YEAR 10 CURRICULUM OUTLINE | 2020 - Wilderness School
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YEAR 10 CURRICULUM OUTLINE | 2020
I
CONTENTS
PAGE
A message to girls beginning Year 10 .............................................................................................. i
Position Statement (for Year 10 students undertaking external Stage 2 courses) ............ ii
South Australian Certificate of Education ..................................................................................... iii-v
University & TAFE entry ................................................................................................................................... vi
Vocational Education and Training ......................................................................................................... vi
Careers Education .................................................................................................................................................. vi
Year 10 Subject Outlines:
Art .................................................................................................................................................... 1
Business Innovation (Stage 1) ................................................................................................. 2
Chinese (Mandarin) .............................................................................................................................................. 4
Creative Arts (Multi Media) (Stage 1) ....................................................................................................... 5
Digital and Graphic Communications........................................................................................................ 6
Drama .............................................................................................................................................................................. 7
English ............................................................................................................................................................................. 8
French ............................................................................................................................................................................. 9
Geography ................................................................................................................................................................ 10
History ......................................................................................................................................................................... 11
Mathematics ........................................................................................................................................................... 12
Essential Mathematics ..................................................................................................................................... 14
Music Advanced (Stage 1) .............................................................................................................................. 15
Outdoor Education (Stage 1) ........................................................................................................................ 17
Personal Learning Plan (Stage 1) ............................................................................................................... 18
Philosophy (Stage 1) ........................................................................................................................................... 20
Physical Education................................................................................................................................................ 21
Science .......................................................................................................................................................................... 22
Sports Science (Stage 1) .................................................................................................................................. 23A MESSAGE TO GIRLS BEGINNING YEAR 10
Welcome to the Senior School.
Our Senior School provides an extensive academic program and a broad range of activities and leadership
opportunities so that each girl has the chance to continue to develop independence in her learning, her
unique range of skills and talents and her leadership capabilities.
This booklet outlines the courses available to Year 10 students and provides a flowchart from Year 10 to SACE
Stages 1 and 2 to assist girls to consider their learning pathway.
Many girls at this stage do not know exactly what they want to do when they leave school. Our Year 10 course
maintains a broad scope of study in order to cater for a wide range of interests and future possibilities.
Each girl in Year 10 studies the Core Subjects of Australian Curriculum English, Mathematics, Science and
History as well as Physical Education and the Personal Learning Plan. In addition each girl chooses 2 full year
Elective Subjects from Art, Chinese, Drama, French, Geography, Stage 1 Music, or Stage 1 Sports Science and
two semester length Elective Subjects from Business Innovation (Stage 1), Digital and Graphic
Communications, Stage 1 Creative Arts (Multi Media), Maths A, Stage 1 Outdoor Education or Stage 1
Philosophy. An overview of each of the Core and Elective Subjects offered at Year 10 is provided in this Course
Guide.
You will commence your South Australian Certificate of Education (SACE) studies this year by undertaking
the Personal Learning Plan (PLP), a compulsory subject in the SACE.
The Personal Learning Plan will help you to:
• identify and research career paths and options
• choose appropriate SACE subjects and courses based on plans for future work and study
• consider and access subjects and courses available in and beyond school
• review your strengths and areas you need to work on, including literacy, numeracy and ICT skills
• identify goals and plans for improvement
• review and adjust plans to achieve goals.
The Personal Learning Plan will contribute 10 credits towards the required total of 200 credits in the SACE.
As it is a compulsory subject in the SACE you must achieve a C grade or better.
We encourage each girl to plan a SACE course around her personal strengths, interests and career direction.
Career planning is an important part of the process of subject selection.
The annual timetable is constructed from girls’ preferences. We cannot guarantee that all combinations of
subjects will be met but every effort is made to accommodate girls’ choices. You should also be aware that
subject offerings are dependent on viable class sizes.
You should check the requirements for entry into tertiary institutions when making subject choices for the
SACE. The PLP will help you with this, as will the multiple sources of information provided by our Career
Counsellor. The individual subject choice and career guidance counselling sessions provided during Year 10
and 11 will also assist you with finding your passion and making the right subject choices in the SACE to reach
your goals.
BEN MANIFOLD
Head of Senior School
-i-POSITION STATEMENT
Year 10 Students and Stage 2 Courses
Wilderness School does not support girls in Year 10 undertaking South Australian Certificate of Education
(SACE) Stage 2 courses with external providers with the exception of Vocational Education Certificate III
courses.
SACE Stage 2 courses are designed for completion after Stage 1 courses at Year 11 to provide an appropriate
foundation for higher-level studies at Year 12.
Experience indicates that girls undertaking SACE Stage 2 studies with the equivalent foundation of Year 9 has
a considerable impact on their personal health and wellbeing and influences their commitment to their Year
10 studies. It also affects their ability to be involved in the extensive co-curricular program offered at the
School.
Any girl who considers undertaking Stage 2 studies with external providers must understand that Wilderness
Staff will not be in a position to provide any academic support for these studies due to a conflict of interest.
The external school’s assessment plan will be different from the one prepared by the Wilderness Staff and
approved by the SACE Board. Teachers will also not grant extensions on school-based tasks because of these
external studies.
In summary, Wilderness actively discourages and does not support any Year 10 girl undertaking SACE Stage
2 studies unless there are exceptional circumstances that have been negotiated with the Head of Senior
School.
