Curriculum Guide 2022 - Pre-SACE - Encounter Lutheran College
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encounter.sa.edu.au
Pre-SACE
Curriculum
Guide 2022
YEAR 10
Welcome to Contents
Year 10 (Pre-SACE) Introduction 2
The Australian Curriculum 4
South Australian Certificate of Education (SACE) 5
Camps & Deadline Policy 6
The transition from Middle School (IBMYP) to Choosing your pathway through Senior
Senior School is designed to complement the School Homework Policy 7
related physical, emotional and intellectual Subject Flowchart (Year 7 - Year 12) 8
changes that adolescents experience at this This Curriculum Guide is designed to provide
time in their lives. students and families with information about Pre-SACE Year 10
the Senior School, in particular the subjects
The Senior School, whilst part of the seamless and pathways in Year 10. Curriculum Overview 9
R-12 education pathway at Encounter, is Core Subjects 10
specifically designed to formally recognise It is our aim at Encounter Lutheran College to
work with students and families to ensure that Christian Studies 10
the needs of adolescent students. The Year
10 program builds on the foundation of the students choose an individualised pathway, English 11
academic skills and approaches to learning that meets their interests and abilities and Essential English 12
developed in the Middle School, increasing provides them with a pathway for their school
studies and beyond. Health & Physical Education 13
expectations for greater student autonomy
and responsibility. It attempts to meet the wide History 14
variation in interests, abilities and experiences General Mathematics 14
of our students, offering a wider range of Kelvin Grivell
Mathematical Methods 15
subject options, allowing a personalised and Principal
differentiated curriculum experience. Mathematical Options (for Stages 1 & 2) 15
Penny McKenzie Personal Learning Plan 16
Our vision is to ensure our students can
creatively solve problems, work in inter- Head of Middle & Senior School Science 17
disciplinary groups and environments and Elective Subjects 18
effectively communicate knowledge. Our
students, using appropriate skills, will innovate, Dance 18
collaborate and using real world experience, Design Technology: 19
develop the capacity to thrive in an evolving Design: Communication Solutions 19
and emerging work world. Students will be
active participants in their learning, and will Design: Digital Technology 20
demonstrate advocacy, empathy and care Design: Food Technology 21
for their world. Design: Material Solutions 21
It is our vision at Encounter for all students Drama 22
to aspire to academic excellence and an Enrichment: 22
individualised pathway towards their life
Earth & Environmental Studies 23
beyond school. Each student and their family
will meet with the Head of School to undergo Health & Wellbeing 23
subject and career counselling, for Year 10, Japanese 24
Year 11 and Year 12. Mathematics 10A 25
Music 26
Society & Culture 27
64 Adelaide Road Victor Harbor admin@encounter.sa.edu.au Sports Science 28
PO Box 2150 South Australia 5211 (08) 8552 8880
Visual Art 29
encounter.sa.edu.au
PAGE 3
The Australian Curriculum The South Australian
YEAR 10 Certificate of Education (SACE)
Courses in Year 10 are aligned with the Australian General Capabilities What is the SACE?
Curriculum and SACE. Year 10 students will commence
their SACE (South Australian Certificate of Education) General capabilities are included in the content of the Students who successfully compete the requirements of the SACE are awarded the South Australian Certificate of
pathway, by completing one compulsory element during learning areas. These are the skills and abilities intended Education. The SACE is an internationally recognised qualification that paves the way for young people to move from
the year. This compulsory subject, Personal Learning Plan to help prepare young Australians to learn, live and work school to work or further training and study.
(PLP) will be undertaken in Semester 1, to enable students in the 21st century. The SACE helps the students develop the skills and knowledge they need to succeed – whether they are headed for
to explore possibilities for futures beyond their schooling.
further education, training, an apprenticeship or straight into the workforce.
These seven capabilities are:
The Australian Curriculum is designed to develop: There are two stages of achievement, Stage 1 (which is normally undertaken in Year 11) and Stage 2 (normally
• Literacy undertaken in Year 12).
• Successful learners
• Numeracy
• Confident and creative individuals SACE Completion or TAFE entry (4 x Year 12 subjects plus Research Project)
• Information and Communication Technology (ICT)
Capability For those students who aim to seek entry to TAFE courses after school such as a Certificate III or above.
• Active and informed young people who are ready
to take their place in society • Critical and creative thinking Students must choose a minimum of 4 subjects plus the Research Project. Students may also complete additional Stage
1 units or VET short courses.
• Personal and social capability
The Australian Curriculum with its eight learning areas
provides a modern curriculum for every student in • Ethical understanding SACE completion with VET or School Based Apprenticeship
Australia. Included in the content of learning areas are
• Intercultural understanding It is recommended Workplace Practices (to be offered as required) plus at least two other Stage 2 subjects and Research
seven general capabilities intended to help prepare
Project.
young Australians to learn, live and work in the 21st • Cross-curriculum priorities
century. There are three cross-curriculum priorities that This is a flexible option which allows students to use VET or School Based Apprenticeships to complete the SACE. Under
are also a focus across the learning areas. In a similar way there are three priorities critical to certain circumstances this can lead to an ATAR (with Workplace Practices) allowing entry into University, or this pathway
Australia’s future: can lead to TAFE entry or direct entry into a trade through an apprenticeship.
There are three dimensions in the Australian Curriculum:
• Aboriginal and Torres Strait Islanders Histories and Students should choose from one of the three options listed above, and need to ensure that they have completed any
• Learning Areas background studies required. Students must complete a minimum of 60 credits plus the Research Project.
