty and our Mathematics program aims to instil in students an appreciation

of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all cultures over

many 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 program focuses on

developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, and problem-

solving skills. These proficiencies enable students to respond to familiar and unfamiliar situations by employing

mathematical strategies to make informed decisions and solve problems efficiently. In Mathematics students

develop and enhance their numeracy skills to become effective, competent members of communities and to make

informed decisions in a range and balance of situations from life-related to purely mathematical.

In Year 10, students can elect to study Mathematics Advanced or Mathematics. Mathematics Advanced involves a

more abstract approach to the subject than does Mathematics. It is intended to broaden students’ understandings

and provide opportunities for students to pursue interests and challenges beyond the requirements of the core

learning outcomes.


By investigating and understanding elements of Mathematics, students acknowledge that God has a heart for Mathematics and that He is the great designer of the universe. Students develop a personal appreciation of the omnipotence of the Creator and are equipped with the knowledge and understanding necessary to communicate Mathematics to others from a Christian worldview. By developing their God-given mathematical talent, students are enabled to serve others in fields of business, science, health services, engineering and beyond. S t udents are witness to God’s intervention in everyday affairs as well as the part they play in His plan.

Course Overview

Year 9 Year 10

Number and Financial Maths

Probability and Statistics

Linear Equations

Pythagoras and Trigonometry

Linear relations

Linear Relations

Geometry

Indices and Surds

Quadratic Equations

Trigonometry

Indices and Surds

Measurements

Algebraic techniques

Quadratics and Graphs

Geometry

Measurement

Graphs

Probability

Statistics

Logarithms and Polynomials

Prerequisites for Senior Maths: Students must attain at least a Sound Achievement in Year 10

Mathematics Advanced to study Mathematics B and Mathematics C in Year 11.


SCIENCE

Description The study of Science is an essential part of the Secondary curriculum and provides an empirical way of answering interesting and important questions about the biological, physical and technological world. It encourages students to think for themselves. By doing this, students can discover useful things about the natural world around them, exploring the unknown and the technological things we use every day. Science activities also provide an excellent opportunity for students to improve their reading, writing and mathematical skills by making predictions, solving problems and writing scientific reports.


To acknowledge that God is interested in the minute detail of our lives and that we are fearfully and wonderfully made. Psalm 139:14

To understand the microscopic detail that God has used in His creation and to see how God made all things work together in order to exist in natural harmony.

To understand that God is a God of order and structure and that if we follow His laws, consequential blessings follow.

To understand that just as the universe is designed with physical laws needed to sustain life, the different disciplines of Science also follows numerous laws.

To promote the fact that modern science has revealed a vast web of evidence which supports the biblical record of creation.

To encourage students that Christians in science have a godly heritage to follow and that they can make a positive contribution to society in the various disciplines such as medicine, engineering, the pure sciences, medical and chemical research.

Course Overview The Science syllabus has four strands as outlined by the Australian Curriculum: Earth and Space Sciences, Chemical Sciences, Physical Sciences and Biological Sciences. Students will be involved in many different learning activities in Science. These are likely to include teacher led discussions, films, written work, practical laboratory work, excursions, library research and use of computers. Whatever the learning activity, the students will be expected to be actively involved, rather than merely taking in knowledge. They will be encouraged to think critically and logically, and to approach problems in a methodical way. Students studying Science will have their progress assessed by a number of different methods. As well as written tests, students could be asked to present practical projects, give talks, make models, implement multimodal presentations, and complete experimental and non-experimental research tasks and investigations. Students will have to demonstrate that they have mastered a number of laboratory skills.


Design Technologies [formerly Graphics & Design]

Description

Design Technologies can give students an insight into our modern technical world. By studying and working with timber and

plastic materials, students become aware of the tradition and technology behind many of the products that have become part

of their daily lives. As the roots of our technology lie in the ancient handcrafts, at this early stage students concentrate on hand

skills linked closely with planning and design procedures.

The Design segment of the course is about enlarging students’ ranges of communication skills and developing their

understanding of shape, pattern and space. Often speech and writing cannot adequately fulfil our communication needs.

Graphical communication - the universal language - is seen as an efficient and effective means of replacing the spoken word.

This is especially true in our increasingly complex society where there is so much information to be absorbed and acted upon

each day. Much of this information is of a technical nature. A basic knowledge of Graphics is an important part of preparation

for life in today’s society. This course also teaches the fundamentals of computer aided design. Students will experience CAD

in solving real-life problems eg architecture, product design.


The Christian approach to Design Technologies should result in craftsmanship, stewardship, honesty and wisdom, which will

be seen as basic skills. These skills are developed over time in the individual to provide in future year for self and dependents.

Righteous Choices are to share work with others, co-operate, and practise the fruits of the Spirit. “But the fruit of the Spirit is

love, joy, peace, patience, kindness, goodness, self-control.” Gal. 5:22-23. The Bible teaches that God selects certain people

and fills them with His Spirit, with ability, intelligence, knowledge, and craftsmanship and inspires them to teach others.

Exodus 25:30-35; 36:1-2. Romans 12:3-13; Ephesians 4:15-16. Jesus’s example honoured the manual skills of a carpenter.

“Is not this Jesus, the carpenter?” Mark 6:3

Course Overview [representative only]

Year 9 Year 10

Semester 1 Students study graphics and graphical representations which include technical drawing, the design process. Safety and timber products are also studied. A practical project is produced by each student.