JANE DANVERS
Principal
- ii -SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION
The SACE is an internationally recognised qualification.
To gain the SACE, students undertake Stage 1 and Stage 2, which most students complete over three years.
The usual pattern is shown below:
• Stage 1 which most students complete in Year 11, apart from the Personal Learning Plan, which most
students do in Year 10
• Stage 2 which most students complete in Year 12.
At Wilderness the Personal Learning Plan is undertaken in Year 10.
Each subject or course successfully completed earns ‘credits’ towards the SACE, with a minimum of 200
credits required to gain the certificate.
Students will receive a grade from A to E for each Stage 1 subject and A+ to E- at Stage 2. For compulsory
subjects they must achieve a C grade or better.
The compulsory subjects are
• Personal Learning Plan (10 credits at Stage 1)
• Literacy – at least 20 credits from English (Stage 1)
• Numeracy – at least 10 credits Mathematics subjects (Stage 1). (At Wilderness all students study 20
credits in Mathematics at Stage 1)
• Research Project – an in-depth major project (10 credits at Stage 2)
• Other Stage 2 subjects totalling at least 60 credits.
The remaining 90 credits can be gained through additional Stage 1 or 2 subjects or Board-recognised courses
(such as VET or community learning) of a student’s choice.
Minimum Requirements Credits
Year 10
Personal Learning Plan 10
Year 11 (Stage 1)
Literacy (from English) 20
Numeracy (from Mathematics subjects) 10
Years 11 or 12 (Stages 1 or 2)
Other subjects and courses of the student’s choice up to 90
Year 12 (Stage 2)
Research Project 10
Other Stage 2 subjects and courses 60 or more
Total 200
There is no time limit imposed on the completion of the SACE.
Assessment and Reporting
Assessment and reporting in the SACE are based on performance standards. These standards, which teachers
will provide for each subject, describe in detail the level of achievement required for each grade, from A to
E for Stage 1, and from A+ to E- for Stage 2. Teachers and assessors will use these standards to decide how
well a student has demonstrated her learning.
- iii -Stage 1 Overview
At Stage 1, schools assess student performance. The SACE Board will approve learning and assessment plans
for Stage 1 subjects. The SACE Board will moderate the Personal Learning Plan and the English and
Mathematics subjects at the C/D borderline. The Board will also undertake some monitoring of student
results to ensure consistent application of performance standards.
List of Stage 1 and Stage 2 Subjects
Stage 1 Stage 2
Accounting (Semester 1 only) Accounting
Biology Biology
Business and Enterprise Business and Enterprise
Chemistry Chemistry
Chinese (Background Speakers) Chinese (Background Speakers)
Chinese (Continuers) Chinese (Continuers)
Creative Arts (Multi Media) (Stage 2) Drama
Drama Economics
Economics (Semester 2 only) English
English English Literary Studies
English as an Additional Language English As An Additional Language
French (Continuers) French (Continuers)
Geography Geography
History Legal Studies
Information Processing & Publishing (Stage 1 or 2) Specialist Mathematics
Legal Studies Mathematical Methods
Specialist Mathematics General Mathematics
Mathematics - Methods Essential Mathematics
General Mathematics Modern History
Music (Stage 2) Music
Philosophy (Stage 2) Physical Education
Physical Education (Stage 1 or Stage 2) Physics
Physics Psychology
Psychology Research Project B
21st Century Research Society and Culture
Visual Arts - Art Visual Arts - Art
Workplace Practices
Please read the Subject Choice Outlines carefully, taking note of the fact that eligibility for some Stage 2
subjects is determined by grades achieved in the previous year. These subjects include Chemistry, Physics,
Biology, Mathematics and English Literary Studies.
Research Project
The Research Project, undertaken in Year 12, is a compulsory Stage 2 subject, worth 10 credits. Students will
need to gain a C grade or better in the Research Project to achieve the SACE. The Research Project gives
students the opportunity to study an area of interest in depth. It allows them to use their creativity and
initiative, while developing the research and presentation skills they will need in further study or work.
The Research Project can take many forms, for example:
• community-based projects
• technical or practical activities
• work-related research
• subject-related research.
- iv -Other Stage 2 Requirements
In addition to the Research Project, students must achieve at least 60 credits in their choice of Stage 2
subjects or courses.
Students wishing to apply for university entry must also meet some other requirements (see next page).
Stage 2 Assessment
At Stage 2, assessment will be 70% school-based, with the remainder assessed externally. Central moderation
will confirm that school-based assessment levels are consistent with each subject’s performance standards.
-v-University and TAFE entry
Comprehensive information is available from the South Australian Tertiary Admissions Centre (SATAC) and
is detailed in its online booklet Tertiary Entrance 2019, 2020 and 2021 (SACE/NTCET).
University entry
To obtain a university aggregate and an Australian Tertiary Admission Rank (ATAR) a student must:
• qualify for the SACE
• comply with the rules regarding precluded combinations
• comply with the rules regarding counting restrictions
• complete at least 90 credits of study in Tertiary Admissions Subjects (TAS) and Recognised Studies at
Stage 2 from a maximum of three attempts.
Students who intend applying to the University of Adelaide, Flinders University or the UniSA should check
the bonus points scheme that is currently in place. Each of these universities offers bonus points for a range
of Stage 2 subjects. Please check with the Career Counsellor or the university websites.