Culture
• General Capabilities • Asia and Australia’s Engagement with Asia SACE Requirements:
• Sustainability • Students need 200
• Cross-curriculum Priorities ‘C’ Grade or better Stage 1 or Stage 2 credits to achieve
These cross-curriculum priorities build across the
Numeracy
the SACE
10 credits
Stage 2
Research Project
Stage 2 Subjects and/or Courses 60
curriculum and allow students to connect the learning ‘C-’ Grade
10 credits
or better • Most 10-credit
across learning areas. Stage 1 or Stage 2
Learning Areas Literacy subjects are studied
20 credits
Stage 2 Subjects and/or
over one Courses 60 C
semester
The Australian Curriculum is organised into learning areas
Assessment and most 20-credit
10 10
and subjects. The compulsory Australian Curriculum subjects are studied
Students are assessed using Performance Standards Stage 1 Stage 2
over two semesters
subjects at Year 10 include Mathematics, English, 20
Science, History and Physical Education. Students then
for each subject area. As with Stage 1 and Stage 2
Personal Learning Plan
10 credits 60 credits Stage 2 Research Project 10 Credits
Subjects and/or Courses
SACE Performance Standards, students are measured 10 • Students need to
choose a further 6 electives. These electives are chosen
according to descriptors across a range of areas. achieve a C grade
from a range of subject learning areas, including
Humanities, the Arts, Language, Design and Technology Stage 1 or Stage or higher for Stage 10 Cred
2 Numeracy
and Physical Education. If a student chooses Japanese, it These Year 10 Pre-SACE standards are carefully aligned 60 1 requirements
counts for two electives preferences. with Stage 1 SACE Performance Standards, to enable and a C- grade or
students to begin their pathways towards Stage 2 (Year SACE = 200 Credits higher for Stage
Learning areas in the Australian curriculum contain
12) in each subject. Stage
Requirements Stage 1 1 or Stage 2 Literacy 20 credits
2 requirements to
= 10 Credits achieve the SACE.
content descriptions that detail the knowledge,
understanding and skills to be taught each year or across Reporting 90 Requirements Stage 1 or Stage 2
= 30 Credits
a band of years. Achievement standards describe what
Reports are issued each term, with comments and
Stage 1 Personal Learning Plan 10 cre
the students will know and will be able to do as a result of Requirements Stage 2
teaching and learning in these learning areas. interviews in Term 1 and Term 3, and Semester grades in = 70 Credits
Terms 2 and 4.
Additional choices
= 90 Credits
Exams are held at the end of each Semester, and these Stage 1 or Stage 2
Subjects and/or Courses
results will be recorded on the end of Semester reports. 90 credits
encounter.sa.edu.au
PAGE 5
Camps Deadline Policy Homework Policy
Included in the Senior School curriculum are camps Students in the Senior School are responsible for It is the aim of the Senior School to support students
and excursions. completing assessment tasks by the due date. to become lifelong, engaged learners. In view of
If there is a legitimate reason why a student this philosophy, students are to organise their time
Encounter Lutheran College offers a cannot complete the work, they are expected to at home and at school to complete homework
comprehensive camping programme, sequentially negotiate an extension with the relevant teacher and assessment tasks by the due dates.
planned to give all students a range of enriching, at least 24 hours before the due date. The request
age related and developmentally appropriate
challenges. Camps are an integral part of the
for the extension must be accompanied by a note Homework/Study Timetable
from a parent/caregiver together with evidence of
Senior School and allow for learning outside the Teachers will set homework and assessment tasks
the work completed to date.
normal classroom. It is a compulsory part of the that are meaningful and relevant to students’
curriculum, as teaching and learning activities are learning. Support is available to assist students to
integrated from teaching units during the term in What happens if the work is not create a consistent study routine that will enable
other learning areas. Camps fees will be charged them to meet deadlines for both homework and
quarterly. submitted on time? assessment tasks.
If work is not submitted late or incomplete,
The camp programme is as follows:
consequences will apply. The rationale for Planning
Year 7 “Connect” this is to ensure that students who organise When students are given assessment or homework
themselves adequately to meet deadlines are not tasks, they are to immediately place the due
South East Term 1 Week 5
disadvantaged. dates and required information into their planners.
Teachers will help students to plan accordingly to
Year 8 “Explore” Students who do not submit work on the due
manage tasks to enable them to be completed on
date will attend the Study Room at lunch time to
Melbourne Term 1 Week 11 time.
complete the assessment. If a student does not
attend the Study Room, contact with parents/ Parents are encouraged to check their child’s
Year 9 “Courageous” caregivers will be made by the subject teacher. diary and the College’s Learning Management
Heysen 100 Survivor Term 2 Week 1 System (SEQTA), to assist them with their planning.
Year 10 “Appreciation” Work submitted one day late The College strongly supports our students
being involved in a range of activities outside
Canberra Term 2 Week 1 • When work is not handed in on the due date
of the school. Therefore, we understand that at
and/or not up to standard, students will be
times some nights are unsuitable for homework
Year 11 “Futures” asked to resubmit.
completion. It is the responsibility of the student
• If a student does not submit work after this to organise their homework around such
City Week Term 2 Week 9
point, the subject teacher will contact the commitments. Teacher support can be provided to
parents/caregivers of the student. assist with this planning.