Students study graphics and graphical representations which include technical drawing, the design process. Safety and timber products are also studied. A practical project is produced by each student.

Semester 2 Students continue with graphical representations in more depth plus a practical project is produced by each student.

Students continue with graphical representations in more depth plus a practical project is produced by each student.


Digital Technologies [formerly Multimedia and Programming]

Description

Information technology in the twenty-first century are increasingly interlinked and mediated by technology. Digital

Technologies enables individuals to access, construct and publish information for particular purposes and

audiences. Individuals can use information technology as a medium to express ideas and be creative. Interaction

takes place at the interface between humans and machines. Interfaces can be designed and controlled to meet the

needs of users.

The course takes a very ‘hands-on’, practical approach to learning to use information technology and students will

be able to apply their knowledge and abilities in other subject areas, including senior Digital Solutions. Additionally,

knowledge form the course will benefit students in many occupations such as Digital Graphics Designer, Web

Developer, Computer Programmer, Software Engineer, Network Systems Engineer, Computer Game Developer,

Mobile Phone Application Developer and more after graduating from high school.

Christian Worldview Rationale - Creativity of God’s Nature

Orderly design through wisdom is one facet of God's role as Creator and is displayed in humankind as his

creatures and image. Students will demonstrate this creativity through Graphic design, Web development and

programming.

Righteous Choices - Ethical use of the computer is developed from an appreciation of the need for love and

respect of others, and submission to governing authorities. Students will develop an understanding of God’s

perspective in relation to the ethical use of technology.


Year 9 Year 10

Semester 1 Digital Design using: Adobe Illustrator & Photoshop Webpage Development using: Dreamweaver, HTML, HTML5 & Java Scripts

Digital Design using: Adobe Illustrator & Photoshop Webpage Development using: Dreamweaver, HTML, HTML5 & CSS3

Semester 2 Game Programming using: C #Interactive Application Design using: Unity etc.

Game Programming using: C #Interactive Application Design using: Unity etc.


Engineering Technologies [formerly Tech Studies]

Description

Engineering Technologies is a course of study that provides an opportunity for students to gain an understanding

of the underlying basic concepts and principles of engineering in its broadest sense. It is concerned with those

concepts related to the study of materials, engineering principles and its applications, control systems (robotics),

industry and society. Engineering communication and computer applications are integrated throughout. The course

draws upon the fundamental principles of science and technology, encouraging a positive interest in the translation

of theory into practice.

The course of study in Engineering Technologies provides for a wide range of student interests through real-life

problem-solving activities. The knowledge acquired in this course, the intellectual skills, capabilities and attitudes it

promotes, should benefit all students living and functioning in a technology-based society through enhancement of

their technological literacy.


The Christian approach to Technology Studies should result in highly skilled individuals who are diligent, honest

and wise. These skills are developed and built on over time in the individual to provide a springboard for

employment opportunities.

Righteous choices are to share work with others, co-operate, and practise the fruits of the Spirit. “But the fruit of

the Spirit is love, joy, peace, patience, kindness, goodness, self-control.”

The Bible teaches that God selects certain people and fills them with His Spirit, with ability, intelligence,

knowledge, and craftsmanship and inspires them to teach others. Exodus 25:30-35; 36:1-2. Romans 12:3-13;

Ephesians 4:15-16.


Year 9 Year 10

Semester 1 Control Systems-Hovercraft design

Explore the relationship between technology and society becoming informed, responsible and responsive users and creators of technology

UAV development in civilian Society.

Understanding the influence of emerging technologies on society

Semester 2 Basic Engineering-principles and practice.

Solutions are the ideas and products developed in response to design problems.

Truss Bridge Design.

Students gain understanding of the underlying principles of engineering in its broadest sense.

Curriculum Overview Years 9 & 10

Food Technologies [formerly Hospitality]

Description

The Australian food industry is growing in importance, providing numerous employment opportunities and

increasing the relevance of Food Technology for the individual and society. There are increasing

community concerns about food issues, including hygiene and safety, nutritional claims and the nutritional

quality of food. Students will explore food-related issues through a range of practical experiences, allowing

them to make informed and appropriate choices with regards to food.

The study of Food Technology provides students with a broad knowledge and understanding of food

properties, processing, preparation and their interrelationships as well as nutritional considerations. It

addresses the importance of hygiene and safe working practices in the production and service of food. It

also provides students with a context through which to explore the richness, pleasure and variety food

adds to life.


The gift of hospitality is among the characteristics of distinctive for Christian believers. This course provides

for the development of relevant and meaningful learning experiences, through a study of food and its

applications in domestic, commercial, industrial and global settings. Through the knowledge and skills

taught in this course, students will be better equipped to serve and edify one another in a practical way.

‘…Above all, keep fervent in your love for one another, because love covers a multitude of sins. Be

hospitable to one another without complaint. As each one has received a special gift, employ it in serving

one another as good stewards of the manifold grace of God…’ - 1 Peter 4:8-10


Year 9 Year 10

Semester 1 Nutrition – understanding the relationship between food and health.

Cultures – understanding how culture and geography shapes the cuisine of different nations.

Semester 2 Kitchen production – entrée & desserts.

Organise and prepare food.

Use basic methods of cookery.

preparation for senior schooling ... -...

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