TAFE entry
Completion of the SACE can meet the Minimum Entry Requirements for most of TAFE SA’s courses. TAFE also
considers a variety of other qualifications in its entry and selection processes.
Minimum Entry Requirements differ according to the level of the TAFE course. Further information is
available from the Careers Counsellor.
Vocational Education and Training
Students may undertake VET as part of the SACE. This provides them with the opportunity for contextual
learning and enables them to gain a better understanding of the world of work while in the caring
environment of the school. Students who are considering VET subjects should check that the scheduled class
time does not clash with after-school commitments in other subjects, e.g. sport, drama, music.
VET provides a pathway to tertiary education. In Years 10-12 girls may undertake Certificate 3 VET courses
which can contribute to their ATAR. The mark for a Certificate 3 is an aggregate of the marks for their four
best scaled scores. Girls entering Year 12 with a completed Certificate 3 provide themselves with the buffer
of an extra subject. The subject offering varies from year to year but may include Business, Hospitality,
Fitness, Sports Coaching, and Graphic Design. Other courses are available in consultation with the Careers
Office.
More information can be found on the website – pathways.wilderness.com.au
Careers Education
Guest speakers, university and TAFE visits and individual counselling sessions are arranged to help girls with
decisions regarding subject choices and career pathways. The Career Counsellor and the Head of Senior
School are available to assist with appropriate course choices and will interview every girl in Term 3.
- vi -2020 YEAR 10
ART
(FULL YEAR COURSE)
Prerequisites – nil, but the study of Art in Year 9 is an advantage.
Aims
The course aims to:
• encourage the production of art work that explores themes, concepts and issues
• develop skills, confidence and sensitivity in the use of a wide range of media to express ideas
• introduce students to artists, artwork and themes in art that will enable them to develop an
understanding of different cultural aspirations within a contemporary and historical context.
Themes
• Self portraits/portraiture
• Australian Art and the landscape tradition
• Art and social/political issues
• In search of cultural identity
• Ideas introduced by Artist in Residence.
Content
Drawing, painting, sculpture, printmaking, photography and digital imaging are practised. Topics covered in
the analysis, criticism and history of art include a selection of traditional and contemporary artists whose
work expresses notions of identity.
Approach
Students develop skills and work through the conceptual processes necessary for the making of art. The
School’s collection and Adelaide art galleries are used in the development of skills in art criticism and
appreciation. This is supported by the School’s Artist in Residence program. Access to an extensive collection
of art books, journals, audio visual materials and the internet provides an invaluable resource for
independent research. Oral and writing activities are related to the themes, concepts and issues explored in
the practical work.
-1-2020 YEAR 10
BUSINESS INNOVATION
(SEMESTER SUBJECT)
10 (semester)
Subject Stage 1 Business Innovation Credits
20 (full year)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Semester 1 Existing Business
Semester 2 Start-up Business
In Stage 1 Business Innovation, students begin to develop the knowledge, skills, and understandings to
engage in business contexts in the modern world. In a time when design-led companies outperform other
companies, students are immersed in the process of finding and solving customer problems or needs through
design thinking and using assumption-based planning tools. The customer is at the centre of the innovation
process and the generation of viable business products, services, and processes.
Initially, students may be guided through structured processes to develop their understanding of underlying
problems or needs and begin to propose and test hypotheses relating to the customer, problem, and solution.
As students develop these skills, they will anticipate, find, and solve their own problems. These structured
processes create a learning environment where risk is encouraged and provide an opportunity to pivot during
the iterative process of proposing, developing, testing, and refining solutions.
Integral to learning through finding and solving complex, dynamic, real-world problems is the opportunity for
students to work collaboratively. Working together, students are encouraged to build up ideas. They collect
and analyse financial and business information that informs the process of proposing, developing, and testing
solutions. In doing so, students develop and extend their financial awareness and skills in decision-making.
Students apply these skills in the iterative development of business models for start-up and existing
businesses, analysing data to inform the decision-making process, and communicating with a range of
stakeholders.
Students consider the opportunities and challenges associated with start-up and existing businesses in the
modern, connected world. They consider how digital and emerging technologies may present opportunities to
enhance business models and analyse the responsibilities and impacts of proposed business models on global
and local communities.
In this subject, students will be able to:
1. explore problems and generate possible solutions to meet customer problems or needs using a customer-
focused approach
2. develop and apply financial awareness and decision-making skills using assumption-based planning tools
3. respond to and apply business and financial information to develop and communicate business models
4. analyse and evaluate the effectiveness of business models
5. explore and analyse opportunities presented by digital and emerging technologies in business contexts
6. apply communication and collaborative skills in business contexts.
Content
Stage 1 Business Innovation is a 10-credit subject or a 20-credit subject and is studied through the following
two contexts:
• start-up business
• existing business.
Through these contexts, students develop and apply their understanding of the following learning strands:
• finding and solving problems
• financial awareness and decision-making
• business information and communication
-2-2020 YEAR 10
• global, local, and digital connections.
Students gain an understanding of fundamental business concepts and ideas, including:
• the nature and structure of business
• key business functions
• forms of ownership and legal responsibilities.
This understanding is developed and applied through each of the learning strands.
Assessment
Assessment at Stage 1 is school based.
• Assessment Type 1: Business Skills
• Assessment Type 2: Business Pitch.
For a 10-credit subject (one semester), students should provide evidence of their learning through four
assessments.