Year 12 “Reflection”
• This will also be recorded in the MS/SS Learning
Retreat Term 2 Week 1 Management System (SEQTA).
encounter.sa.edu.au
PAGE 7
Subject Flowchart Curriculum Overview
PRE-SACE YEAR 10
This Year 7 to Year 12 Subject Flowchart indicates the pathways students may select at
The following subjects are core (or compulsory) subjects for all Year 10 students:
Encounter Lutheran College in 2022.
• Christian Studies
• English
• Mathematics (core)
Year 12 Ch
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Students should select one subject from each group before their subject counselling interview. (It is advised
that students also select a reserve from each group)
Process
• Read through this booklet and shortlist preferred elective subjects
• Discuss your preferences with your parents and teachers
• Attend the Senior School subject information evening in Week 2 Term 3.
• Book and attend a subject counselling interview with Mrs McKenzie.
encounter.sa.edu.au
PAGE 9
Christian Studies English
YEAR 10 CORE SUBJECT YEAR 10 CORE SUBJECT
Christian Studies provides a safe and supportive • provided opportunities to be still and reflect English is a full year course. The study of English in Assessment Tasks
context in which students can reflect on their Year 10 has three important functions:
• encouraged to embrace the new and A range of assessment tasks are used which
experiences of the world and on their own beliefs • as the main language of teaching and
different with thought, creativity and respect include: written text responses, journal entries,
and spirituality. learning across the Areas of Learning at the
• encouraged to make meaningful connections College; essay writing, newspaper/magazine articles,
The Christian Studies classroom is a place where: between learning and their experience of the critical reading, poetry analysis and writing,
• as the means of personal and interpersonal
world creative writing, reports, oral presentations, writing
• teaching and learning occurs in a supportive, communication;
for various purposes, and creating texts using a
inclusive and safe environment • as a means of transmitting and understanding range of ICTs.
Units Of Study different cultural values and perspectives.
• learners are engaged in intellectually
challenging experiences that actively involve Christian Studies is a one semester course in Year Assessment Criteria
them in journeys of inquiry and constructing 10. The topics covered may include the following: Aims
their own meanings. The following assessment types enable students to
• How does personal faith and belief impact on The aims of the English program are to encourage demonstrate their learning in English:
The pedagogical approach in Christian Studies the wider community? the students to:
• Assessment Type 1: Responding to Texts
makes learning personally relevant, creates deep • Service • use language with enjoyment as a vehicle
thinking and brings students to a place where • Assessment Type 2: Creating Texts
for thought, creativity, learning and self-
they act on the challenges, values and beliefs • Assessment Type 3: Intertextual Study
communicated in the theological framework. A
Assessment Tasks expression
• respond appropriately to a variety of texts
significant aspect of learning involves developing A range of assessment tasks are used, which
religious literacy which gives students theological • gain deeper understanding of human nature,
include: presentations, essay tasks, empathy tasks,
and philosophical frameworks for what it means to of oneself and others
and class debates.
be human and provides them with opportunities • develop a critical approach to literature
and means to make life choices. A person is
Assessment Criteria • develop an understanding of the relationship
religiously literate when he/she can make sense between audience, purpose, form, context
of and engage with texts, practices and beliefs The following assessment types enable students to and language
of a religious tradition. Being religiously literate demonstrate their learning: • comprehend more clearly aspects of one’s
enables people to access and communicate their
• Assessment Type 1: Practical Activity own culture and those of other people’s
experience of spirituality.
cultures
In Christian Studies, students are: • Assessment Type 2: Issues Investigation • develop wide reading for enjoyment.
• challenged to think critically and laterally
about increasingly complex issues • Assessment Type 3: Reflection
Units Of Study
• given a range strategies to solve problems
The following units are studied in Year 10 English:
• stimulated to think in different ways
• The relationship between audience, purpose,
• able to respond in a multiplicity of ways context and language
• given opportunities to be still and reflect • Independent Novel Study
• engaged in meaningful debate • Film Study
• encouraged to interact with a range of • Short Stories
people, data and media • Shared Novel Study
• shown how to make coherent links with prior • Intertextual Study
learning and experiences • Poetry
• provided opportunity to listen and are
genuinely listened to
• encouraged to share their growing
understanding
encounter.sa.edu.au
PAGE 11
Essential English Health & Physical Education
(ALTERNATE ENGLISH OPTION) YEAR 10 CORE SUBJECT
This is a Stage 1 SACE subject that can be run Units Of Study The Health and Physical Education program is Assessment Tasks
concurrently with a Year 10 English program. This underpinned by the concept of Physical Literacy
means that students who choose this option will The following units are studied in Year 10 Essential and its four domains of education: Assessment is strongly influenced by the notation
remain with their peers, study the same units of English: • Physical of ‘continual improvement’ through goal setting.
work, but would be assessed using a different set Specific sports give students the opportunity to
• The relationship between audience, purpose, • Social
of criteria. develop strategies, record personal outcomes
context and language • Psychological and reflect and evaluate their success.
Stage 1 Essential English is designed for a range • Independent Novel Study • Cognitive
Practical sessions are integrated with theory
of students, including those who may not wish to • Film Study
The study of ‘movement for life’ provide a to help students gain knowledge through
continue their study of English beyond Year 10, • Short Stories framework for individual improved performance. movement.
students planning to pursue a career in a range
of trades or vocational pathways, and those • Shared Novel Study It highlights the importance of skill and strategy Assessment Type 1: Practical
intending to continue their study of English at • Intertextual Study identification, application and transfer.
