subject information handbook · in core learnings and at the same time accommodate the boys’...

Subject Information Handbook

Year 10, 2018

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From The Principal Our core business at St Mary’s College, Toowoomba is quality teaching and successful learning. The first step to enabling this to occur is for the boys to choose the most appropriate subjects for any given year. This Year 10 Subject Selection Handbook aims to provide the students and parents with valuable information about the content, assessment and general requirements of each subject and where subjects can lead the boy into the future. With this information it is hoped that students will choose the most appropriate subjects to ensure the most positive learning outcomes and career pathways both for their immediate and future lives. So what should we be looking for when choosing the most appropriate subjects?

1. What do I enjoy? 2. What am I interested in? 3. What are my talents? What subjects will give me the most chance to achieve the highest marks? And

the most success? 4. What career am I interested in and therefore what subjects will help me achieve this career? 5. If you are unsure of a career, keep your options open and choose a variety of different subjects!

This booklet provides us with only half the answers to the most appropriate subject choices for a St Mary’s College boy. There is also a need to talk with your teachers who are experts in their field of study and other students who have undertaken the same units of study in the past. Consider all this information to make an informed choice. Our Year 8 boys study a variety of subjects which provide them with a wide range of possible future study pathways. Our Year 9 students begin to specify their studies. All boys will study a set of core curricular subject areas; eg. Mathematics, Science, English, Physical Education, Humanities, Religion and History. All units of study are semester units. This allows greater continuity of teaching and learning, exploration of topics in depth, and subjects which meet the needs of an ever-changing world and opportunities to further develop student-teacher relationships. Providing choice in subject selection ensures boys are both engaged in core learnings and at the same time accommodate the boys’ interests and future study and career pathway options for the boys. In year 10,it is the importance that your sons begin to consider a possible direction of study into Year 11 and 12, especially whether Core (OP) or Enterprise (Vocational). Life-long learning is the overall goal of our teaching and learning program. We believe that the subject choices and pedagogy used by teachers will enable this to continue to be a reality into the future. Let us join together in partnership through a conversation to ensure your son chooses the most appropriate subjects. Together, I am more confident that we can ensure the most positive learning outcomes for your sons. Don’t forget – if you have any questions, we are more than willing to assist. Michael Newman Principal

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Table of Contents

Contents Page

Number

Selection of Subjects 3

Pathways Academic Pathway Enterprise Pathway

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Learning Areas

Religion 7

English 13

Mathematics 19

Science 21

Humanities 25

Commerce 29

Health & Physical Education 31

Languages Spanish

Japanese 35

Technologies Graphics

Wood & Metal Technology

Digital Technologies Food Technology

42

Creative Arts Visual Art

Music

Drama

60

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Selection of Subjects Some General Points

There are many important decisions you have to make while at school. Some of the most important are

concerned with the choice of units to take in Years 9 and 10, and later the selection of subjects for Years

11 and 12. These are important decisions since they may affect the type of occupation or career you can

follow when you leave school. Your course selections can also directly affect your success at school and

how you feel about school.

Overall Plan

As an overall plan, it is suggested that you choose units:

you enjoy

in which you have already had some success

which will help you reach your chosen career/careers, or at least keep many careers open to

you

which will develop skills, knowledge and attitudes useful throughout your life

which spark your curiosity

This may sound difficult, but if you approach the task calmly, follow the guidelines provided, and ask

for help along the way, you should come up with a list of units which meets your needs.

Guidelines

Keep your Options Open

Many students in Year Nine have thought about their future, but are still uncertain about courses or careers

they would like to follow after they have finished school. It is wise, therefore, when looking at unit choice,

to keep your options open. This means choosing a selection of units which makes it possible for you to

continue thinking about your career choice over the next two years before making more definite choices

as you approach the end of Year 10.

Think about Careers

It is helpful to have some ideas about possible career choices at this stage, even though you may change

plans or review decisions in Year 10.

Find out about the Subjects your School offers

Eventhough you have studied a wide range of subjects in Year 8, it is important to find out as much as

possible about the units offered in Years 9 and 10. When investigating a unit to see if it is suitable for you,

find out about the content (ie. what topics are covered in the subject) and how the subject is taught and

assessed.