• three business skills tasks, one of which is a business model summary
• one business pitch.
-3-2020 YEAR 10
CHINESE (Mandarin)
(FULL YEAR COURSE)
Prerequisite - Year 9 Chinese (Mandarin) or equivalent.
Aims
The course aims to develop further in students:
• the confidence and the ability to communicate with others in Mandarin Chinese;
• an understanding of their own identity, the ability to reflect upon their own and other cultures and
the ability to move between these cultures;
• the ability to construct their own knowledge about language and culture, thereby gaining an
understanding of the processes through which learning takes place;
• an understanding of the principles of character writing and their formation;
• the skills to evaluate their own learning.
Content
The course is organised around a series of topics of interest to students at Year 10 level. Topics covered may
include:
• Celebrations
• Education
• Modern China
• Healthy Living
• Leisure.
The students learn about Chinese culture through these language topics and apply their learning in a variety
of meaningful tasks.
Approach
The course takes an intercultural approach to language learning and teaching, encouraging students to use
the language in everyday situations where language is taught within its cultural contexts. A wide variety of
Chinese language texts are critically analysed and students are encouraged to reflect on their own and others’
cultures and values, using such texts as stimulus. Students learn about the Chinese language in use in a wide
range of authentic contexts and use Chinese in a variety of authentic ways, developing their listening,
speaking, reading and writing skills. Students are encouraged to construct their own learning and develop
the skills necessary to become independent learners.
-4-2020 YEAR 10
STAGE 1 CREATIVE ARTS (Multi Media)
(SEMESTER COURSE AT YEAR 10)
Subject Stage 1 Creative Arts (Multi Media) Credits 10 (semester)
Learning Area Creative Arts
A background in Multi Media at Year 9 and an interest and dedication to film
Prerequisite
making are desirable. There are no prerequisites to enter the course.
1. Product (Short Film)
Semester 2. Inquiry
3. Skills Assessment
In Year 10 Creative Arts (Multi Media) students will employ the creative process (investigation, development,
production and reflection) to develop their understandings and skills related to film in order to create
cinematic products. During the course students will be involved in both studying film-media texts, the works
of film practitioners and creating their own film-media products. Students will study the aesthetic, narrative
and representational aspect of film as well as develop technical skills.
Students will work in small teams to explore the process of making short, scripted, genre-specific films.
Together they will investigate, plan, produce and evaluate their work and use different types of software to
edit, refine images, mix sounds and publish their digital films. Opportunities for working with professional
filmmakers and entering short film competitions are offered.
Students will develop film production skills, with an understanding of cinematography, screenwriting, filming,
sound design and editing. They will learn how to effectively use the cameras and equipment provided. By the
end of the semester students will be confident at creating their own short films that communicate, inspire
and entertain.
Semester Main Tasks Detail
Students will be involved as a film practitioner (Director, Editor, Sound
Designer, Cinematographer or Production Designer) in the creation of a
Film
short narrative film.
Product:
Short Film
Students also prepare and present a record of the evidence used to
50%
support the investigation, development and production of their short
1 and 2 film.
Inquiry To investigate and critique the creative processes and products of film
20% practitioners in a multimodal presentation.
Students focus on developing a specific film-related skill, such as editing,
Skills
special effects make-up, cinematography, animation or sound
Assessment
production. The students will need to keep a record of evidence that
30%
displays their skill development and critically reflect on the process.
Assessment
Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following
areas of assessment:
• Knowledge and understanding
• Practical application
• Investigation and interpretation
• Reflection
-5-2020 YEAR 10
DIGITAL AND GRAPHIC COMMUNICATIONS
(SEMESTER COURSE)
Prerequisites – nil.
Aims
The course aims to provide students with essential digital and design skills for publishing in a range of media,
both print and electronic and provides the foundation for further study in Stage 1 or Stage 2 Information
Processing and Publishing.
Content
Students will use digital communication technologies to design and produce digital solutions for a range of
purposes. Students learn to effectively design and communicate meaning through the construction of digital
multimodal text and graphics. The course focuses on the application of practical digital design skills and
creative processes to provide innovative design solutions and the purposeful uses of technologies for
everyday needs and emerging trends.
Students will:
• learn and apply visual design skills and processes
• learn graphic design skills to produce images and text suitable for print and digital publications such
as logos, business marketing and branding
• design and create print and multimodal products such as interactive e-publications, app design, web
design and digital animation
• learn copyright and attribution licensing to ethically source and use digital materials responsibly.
-6-2020 YEAR 10
DRAMA
(FULL YEAR COURSE)
Prerequisite
While there are no prerequisites, students who have completed Year 8 and Year 9 Drama start the
course with the advantage of prior knowledge of methods and expectations.
Aims
The course aims to develop group work skills, encourage creative collaboration and foster
confidence, personal expression and courageous learning. For the individual the course aims to
develop skills onstage as a performer and/or offstage in design and technical work. At an analytical
level, students will respond to a variety of experiences of Drama including live performances and
workshops, to further inform the creation of their own dramatic works.
Content
The course will provide students with opportunities to:
• analyse the elements of drama, forms and performance styles and evaluate meaning
and aesthetic effect in drama they devise, interpret, perform and view
• use their experiences of drama practices from different cultures, places and times to
evaluate drama from different viewpoints
• develop and sustain different roles and characters for given circumstances and intentions
• perform devised and scripted drama in different forms, styles and performance contexts,
including to a live audience in a group production
• collaborate with others to plan, direct, produce, rehearse and refine performances
• select and use the elements of drama, narrative and structure in directing and acting to
engage audiences
• refine performance and expressive skills in voice and movement to convey dramatic action.