Assessment Type 2: Folio
Stage 2. There is an emphasis on communication, • Poetry It emphasizes, not only knowledge and
comprehension, analysis, and text creation. This
execution of skill through the physical domain, Assessment Criteria
subject leads to Stage 2 Essential English.
but the influence that movement can have on
The following criteria are used in assessment. Note
Assessment Tasks relationships (social and self-talk) and attitudes of
A full year of Essential English at Year 10 is worth that not all criteria are used for every task.
inclusion.
20 Stage 1 SACE credits, and if completed with • Performance and Movement (PM)
A range of assessment tasks are used which
a C grade or higher, would meet the literacy
requirements of the SACE.
include: written text responses, journal entries, Aims - Performance of specialised and
essay writing, newspaper/magazine articles, adaptable movement sequences
critical reading, poetry analysis and writing, • Use inquiry to explore Physical and Health
- Selects, adapts and creates a range of
Aims creative writing, reports, oral presentations, writing Education concepts;
aesthetic moves
The aims of the Essential English program are to for various purposes, and creating texts using a • Set Goals and Participate effectively in a • Knowledge and Application (KA)
encourage the students to: range of ICTs. variety of contexts;
- Knowledge of principles, concepts,
• Understand the value of physical activity; strategies, techniques and rules
• use language with enjoyment as a vehicle Assessment Criteria - Application of communication and
for thought, creativity, learning and self- • Achieve and maintain a healthy lifestyle;
expression The following assessment types enable students to collaborative skills
• Collaborate and communicate effectively;
demonstrate their learning in English: • Analysis and Evaluation (AE)
• respond appropriately to a variety of texts
• Assessment Type 1: Responding to Texts • Build positive relationships; - Evaluation of interventions to improve
• develop an understanding of the relationship fitness
• Assessment Type 2: Creating Texts • Reflect on their learning experiences.
between audience, purpose, form, context
- Reflects on their own learning and
and language
Units of Study achievements
• comprehend more clearly aspects of one’s
own culture and those of other people’s Health
cultures. • Anatomy and Physiology
• Fitness planning and training principles
• Biomechanics
• Alcohol and other drugs/party safety
Physical Education
• SEPEP touch football
• Table tennis/badminton
• Softball
• Volleyball
• European handball
encounter.sa.edu.au
PAGE 13
History 10 General 10 Mathematical Mathematical
YEAR 10 CORE SUBJECT (SEM 1) Mathematics Methods Options
YEAR 10 CORE SUBJECT YEAR 10 CORE SUBJECT STAGE 1 & STAGE 2
Year 10 History 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. 10 Mathematics builds on the mathematical Prerequisite of Level 5 or higher in Year 9 The diagram below represents the possible
knowledge, understanding and skills that students Mathematics. mathematical options that students might study at
Units of Study have developed in Number, Algebra, Geometry Stage 1 and Stage 2 in Mathematics:
10 Mathematical Methods builds on the
and Trigonometry, Statistics and Probability during
mathematical knowledge, understanding and MM
• World War II - This includes a study of the Year 9.
EM
Y10
skills that students have developed in Number, + MM GM
causes, events, outcome and broader impact Students will be prepared for their SACE in Year 11 Algebra, Geometry, Trigonometry, Statistics and 10A
of the conflict as an episode in world history, and 12 by being assessed using Pre SACE rubrics. Probability during Year 9.
and the nature of Australia’s involvement.
Units of Study Students will be prepared for their SACE in Year MMA MMA
• Rights and Freedoms - This will include how 11 and 12 by being assessed using the Pre SACE
GM EM
human rights and freedoms have been 10 General Mathematics will comprise of the rubrics.
ignored, demanded or achieved in Australia following areas of study:
and in the broader world context. • Equations – transposing, substituting and Units of Study
solving
10 Mathematical Methods will comprise of the MMB MMB
Assessment Tasks • Measurement – perimeter, area and surface
following areas of study:
STAGE 1
area, volume and capacity and applications
Students will undertake a range of assessment • Linear Relationships – sketching graphs, • Algebra – simplifying, expanding, factorising
tasks that will include writing, reading, gradient and intercepts and solving equations
viewing, speaking, analysing and creating in • Statistics – measures of central tendency and • Geometry – circle geometry
presentations,essay tasks, empathy tasks and spread MMC MMC GM EM
source analyses. • Linear Relationships – midpoint, gradient,
• Trigonometry – trigonometry and Pythagoras distance, y – y1 = m(x – x1)
• Financial Mathematics – discount and
Assessment Criteria increase, simple and compound interest • Statistics – measures of central tendency and
spread, normal distribution
• Probability – Simple events, sample space,
The following criteria are used in assessment. Note
likelihood • Trigonometry – Sine and Cosine Rule, area rule SM
that not all criteria are used for every task.