For example, does the unit mainly involve learning from a textbook; are there any field trips, practical

work, or experiments; how much assessment is based on exams compared to assignments, theory compared

to practical work, written compared to oral work?

Remember too, that your choice of units now may affect your subject choice later on in Years 11 and 12.

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Make a Decision about a Combination of Units that Suits you

It is important to remember that you are an individual, and that your particular needs and requirements

in subject selection will be quite different from those of other students. This means that it is unwise to

either take or avoid a unit because:

someone told you that you will like it or dislike it

your friends are or are not taking the unit

you like or dislike the teacher

Be honest about your abilities and realistic with your career aims. There is little to be gained by continuing

with or taking advanced levels of units that have proved difficult even after you have put in your best

effort.

Be Prepared to Ask for Help

If you need more help then seek it, or you may regret it later. Talk to your parents and teachers. Make

use of the school subject selection program.

Pre-Requisites for Senior Studies

Students also need to keep in mind that there are pre-requisite units for some senior subjects. This will be

noted in the unit description.

No Guarantees

Not all units offered on the Course Selection Form will be timetabled in 2018. Some subjects, due to

insufficient numbers, will not proceed. Changes to study programs are usually negotiated between the

student and the 5-9 Curriculum Leader and the Assistant Principal Curriculum.

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Pathways

Planning your Pathway Semester 1

Answer the following question: What are your plans for Senior Schooling?

I might want to get an ATAR and go to university.

I definitely want to get a job, trade or apprenticeship.

Academic Pathway Enterprise Pathway

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Mathematics Advanced OR Mathematics Core English Advanced OR English Core Religion Academic Science Academic History Academic

Mathematics Core OR Mathematics Enterprise English Core OR English Enterprise Religion Enterprise Science Enterprise History Enterprise

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One Physical Education course: Core OR

Athletic Development Academic or

Rugby League Academic




Electives

Choose two Electives: Any combination of Academic or Enterprise Subjects


Technology Studies (Academic) Graphics (Academic) Music (Academic) Art (Academic) Drama (Academic) Digital Technology (Academic) Legal and Economics (Academic) Commerce (Academic) Spanish (Academic)

Food Technology (Enterprise) Wood Technology (Enterprise) Metal Technology (Enterprise)

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Planning your Pathway Semester 2

Maintain the same pathway for both Semesters

I might want to get an ATAR and go to university.

I definitely want to get a job, trade or apprenticeship.


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Mathematics Advanced OR Mathematics Core English Advanced OR English Core Religion Academic Science Academic History Academic

Mathematics Core OR Mathematics Enterprise English Core OR English Enterprise Religion Enterprise Science Enterprise History Enterprise

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Electives



Technology Studies (Academic) Graphics (Academic) Music (Academic) Art (Academic) Drama (Academic) Digital Technology (Academic) Legal and Economics (Academic) Commerce (Academic) Spanish (Academic)

Food Technology (Enterprise) Wood Technology (Enterprise) Metal Technology (Enterprise)

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Religion Overview

Religious Education at St Mary’s College is compulsory, for all students, in each year level, from Years 5 to

12. Religious Studies is a learning area, which draws on a number of sources of content. The content of

the Religious Education area is organised through four conceptual strands: Sacred Texts, Beliefs, Church

and Christian Life. Together these strands outline the knowledge, skills and processes characteristic of

learning in the area.

Learning Focus

Sacred Text

The Bible and wisdom writing’s contain the foundational account of God's dealings with human

beings and the human response to God. Students will grow in their familiarity with the Bible, both

Old and New Testaments, and Christian Wisdom writings to develop their ability to authentically

interpret the Scriptures and apply them, in relevant and fruitful ways, to the circumstances of life.

Beliefs

In summary form, the Creeds proclaim basic Christian beliefs about God, Creation, Jesus Christ,

Salvation, Church and Human Destiny. In drawing on the Creeds, the Catechism of the Catholic

Church elaborates, in a systematic and authoritative way, Catholic beliefs and teaching about God;

Jesus Christ; the Holy Spirit; the concept of The Trinity; Salvation; and Human Destiny. The beliefs

of other traditions will also be explored.