• develop skills and knowledge in a number of dramatic styles including Realism, Surrealism
and Epic Theatre.
Approach
Teaching methodology will be as appropriate, from the following:
• improvisation and self-devised group tasks
• group and individual tasks, both practical and written
• reading and interpreting dramatic writing
• workshops and viewing live theatre
• individual and group instruction
• group and individual research and discussion
• rehearsal and development of a group performance for a public audience.
-7-2020 YEAR 10
ENGLISH
(FULL YEAR COURSE)
Aims
In line with the Australian Curriculum this course aims to develop students’ competence and confidence in
composing, comprehending, appreciating and evaluating spoken, written, visual and multimedia texts.
Through their classroom activities students will extend their understanding of language as a means of
representing the world. Critical literacy skills will be used in text analyses.
Content
In each term there is at least one shared literary text. Throughout the year a range of literary genres, including
classic and contemporary literature is studied.
These also include ‘Twelfth Night’ by Shakespeare, a study of Australian literature, Aboriginal and Torres
Strait Islander texts, Asian texts and an exploration of cultural values and social issues through novels, poetry,
media texts and film. A program of wider, thematically related, independent reading offers further material
for comparison of issues and forms of making meaning. A variety of information and communication
technologies will be explored.
Language Literature Literacy
• Language variation and change • Literature and context • Texts in context
• Language for interaction • Responding to literature • Interacting with others
• Text structure and organisation • Examining literature • Interpreting, analysing, evaluating
• Expressing and developing ideas • Creating literature • Creating texts
Approach
The Year 10 English program effects a transition from the student-centred, experiential and individual
programs of the Middle School to the more formal literary focus of Year 11 and 12 in English. Discussion in
class and small groups, dramatic performance, oral and visual presentations, including those using multi-
modal technologies, are also used to develop and present students’ understanding of texts and issues. Skills
are developed in creative responses, formal essay writing and critical analysis.
-8-2020 YEAR 10
FRENCH
(FULL YEAR COURSE)
Prerequisite - Year 9 French or equivalent.
Aims
The aims of the course are to develop in the students:
• the ability to communicate in French with given vocabulary and structures
• the ability to expand their knowledge through an understanding of the French culture, as well as
gaining an insight into their own culture through comparisons
• an ability to familiarise themselves further with the structures and specifics of language, thus further
enhancing their intellectual development.
Content
The course is organised around a series of topics of interest to students of this age group. Students look at
life in France and compare it with their own, a variety of text types including diaries, interviews, films, songs,
conversations, magazine articles, surveys and other authentic texts. An accompanying workbook contains
activities for vocabulary practice, language awareness activities, grammar practice and free-writing activities.
Topics include:
• French diet and gastronomy
• Relationships, friendship and love
• The world in the past: personal memories and childhood
• French historical heritage and influences
Approach
Learning takes place in a range of graded language activities which are designed to fulfil the aims of a
communicative course. These activities bring together the various elements of language and socio-cultural
knowledge in purposeful language use. Through exercises individually, in pairs and in groups, students gain
increasing confidence in individual skills and strategies. They learn how to communicate confidently and
appropriately about topics of interest. They learn to understand French, spoken at a medium speed with
standard delivery, in a variety of situations. They use the language in the written form in creative, practical
and informative ways.
-9-2020 YEAR 10
GEOGRAPHY
(FULL YEAR COURSE)
In line with Australian Curriculum there are two units of study undertaken in the Year 10 curriculum for
Geography: Environmental change and management and Geographies of human wellbeing.
Environmental change and management focuses on investigating environmental geography through an in-
depth study of a specific environment. The unit begins with an overview of the environmental functions that
support all life, the major challenges to their sustainability and environmental world views – including
Aboriginal and Torres Strait Island cultural perspectives – that influence how people perceive and respond to
these challenges. Students investigate a specific type of environment and environmental change in Australia
and one other country. They apply human-environment systems thinking to understand the causes and
consequences of the change and geographical concepts and methods to evaluate and select strategies to
manage the change.
Geographies of human wellbeing focuses on investigating global, national and local differences in human
wellbeing between places. This unit examines the different concepts and measures of human wellbeing and
the causes of global differences in these measures between countries. Students explore spatial differences
in wellbeing within and between countries and evaluate the differences from a variety of perspectives. They
explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of
human wellbeing are investigated using studies drawn from Australia, India and across the world as
appropriate.
Content
Semester Topics
• Environmental Change and Marine Environments
1
• Sustaining Urban Environments
• Human Wellbeing in the Asia Pacific Region
2
• Global Conflict
Geographical Inquiry and Skills
In undertaking these units of study students will develop the following skills:
• Observing, questioning and planning
• Collecting, recording, evaluating and representing geographic information
• Interpreting, analysing and concluding
• Communicating
• Reflecting and responding
- 10 -2020 YEAR 10
HISTORY
(FULL YEAR COURSE)
Aims
In line with the Australian Curriculum students study important features of the period (1918 to the present)
as part of an expansive chronology that helps them to understand broad patterns of historical change.