• Networks – introduction and application • Quadratics – solving equations and graphing
• Assessment Type 1: Historical Skills parabolas
STAGE 2
Assessment Tasks • Polynomials – operations with and factor
• Assessment Type 2: Historical Study theorem
Students will complete a number of tasks which SM MM MM GM
will be assessed in two main areas:
Assessment Tasks
Concepts and Techniques - knowledge and MMA Mathematical Methods A (1st semester)
understanding, appropriate selection and Students will complete a number of tasks which
application of mathematical techniques and use will be assessed in two main areas:
MMB Mathematical Methods B (2nd Semester)
of appropriate electronic technology Concepts and Techniques – knowledge and
Reasoning and Communication - interpretation understanding, appropriate selection of MMC Mathematical Methods C (1st Semester)
of mathematical results, drawing conclusions, mathematical techniques and use of appropriate
using appropriate notation, communication of electronic technology GM General Mathematics (both semesters)
mathematical ideas and forming and testing of Reasoning and Communication – interpretation
predictions. of results, drawing conclusions, using appropriate SM Specialist Mathematics(2nd semester)
notation, communication of mathematical ideas
Assessment Criteria and forming and testing predictions. NOTE:
There will be two types of assessments graded on • MMA + MMB + MMC are prerequisites for
the above criteria: Assessment Criteria
Stage 2 Mathematical Methods
• Assessment Type 1: Skills and Applications Students will complete 2 types of Assessment:
Tasks • Stage 2 Mathematical Methods can be
• Assessment Type 1: Skills and Applications studied as a single subject
• Assessment Type 2: Mathematical Tasks
Investigation • Specialist Mathematics is designed to
• Assessment Type 2: Mathematical be studied together with Mathematical
Investigation Methods.
encounter.sa.edu.au
PAGE 15
Personal Learning Plan Science
YEAR 10 CORE SUBJECT (STAGE 1) YEAR 10 CORE SUBJECT
(SEM 2)
In Year 10 Science students explore biological,
*This subject is currently being re-written and chemical, geological and physical systems at
reviewed by SACE. microscopic and macroscopic scales in order to
explain various phenomena.
The Personal Learning Plan (PLP) is a compulsory
10-credit subject undertaken at Stage 1. Students develop their understanding of atomic
theory to understand relationships within the
Students must achieve a C grade or better to periodic table. They understand that motion and
complete the subject successfully and gain their forces are related by applying physical laws. They
SACE. learn about the relationships between aspects of
the living, physical and chemical world that are
The PLP helps students to: applied to systems on a local and global scale
and this enables them to predict how changes will
• plan their personal and learning goals for the
affect equilibrium within these systems.
future
Students prepare for further studies of science
• make informed decisions about their personal
during their SACE in year 11 and 12 by being
development, education, and training.
assessed using Pre SACE rubrics.
Developing goals for the future will engage
students in activities such as: Assessment Criteria
• selecting subjects, courses, and other learning Students will be complete a number of tasks
relevant to pathways through and beyond related to:
school Investigation, Analysis and Evaluation – which
• investigating possible career choices includes the specific features of;
• exploring personal and learning goals. • Design of a scientific investigation,
• Obtaining, recording and representing data,
The Personal Learning Plan is undertaken in • Analysis and interpretation of data,
Semester 1, to enable students to investigate their • Evaluation of procedures.
preferred futures and subject choices in readiness
for their journey through the SACE and beyond. Knowledge and Application - which includes the
specific features of;
• Assessment Type 1: Folio • Demonstration of knowledge and
understanding of science concepts,
• Assessment Type 2: Review
• Application of science concepts,
Students provide four or five pieces of evidence of • Exploration and understanding of the
their learning for assessment. interaction between science and society,
• Communication of science concepts.
Assessment Tasks
Students will complete 2 types of Assessment:
• Assessment Type 1: Skills and Applications
Tasks
• Assessment Type 2: Investigations Folio
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PAGE 17
Year 10 Electives Design Technology Design:
Communication Solutions
• Students choose four elective subjects; two subjects for each semester.
YEAR 10 ELECTIVE YEAR 10 ELECTIVE
• Students who wish to pursue Music MUST have taken this subject in Year 9, and must
Design is the link between innovation and Students design and create products or systems
study two semesters in Year 10.
creativity, taking thoughts and exploring the that meet a design brief, and develop the
• Students who wish to pursue Japanese beyond Year 10 must complete a full year of possibilities and constraints associated with knowledge and skills associated with using
Japaense in Year 10. products or systems, allowing them to redefine different processes and production techniques.
and manage the generation of further thought
• Students who wish to pursue Music in Year 10 must study this subject over the two through prototyping, experimentation and They combine their designing and creating skills
semesters. adaptation. It is human-centred and focuses on with knowledge and understanding of materials,
the needs, wants and limitations of the end user. information, and equipment to make high-quality
products for intended purposes.
Students in Year 10 may choose from the following electives: Inquiry and problem solving is at the heart of
Design. Design requires the use of the design They analyse the impact of technological
Dance cycle as a tool, which provides the methodology practices and products of individuals, society,
used to structure the inquiry and analysis of and/or the environment now, and develop
problems, the development of feasible solutions, insights into the uses of technology in future
YEAR 10 ELECTIVE the creation of solutions, and the testing and contexts.
evaluation of the solution. In Design, a solution
This subject has a photography focus that
Dance may be studied for one or two semesters. Assessment can be defined as a model, prototype, product
allows for students to engage with new CAD
or system that students have developed and
Dance at Year 10 has a practical focus and The following assessment types enable students to (Computer Aided Design)/CAM (Computer Aided
created independently. Manufacture) technologies, editing software and
provides students with an opportunity to study a demonstrate their learning:
range of contemporary dance techniques and website design.