Church

A central theme of the Bible is that of Covenant, understood as the loving, respectful relationship

between God and the human person, and between the human person and God. From this

relationship flows the love and respect that human persons are to show for one another and for the

whole of God's creation. Thus, Church, liturgy and sacraments are intimately linked to the daily

lives of individuals as they struggle to make this relationship of love and respect a reality in their

own living, and in their efforts to create Christian community. In this strand students will also

explore the history of the Church since its inception and the impact this has and had on its people.

Christian Life

Loving, respectful, relationship with God, other human persons, and the whole of creation implies

a sincere seeking of the good in one's living and actions. The basis for the development of the

Christian conscience is found in the Old Testament ethics, such as The Ten Commandments, and

the New Testament teachings like The Beatitudes and the parables. Moral formation is then

heightened through an understanding of Catholic Social Teachings and the application of these to

modern contexts.

Learning Experiences

In Junior Religious Education learning experiences may include but are not limited to:

Interactive activities using technology

Group work

Personal reflection and journal keeping

Video or text blogs

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Use of BookCreator, Explain Everything, Movie and other IPad Apps to create unique

assessments.

Practical and creating activities

Social Justice actions

Individual tasks

Teacher led lessons

Discussions

Role Plays

Assessment

Within each unit a variety of assessment instruments will be used to help reinforce concepts and

work covered in class. These assessment instruments will be used to determine final results for

each unit. Assessment Items may include:

Short Response Exams

Response to Stimulus Paragraph and / or essay exams

Research Assignments

Reports

Essays: including evaluative, argumentative, reflective or critical.

Multi Modals: including you-tube clips, video and or text blogs, oral presentations, rituals

Poster and Brochures

Advocacy campaigns

iBooks

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Religion - Academic Pathway Learning Focus

The Academic Pathway provides opportunities for the students to begin to develop skills that will

enable them to demonstrate the objectives of Study of Religion including: knowledge and

understanding, evaluative processes and research and communication.

Students will study similar content; however, consideration is given to the various steps to be taken

by students to develop ability to access, process and present information that demonstrates

evaluation and justification of ideas and hypothesis.

Learning experiences are aimed at helping students observe, describe, classify, analyse and

synthesise religious phenomena; to develop complex thinking processes to allow students to meet

the Study of Religion syllabus requirements, in particular there is a greater emphasis on developing

evaluation skills. Written and oral presentations demonstrate the effective use of language. Skills

developed include the selection and sequencing of information, the accurate use of technical terms

and the correct use of grammar, spelling, punctuation and layout.

Students are also given opportunities to exercise higher levels of cognitive activity such as

analysing, synthesising and theory formation. Opportunities to make intelligent comparisons, pass

informed judgements and reflect on their own and other people's assessment of the value of

particular religious claims and practices are provided.

Assessment

Assessment items may include:

Short response exams

Response to stimulus/unseen/questions/written essay exams

Research Assignments using essay and report genre

Multi modals including orals, videos and ‘you tube’ clips

Unseen question extended writing exams

Please note that students will be required (at least once per year) to carry out an

ethnographic study. This will require the boys to gather primary data including undertaking

interviews, surveys, observations or visits to practising faith communities.

Assessment is concerned with the extent to which students address the following:

1. Knowledge and Understanding

2. Evaluative Processes

3. Research and Communication

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Religion - Enterprise Pathway Learning Focus

Students studying Religion in the Enterprise Pathway undertake a course of study that encourages

students to explore the content descriptors of the syllabus and to refine their religious knowledge

and skills.

Where possible, students will access relevant information or study issues and topics that are

relevant in today’s world. They will develop skills that will allow them to describe, analyse,

compare and contrast and to communicate using differing modes to a variety of audiences. It

supports students in developing the capacity to learn from spoken, written and visual texts and

other sources including their family, friends and fellow students.