Content
Overview content for the Modern World and Australia includes the following:
1. The Interwar Years (The 1920s, The Great Depression)
2. World War II in Europe and/or Asia
3. Social Impact of World War II – The Holocaust, Roles and Experiences of Australian Women in WWII
4. Rights and Freedoms (1945-present):
Civil Rights in the USA and Australia
The Cold War and the Communist Threat (The Vietnam Conflict and related events)
Approach
By the end of Year 10, students refer to key events, the actions of individuals and groups and beliefs and
values to explain patterns of change and continuity over time. They analyse the causes and effects of events
and developments and explain their relative importance. They explain the context for people’s actions in the
past. Students explain the significance of events and developments from a range of perspectives. They
explain different interpretations of the past and recognise the evidence used to support these
interpretations.
Students sequence events and developments within a chronological framework and identify relationships
between events across different places and periods of time. When researching, students develop, evaluate
and modify questions to frame an historical inquiry. They process, analyse and synthesise information from
a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students
analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse
and draw conclusions about their usefulness, taking into account their origin, purpose and context. They
develop and justify their own interpretations about the past. Students develop texts, particularly
explanations and discussions, incorporating historical argument. In developing these texts and organising and
presenting their arguments, they use historical terms and concepts, evidence identified in sources and they
reference these sources.
- 11 -2020 YEAR 10
MATHEMATICS
(FULL YEAR COURSE)
Aims
In line with the Australian Curriculum, this course aims to develop mathematicians who
• are confident, creative users and communicators of mathematics, able to investigate, represent and
interpret situations in their personal and work lives and as active citizens
• develop an increasingly sophisticated understanding of mathematical concepts and fluency with
processes and are able to pose and solve problems and reason
• recognise connections between the areas of mathematics and other disciplines and appreciate
mathematics as an accessible and enjoyable discipline to study.
Content
The Australian Curriculum for Year 10 Mathematics is described in 3 context strands:
Number and Algebra Statistics and Probability Measurement and Geometry
• Real Numbers • Chance • Using units of Measurement
• Money and Financial • Data Representation and • Geometric Reasoning
Mathematics Interpretation • Pythagoras and Trigonometry
• Patterns and Algebra
• Linear and Non Linear
Relationships
and embeds the proficiencies of Understanding, Fluency, Problem Solving and Reasoning across the strands.
Understanding includes describing patterns in uses of indices, applying the four operations to algebraic
fractions, finding unknowns in formulas after substitution, making the connection between algebraic and
graphical representations of relations, connecting simple and compound interest in financial contexts and
determining probabilities of multiple experiments
Fluency includes formulating proofs using congruent triangles and angle properties, factorising and
expanding algebraic expressions, using a range of strategies to solve equations and using calculations to
investigate the shape of data sets
Problem Solving includes calculating the surface area and volume of a diverse range of prisms, finding
unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to
find solutions to simultaneous equations and inequalities and investigating independence of events and their
probabilities
Reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and
evaluating media statements and interpreting and comparing data sets.
Approach
Students are given opportunities to apply their mathematics as widely as possible and to use concrete
materials and logical structures as a framework for acquiring experience and familiarity with symbols and
abstract concepts. The use of calculators and computers is encouraged throughout the course.
cont’d..
- 12 -2020 YEAR 10
Mathematics cont’d
Assessment is based on written and oral work, investigations and tests. It includes:
• ongoing formative assessment within classrooms for the purposes of monitoring learning and
providing feedback and for students to inform their learning
• summative assessment for the purposes of reporting to parents and carers on the progress and
achievement of students.
MATHEMATICS 10A
This semester course is optional for the highest achieving mathematics students who require additional
content to enrich their mathematical study whilst completing the common Year 10 content. Undertaking this
course would be advantageous for students intending to pursue Specialist Mathematics at Stage 1 or
Specialist Mathematics at Stage 2 and those students who intend studying mathematics at University.
This course does have a minimum prerequisite of an ‘A’ grade at Year 9 in Semester 2 and consultation with
the Head of Mathematics before choosing this option.
- 13 -2020 YEAR 10
ESSENTIAL MATHEMATICS
(FULL YEAR COURSE)
Prerequisite - A study of Year 9 Mathematics is assumed.
Aims
This course aims to provide opportunities for students to:
• develop a positive attitude towards Mathematics
• deal successfully and confidently with situations involving Mathematics
• promote Mathematics as an essential part of life
Content
At this level, students continue to develop their competence in arithmetic with emphasis on Consumer
Mathematics and Mensuration. Basic mathematical skills in areas such as time, ratio, geometry and
percentage are developed with a focus on the application of mathematical knowledge and skills to practical
real life contexts.
Approach
Students are provided with opportunities to apply mathematical skills as widely as possible with an emphasis
on concrete materials and practical situations and applications. The use of calculators and computers is
encouraged at all times. Graphics calculators are an integral part of the curriculum. Assessment will include
written work, projects, assignments and tests.
This is a SACE Stage 1 course designed to enable students to achieve their numeracy requirements for their
SACE Certificate, and leads only to Essential Mathematics at SACE Stage 2.
- 14 -2020 YEAR 10
STAGE 1 MUSIC ADVANCED
(FULL YEAR COURSE)
Subject Stage 1 Music Advanced Credits 20 (full year)
Learning Area Arts
Satisfactory standard of theory at Year 10 level (approx. AMEB Grade 3).
Prerequisites Continued tuition on a musical instrument.
Participation in at least one co-curricular ensemble.