styles. Students study dance as a performing art
• Assessment Type 1: Technique Aims
and learn to appreciate dance as part of the • Assessment Type 2: Composition The aims of Design are to encourage and enable Assessment
local and global arts industry. • Assessment Type 3: Performance students to: Assessment Type 1: Folio
• enjoy the design process, develop an
Students develop technical dance skills through • Assessment Type 4: Response Assessment Type 2: Skills and Application
appreciation of its elegance and power
structured dance classes and apply these skills
in composition and performance components. • develop knowledge, understanding and skills Assessment Type 3: Product
The study of composition allows students to from different disciplines to design and create
express ideas through movement, working both solutions to problems using the design cycle
individually and collaboratively. • use and apply technology effectively as a
means to access, process and communicate
Performance opportunities will be provided information, model and create solutions, and
throughout the course, allowing students to gain to solve problems
an understanding of the process of creating a • develop an appreciation of the impact of
work and an insight into the development of a design innovations for life, global society and
school production or performance. environments
• appreciate past, present and emerging
Students will reflect on historical and design within cultural, political, social, historical
contemporary development of dance issues and environmental contexts
through theoretical analysis and the in-depth • develop respect for others’ viewpoints and
study of various choreographic works. appreciate alternative solutions to problems
• act with integrity and honesty, and take
responsibility for their own actions developing
effective working practices.
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PAGE 19Design: Design: Design:
Digital Technology Food Technology Material Solutions
YEAR 10 ELECTIVE YEAR 10 ELECTIVE YEAR 10 ELECTIVE
Digital Technology can be taken for one or two Assessment: Food Technology is a one or two semester course. Material Solutions is a one or two semester course.
semesters.
The following assessment types enable students to The course provides opportunities for students to Students continue to learn the use of tools,
Digital technologies have changed the ways demonstrate their learning in Digital Technology explore and develop food-related interests and machines, materials and systems safely and
that people think, work, and live. The application skills, such as safe food handling practices for a competently to complete a product. Students will
• Assessment Type 1: Project Skills
of digital technologies can lead to discoveries, range of foods. Students organise, implement use the internet and programs (such as Google
new learning, and innovative approaches to • Assessment Type 2: Digital Solution and manage production processes in a range SketchUp) to design their own individual projects.
understanding and solving problems. of food environments, and understand systems They will also continue to analyse the impacts
that regulate food availability, safety and of technology, including consequences for
The study of Digital Technology provides a platform quality. Students will learn and develop their individuals, society and the environment. Students
for deep interdisciplinary learning. Students make understanding behind the science of ingredient will analyse and assess their own work critically
connections with innovation in other fields and substitution and the need for balance in taste and give written reports on how the product
across other learning areas. and texture. Students will also explore different was made, and how they could make further
methods of presentation and design elements in improvement if the same project was made
In Digital Technologies students create practical, food. again.
innovative solutions to problems of interest. By
Design helps to develop and foster creative Students construct box and frame like products
extracting, interpreting, and modelling real-
thinking through investigating, designing, planning, while learning and practising hand and machine
world data sets, students identify trends and
creating and the evaluation of products. skills. They will also research the history of furniture,
examine sustainable solutions to problems in, for
and how different joints in furniture have come
example, business, industry, the environment, and
the community. They investigate how potential Units of Study: to be. Students will study growth and the
manufacturing of timber and its sustainability.
solutions are influenced by current and projected
• Explore and develop food related interests
social, economic, environmental, scientific, and
and skills such as food handling practices for a Assessment Tasks
ethical considerations, including relevance,
range of foods.
originality, appropriateness, and sustainability. • Assessment Type 1: Folio
• Students organise, implement and manage • Assessment Type 2: Skills and Application
Innovation in Digital Technology involves students production processes in a range of food
creating new ways of doing things, generating environments, and understand systems that • Assessment Type 3: Product
their own ideas and creating digital solutions to regulate food availability, safety and quality.
problems of interest. Solutions may take the form
of a product, prototype, and/or proof of concept. • Students learn and develop their
Students are encouraged to experiment and learn understanding behind the science of
from what does not work as planned, as well as ingredient substitution and the need for
from what does work. Innovation may also include balance in taste and texture.
students designing solutions that improve existing
processes or products. • Students also explore different methods of
presentation and design elements in food.
Digital Technologies promotes learning
through initiative, collaboration, creativity, and Assessment Tasks
communication using project- and inquiry-based The following assessment types enable students to
approaches. demonstrate their learning:
• Assessment Type 1: Practical Activity
• Assessment Type 2: Group Activity
• Assessment Type 3: Investigation
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PAGE 21Drama Enrichment: Enrichment:
Earth & Environmental Studies Health & Wellbeing
YEAR 10 ELECTIVE YEAR 10 ELECTIVE YEAR 10 ELECTIVE
Earth and Environmental Studies is a one or two Health and Wellbeing is a SACE Stage 1, 10-credit
Overview Units of Study semester course. subject being offered to year 9 and 10 students.
At Encounter Drama is a performance-based In Year 10 Drama the following topics are studied: Earth and Environmental Studies emphasises the way In Stage 1 Health and Wellbeing, students develop
subject, that may be studied for one semester. in which Earth materials and processes generate the knowledge, skills, and understandings required
• Creating Theatre environments, including habitats, where organisms to explore and understand influences and make
Drama engages students in an active relationship live; the natural processes and human influences that decisions regarding health and wellbeing. They
• Review Writing
with theatre, and encourages autonomous induce changes in physical environments; and ways consider the role of health and wellbeing in
learning and exploration. It encourages the • Independent Study in which organisms respond to those changes. different contexts and explore ways of promoting
growth of creative, reflective and communication positive outcomes for individuals and global
skills through practical work. This practical course provides an opportunity Students develop and extend their inquiry skills, society.
for students who have a specific interest in including in designing and undertaking investigations,
Emphasis is placed on the artistic process, and performing to present a public work of art. and collecting and analysing primary and secondary Health and Wellbeing is influenced by diverse
the students’ understanding of this process is an Commitment to the in-class rehearsal process is data. They interpret and evaluate information, social and cultural attitudes, beliefs, and
essential component to their artistic development necessary, as well as being available during the synthesise and use evidence to construct and justify practices. An understanding of the health and
through continuous investigation, planning, goal lead up to production week to attend out of hours conclusions. wellbeing status of individuals, communities, and
setting, rehearsing, performing, reflection and dress and technical rehearsals. global societies incorporates, for example, health
evaluation. Units of Study determinants and strategies to improve lifestyle
Collaboration, creativity, commitment and decisions. Students may explore principles and
communication are essential when undertaking Students will study concepts based on the following
frameworks relating to health and wellbeing.
Aims Drama as a subject. topics:
• Turbulent Earth In Health and Wellbeing, student agency is
The aims of Drama are to encourage and enable Students will develop skills in problem solving, promoted through providing opportunities to
students to: • Composition of the geosphere
character development, focus, concentration, • Processes in the geosphere make responsible choices and decisions in a
• Experience and develop curiosity, interest and confidence, ensemble cooperation and public • The Earth’s atmosphere rapidly changing world.
enjoyment in their own creativity and that of performance. • Importance of the hydrosphere Students evaluate current trends and issues that
others; • Biosphere impact health and wellbeing. They reflect on
Students will explore communicating through the
• Acquire and develop skills needed for the experimentation of movement, voice, silence and personal and community actions to promote and
gesture.
Assessment Criteria improve sustainable outcomes for individuals,
creation of works;
Students will complete a number of tasks related to: communities, and global society.
• Create works; Students will reflect and evaluate their own
Investigation, Analysis, and Evaluation – which Teachers select from the concepts of
• Reflect on, appreciate and evaluate their performance.
includes the specific features of:
work, and the work of others; • Health Literacy,
Students will also conduct an Independent Study on • Design of an earth and environmental science
• Develop receptiveness to drama forms a negotiated Drama topic that is to be presented investigation, • Health Determinants,
across time, place and different cultures, and at the end of the semester. • Obtaining, recording, and representation of • Social Equity
perceive the significance of these forms as an data,
Assessment • Analysis and interpretation of data, • Health Promotion.
integral part of life;
• Evaluation of procedures. These may be considered through the lens of
• Work independently. • Assessment Type 1:Knowledge and Knowledge and Application – which includes the individual and global contexts.
Understanding specific features of:
• Assessment Type 2: Application of Skills • Demonstration of knowledge and understanding Assessment Tasks
of concepts, Assessment at Stage 1 is school based. The
• Assessment Type 3: Analysis and Reflection
• Application of concepts, following assessment types enable students to
• Exploration and understanding of the interaction demonstrate their learning in Stage 1 Health and
between science and society, Wellbeing:
• Communication of concepts.
Assessment Type 1: Practical
Assessment Tasks Action Assessment Type 2: Issue Inquiry
Students will complete 2 types of Assessment: (Continued over...)
• Assessment Type 1: Investigations Folio
• Assessment Type 2: Skills and Applications Tasks
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PAGE 23Enrichment: Japanese: 10A Mathematics
Health & Wellbeing (cont.) Language Acquisition
YEAR 10 ELECTIVE YEAR 10 ELECTIVE (SEMESTER 1 & 2) YEAR 10 ELECTIVE (SEMESTER 2)
A practical action task may include the following Japanese is a tool of communication with which and enjoyment of, language learning. Overview
components: students develop their ability to communicate Prerequisite of Level 6 or higher in Year 9
• defining the context of the practical action by and interact effectively and appropriately in a Units of Study Mathematics. Taken in conjunction with10
identifying the purpose and audience variety of contexts. Students explore themes and Mathematical Methods.
Year 10
• considering existing strategies and/or potential topics from perspectives of diverse individuals
• City and country 10A Mathematics builds on the mathematical
new initiatives to develop action and communities, including their own. Through
• Our Neighbourhood knowledge, understanding and skills that students
• implementing and participating in action this learning, students gain an understanding of
• School trips have developed in Number, Algebra, Geometry,
• reflecting on the success of the action to how cultural concepts and practices affect how
• Travel Trigonometry, Statistics and Probability during Year
improve personal or social outcomes. people see the world, interact, and communicate
• Part time work 9.
with others.