Stage 2 Music Studies
Wilderness Pathways Stage 2 Ensemble Performance
Stage 2 Solo Performance
Stage 1 Music Advanced has been designed to cater for student interests, backgrounds and possible future
studies in Music. At Wilderness School we offer a program that will extend students’ existing musical
understanding and skills in creating and responding to music. This course may be undertaken in Year 10 in
consultation with both the Head of Music and the Head of Senior School.
The study of music enables students to appreciate the world in unique ways, through aesthetic treatments
of sound across cultures, times, places and contexts. It forms a vital part of the transmission of histories,
knowledge and stories among generations.
Subject Description
Students develop their critical and creative thinking and their aesthetic appreciation of music through
exploring and responding to the music of others and refining and presenting performances and/or
compositions. These performances and/or compositions may include original works and/or presentations or
arrangements of existing compositions.
Students experiment with, explore and manipulate musical elements to learn the art of constructing and
deconstructing music. They develop and extend their musical literacy and skills through understanding the
structural and stylistic features and conventions of music, expressing their musical ideas and reflecting on
and critiquing their learning in music.
The SACE identifies seven capabilities: literacy, numeracy, ICT capability, critical and creative thinking,
personal and social capability, ethical understanding and intercultural understanding.
Content
Students have the opportunity to engage in the following activities:
• Composing, Arranging, Transcribing, Improvising
• Performing
• Music in Contexts
• Developing Theory and Aural Skills
Students will:
• develop their technical and interpretative skills on a chosen instrument or voice
• appraise their own performance and those of others; communicate clearly their ideas about musical
performance
• aurally recognise and identify rhythmic, melodic and harmonic aspects of music
cont’d
- 15 -2020 YEAR 10
Stage 1 Music Advanced cont’d
• understand and utilise musical notation
• harmonically analyse piano music and voice chords
• create a musical arrangement and present a score of an arrangement
• write critical and appreciative essays about music
• communicate clearly their ideas and the ideas of others about music.
Assessment
Assessment at Stage 1 is school based.
The following Assessment Types enable students to demonstrate their learning in Stage 1 Music Advanced:
• Assessment Type 1: Creative Works
• Assessment Type 2: Musical Literacy.
- 16 -2020 YEAR 10
STAGE 1 OUTDOOR EDUCATION
(SEMESTER COURSE)
Subject Outdoor Education Credits 10 (semester)
Learning Area Health and Physical Education
Prerequisites Nil
Outdoor Education is the study of the human connection to natural environments through outdoor activities.
Students develop their sense of self-reliance and build relationships with people and natural environments.
Outdoor Education focuses on the development of awareness of environmental issues through observation
and evaluation.
By participating in outdoor activities, students develop knowledge and skills and reflect on their personal,
group and social development. They gain an understanding of ecology, environmental sustainability, cultural
perspectives (including Indigenous Australians’ perspectives about land), and physical, emotional and
spiritual health. Through outdoor journeys, students increase their effectiveness as members of a group and
develop skills in leadership, self-management, group management, planning and evaluating, personal
reflection, assessing and managing risks, managing safety and minimising environmental impacts for
sustainable futures.
The focus capabilities for this subject are Communication, Citizenship and Personal Development.
Content
The course extends students’ understanding of and competence in living in the outdoors, navigation and
route planning, lightweight camping skills, group leadership, organisation, environmental care and adventure
activities. Stage 1 Outdoor Education consists of the following four topics:
• Environment and Conservation
• Planning and Management
• Outdoor Activities
• Outdoor Journey
The girls will develop skills in activities such as bushwalking, snorkelling, surfing, rock-climbing and kayaking.
They will also participate in a 4-day expedition.
It is likely that the camps and excursions may be held outside of normal school hours, including weekends.
Assessment
Students will be presented with a variety of theoretical and practical challenges, both individual and group,
to improve their intra-personal, inter-personal and self-reliance skills.
Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the
following assessment types:
• Practical (camp and weekly practicals)
• Issues Analysis Folio
• Report
- 17 -2020 YEAR 10
PERSONAL LEARNING PLAN (PLP)
(FULL YEAR COURSE)
Subject Personal Learning Plan (Stage 1) Credits 10
Learning Area Cross-disciplinary
The Personal Learning Plan is a compulsory 10-credit Stage 1 subject undertaken in Year 10.
Students must achieve a C grade or better to complete the subject successfully and gain their SACE.
The PLP helps students to:
• plan their personal and learning goals for the future
• make informed decisions about their personal development, education and training.
Developing goals for the future will engage students in activities such as:
• selecting subjects, courses and other learning relevant to pathways through and beyond school
• investigating possible career choices
• exploring personal and learning goals.
Content
The content in the Stage 1 Personal Learning Plan comprises:
• Development in one or more of the capabilities relevant to achieving their personal and learning
goals:
• Literacy
• Numeracy
• Information and Communication Technology
• Critical and Creative Thinking
• Personal and Social
• Ethical Understanding
• Intercultural Understanding
• Personal and Learning Goals – students write personal learning goals and devise strategies to achieve
them.
• Topics based around the theme: “Getting along in the world and planning for the future”
• Essential skills: Helpful thinking, Emotion recognition and regulation, Communication,
Keeping well, Planning and time management. Students will use a variety of activities from
SenseAbility, a Beyond Blue program designed to help enhance and maintain resilience and
psychological wellbeing in young people by building their social and emotional skills.