An issue inquiry task may include the following • Careers and aspirations Students will be prepared for their SACE in Year
components: The study of Japanese is an essential part of an • Homestay 11 and 12 by being assessed using the Pre SACE
understanding of Australia’s place in the world • Kanji
• identifying aspects of health and wellbeing rubrics.
and gives a reference point to understand • Our Neighbourhood
trends and issues for inquiry
one’s own culture. The study of Japanese • Directions
• analysing a variety of relevant contemporary
enables students to function in another culture
Units of Study
sources of information and data • School trips
and provides students with an international • Travel 10A Mathematics will extend students’ knowledge
• solving problems or making recommendations
perspective. • Part time work of the content studied in the Standard Year 10
• reflecting on their attitudes to the issue and
• Careers and aspirations Mathematics course.
the values that influence those attitudes
Aims: • Homestay Topics will include:
Assessment Criteria • Correlation and Regression – measuring the
The aim of Japanese is to:
The set of assessments will give students Types of Assessment Tasks: relationship between variables
• Gain proficiency in an additional language
opportunities to demonstrate each of the specific
while supporting maintenance of their mother Speaking: Interviews, role plays, oral presentations • Matrices – introduction, operations and solving
features by the completion of study of the subject.
tongue and cultural heritage; Writing: Narratives, descriptions, posters, brochures simultaneous equations
Critical Thinking • Develop a respect for and understand diverse Comprehension: Students are expected to read, • Exponential and Logarithmic Relationships –
The specific features are as follows: linguistic and cultural heritage listen to and view a variety of texts such as film, operations, equations and graphing
CT1 Exploration and understanding of health • Develop communication skills necessary for clips, magazines, stories, recordings of songs, talks
• Hyperbola and Circle Graphs – extension of
and wellbeing trends and issues. further language learning and interviews.
graphing transformations to other types of
CT2 Development of an empathetic and • Develop multiliteracy skills through the use of a graphs
ethical understanding of health and range of learning tools Assessment Criteria:
wellbeing issues. • Develop an appreciation of a variety Assessment Criteria
Assessment Type 1: Interaction
CT3 Analysis of health and wellbeing of literacy and non-literary texts and to Students will complete a number of tasks which
concepts to solve problems or make develop critical and creative techniques for Assessment Type 2: Text Production will be assessed in two main areas:
recommendations. comprehension and construction of meaning
Assessment Type 3: Text Analysis • Concepts and Techniques – knowledge
Application • Recognise and use language as vehicle
and understanding, appropriate selection
of thoughts, reflection, self-expression and
AP1 Application of health and wellbeing of mathematical techniques and use of
learning in other subjects, and as a tool of
concepts to contemporary issues. appropriate electronic technology
enhancing literacy
AP2 Action to improve health and wellbeing • Reasoning and Communication –
• Understand the nature of language and
outcomes, individually and/or interpretation of results, drawing conclusions,
process of language learning
collaboratively. using appropriate notation, communication of
• Offer insights into cultural characteristics of
Reflective Practice mathematical ideas and forming and testing
the communities and where the language is
predictions.
RP Personal reflection on health and spoken
wellbeing trends and issues in individual, • Encourage an awareness and understanding Assessment Tasks
local, or global contexts. of the perspectives of people from own and
There will be two types of assessments graded on
other cultures, leading to involvement and
RP2 Evaluation of personal and/or social action the above criteria:
action in own and other communities;
through reflective practice.
• Foster curiosity, inquiry and life long interest, • Assessment Type 1: Skills and Application Tasks
• Assessment Type 2: Mathematical
Investigation
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PAGE 25Music Society & Culture
YEAR 10 ELECTIVE YEAR 10 ELECTIVE
It is a requirement that all students who enrol in this Students apply understanding of the elements, In Society and Culture, students explore • They communicate informed opinions in a
course undertake regular instrumental lessons with practices and techniques in all activities, using and analyse the interactions of people, range of ways.
a specialist music teacher. technologies, terminology and notation as tools to societies, cultures, and environments. Using an
• Students have the opportunity to build
create, interpret and communicate musical ideas. interdisciplinary approach, they analyse the
intercultural understanding by exploring
Units of Study structures and systems of contemporary societies
the history, knowledge, and contemporary
Assessment and cultures.
Units of study include: cultures of different peoples.
• theory • Assessment Type 1: Creative Works • Students learn about the ways in which
societies constantly change and are affected Assessment
• aural • Assessment Type 2: Musical Literacy by social, political, historical, environmental, The following assessment types enable students to
• music analysis economic, and cultural factors. demonstrate their learning in Society and Culture:
• music technology
• They investigate the ways in which people • Assessment Type 1: Sources Analysis
• composition function in groups and communicate within
• Assessment Type 2: Group Activity
• basic arranging and across cultural groups.
• Assessment Type 3: Investigation
Students will also complete two or more units of • They develop the skills and experience
work from the following: to understand how individual and group
involvement can influence change, and to
• Song Writing
consider the consequences of a range of
• History of Jazz possible social actions.
• World Music
• Through their study of Society and Culture,
• Music Industry students develop the ability to influence
• Composing their own future by acquiring skills, values,
• Arranging and understanding that enable them to
participate effectively in contemporary
Students are required to present a Solo society.
Performance and Ensemble Performance each
term and participate in a College Ensemble. • Students use inquiry processes to explore
concepts of society and culture in Australian
In Year 10, students use aural skills to analyse and (local and national) and global contexts.
respond to music through its elements. They use
research strategies and critical study as they • They choose and explore a range of primary
develop knowledge of musical contexts, works and secondary sources and evaluate different
and practices. viewpoints and perspectives.
Students sing and play a wide repertoire with • They learn to challenge their own thinking and
an understanding of rhythm, pitch, dynamics develop skills in presenting opinions supported
and expression, structure, timbre and texture. As by evidence.
performers, they demonstrate technical skills and • Students develop their skills in collaborative
knowledge on their instrument both as soloists and independent thinking and inquiry by
and ensemble members, with a developing sense investigating the causes and consequences of
of interpretation and style. As composers, they a broad range of social issues and actions.
create, shape and refine musical ideas in a range
of forms and styles with consideration of the needs
and practices of performers.
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