• Goal setting: students learn to set and strategise achievable goals in several areas of their
life – academic, relationships and self.
• Future directions: preparing for work and career planning. Students undertake a range of
career tests and use the results as a basis for career exploration. During Pathway Week,
students experience a range of presentations from industry experts, preparing and attending
mock interview. Students are involved in a university visit or a presentation. Students
undertake WHS activities in preparation for their week of work placement.
• Exam preparation: students will create a revision timetable, learn stress management
techniques and exam time management strategies in preparation for their end of year
exams.
cont’d...
- 18 -2020 YEAR 10
Personal Learning Plan cont’d
Assessment
Assessment at Stage 1 is school-based.
Teachers design a set of assessments that enable students to demonstrate the knowledge, skills and
understanding they have developed to meet the learning requirements of the PLP. Teachers use performance
standards to decide how well each student has demonstrated her learning, based on the evidence provided
through the set of five assessments.
Performance Standards
The Personal Learning Plan Subject Outline includes performance standards which describe five levels of
achievement that are reported with the grades A to E at the student’s completion of the subject.
- 19 -2020 YEAR 10
STAGE 1 PHILOSOPHY
(SEMESTER COURSE)
Subject Stage 1 Philosophy Credits 10 (semester)
Learning Area Humanities and Social Sciences
Prerequisites Nil
Philosophy involves the rational investigation of questions about existence, knowledge and ethics, to which
there are no simple answers. Consequently, philosophical problems tend to provoke disagreement and foster
a variety of views and theories. Investigation of these problems through the study of Philosophy requires
skills of critical reasoning and the foundations of argument analysis.
Philosophy promotes respect for intellectual integrity as a human value and develops students’ skills to
engage in philosophical argument. Students build their capacity to be creative and independent critical
thinkers who can articulate and justify philosophical positions and argue reasoned action.
In this subject students will have opportunities to develop the five capabilities:
• Communication
• Citizenship
• Learning
• Personal Development
• Work.
Content
In each 10-credit subject students:
• explore philosophical issues such as how we know our world is real and whether we are morally
obliged to help refugees
• develop philosophical inquiry skills using logic to structure and analyse arguments
• participate in a community of inquiry
Assessment
Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following
assessment types:
• Folio
• Issues Analysis
• Issues Study
- 20 -2020 YEAR 10
PHYSICAL EDUCATION
(FULL YEAR COURSE)
Aims
The Year 10 Physical Education program aims to provide students with new opportunities in the areas of
sport and recreation. It enables students to achieve improved fitness standards and performance in a variety
of physical activities. A major focus of the Year 10 course is to provide students with the links between
exercise, health and wellbeing.
Content
The program could encompass any of the following areas:
• AFL
• Boxing
• Fitness
• Pilates/Yoga
• Athletics
• Squash
• Dance
• Handball
Approach
In team sports, a tactical games approach ensures that students understand the link between skills and the
tactics. Knowledge of the rules of each sport is consolidated and students are encouraged to practise
umpiring skills. Individual activities are more teacher-directed initially, but students take increased
responsibility for their participation as the unit progresses.
- 21 -2020 YEAR 10
SCIENCE
(FULL YEAR COURSE)
Aims
In line with the Australian Curriculum this course aims to provide opportunities for students to further
develop scientific skills and their understanding of important science concepts and processes, as well as an
appreciation for the practices used to develop scientific knowledge, of science’s contribution to our culture
and society, and its applications in our lives.
Content
In the Year 10 curriculum students explore systems at different scales and connect microscopic and
macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and
physical evidence for different theories, such as the theories of natural selection and the Big Bang. Atomic
theory is developed to understand relationships within the periodic table. Understanding motion and forces
are related by applying physical laws. Relationships between aspects of the living, physical and chemical
world are applied to systems on a local and global scale and this enables students to predict how changes
will affect equilibrium within these systems. The Science Inquiry Skills and Science as a Human Endeavour
strands (which are described in the Australian Curriculum across a two-year band) are integrated with the
Science Understanding strand for Year 10 to ensure that the three strands of the curriculum are interrelated
and every girl has the opportunity to meet the Year 10 Achievement Standard.
Science Understanding
• Biological sciences: The transmission of heritable characteristics from one generation to the next
involves DNA and genes; the theory of evolution by natural selection explains the diversity of
living things and is supported by a range of scientific evidence.
• Chemical sciences: The atomic structure and properties of elements are used to organise them
in the Periodic Table; different types of chemical reactions are used to produce a range of
products and can occur at different rates.
• Earth and space sciences: The universe contains features including galaxies, stars and solar
systems and the Big Bang theory can be used to explain the origin of the universe; global systems,
including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere
and atmosphere.
• Physical sciences: Energy conservation in a system can be explained by describing energy
transfers and transformations; the motion of objects can be described and predicted using the
laws of physics.
Science as Human Endeavour
• Nature and development of science
• Use and influence of science
Science Inquiry Skills
• Questioning and predicting
• Planning and conducting
• Processing and analysing data and information
• Evaluating
• Communicating
Approach
Students cycle through Biological, Chemical, and Physical sciences allowing them tuition by specialist teachers
in each field of enquiry. They also undertake a collaborative experiential unit in Earth and Space science at
the end of the academic year. Students are thereby enabled to make informed decisions about their future
studies in the field of Science.
- 22 -You can also read