Both pathways will cover similar content, however the Enterprise Pathway will lead students in to

the Study Area Specification of Religion and Ethics which has been developed to assist students

from various cultural, social, linguistic and economic backgrounds to learn and reflect on religion,

personal spirituality and one’s life choices. The course is designed to mimic the expectations and

standards associated with the Religion and Ethics syllabus and as such does not equip students for

Study of Religion.

Assessment

Assessment items may include:

Multi modal presentations including orals and video compilations

Extended writing such as reflective works, essays, reports or folios

Short Response exams

Response to Stimulus written exams

Poster and Brochures

Advocacy campaigns

Assessment is concerned with the extent to which students meet the objectives of:

Criterion 1: Knowledge and understanding

Criterion 2: Processing skills

Criterion 3: Communication skills as stated in this study area specification

Requirements for Senior Subjects

The Junior Religion course has been designed to address the developmental stages of a student at

each level in Years Nine and Ten. The Academic Pathway Religion equips students for “Religion

and Ethics” or “Study of Religion” in Years Eleven and Twelve. Enterprise Pathway Religious

Education equips students with the skills required for Religion and Ethics in Years 11 and 12.

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Nourishing Life of Believers & Stewardship

Semester One Unit Description Students explore how the Church has responded to the range of unprecedented threats to both human ecology and environmental ecology facing Australian and the Modern World (c. 1918 to the present) from science, technology, materialism, consumerism and political ideologies. They develop critical understanding of the various sources that guide the Church’s action in the world today, including the teaching of Jesus and the early Church; the principles of Catholic Social Teaching and the reasoned judgements of conscience, carefully formed and examined. Students examine the Eucharist as the primary and indispensable source of nourishment for the spiritual life of believers, sent to carry on Jesus’ mission in the world particularly focusing on the Letters of St Paul. They investigate a variety of personal and communal prayer experiences, including prayers for justice, peace and the environment.

God, God, God & His Mystery

Semester Two

Unit Description Students learn about various ways in which humans have understanding of the mystery of God or the ‘Other’ which is ultimately beyond human language, concepts and stories. These include the human experience of the created world; the valuable insights of the major world religions (Christianity, Islam, Judaism, Hinduism and Buddhism) as reflected in their core beliefs and practices; the different representations of God in Old Testament and New Testament texts by various human authors in different historical, social and cultural contexts; Christian spiritual writings that search for the mystery of God in the midst of world events and the course of human history; and participation in personal and communal prayer that can lead believers to contemplation (the simple awareness of the presence of God).

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Religious Education Subject Progression

Year 7 Year 7 Religious Education

Core class All Year


Core class All Year


Core class All Year

Year 10

Year 10 RE Core Class

All Year


Year 11/12

(Proposed for commencement

in 2019)

Study of Religion (General)

Religion and Ethics (Applied)

Philosophy & Reason (General)

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English Introduction

The Junior English course at St Mary’s College aims to develop and refine the students’ capacity to compose

and comprehend English – fluently, appropriately, effectively and critically – for a wide range of personal

and social purposes. By the time students have completed Year 10, they will be able to use English to:

participate actively and confidently in family and community life, undertake study, understand how texts

have the capacity to manipulate and shape values, attitudes and beliefs, effectively engage in work and

participate in a range of recreational activities involving literature, drama and the mass media.

English is taught to enhance students’ enjoyment of language and to encourage them to think critically,

logically, socially and imaginatively. They will be exposed to a variety of learning experiences to meet

their individual needs and interests.

Learning Focus

Students use their imagination, creativity and world views to interpret and construct English texts

that share their ideas, persuade audiences and address issues and events in their own lives and

communities. They recognise how English relates to shared cultural understandings, and to local,

national and global settings. They analyse and evaluate how texts position audiences to view

people, characters, places, events, things, issues and ideas in particular ways and with particular

implications and impacts. They evaluate how a variety of texts represent Aboriginal knowledges,

peoples, cultures and events, and Torres Strait Islander knowledges, peoples, cultures and events.

Students use the Australian Curriculum framework in order to obtain an understanding of the world

in which they live. This framework, which is organised around the concepts of literature, language

and literacy, provides a scaffold on which they can decipher the signifiers that surround them and

communicate deep and considered ideas and concepts clearly and coherently. They individually and

collaboratively interpret and construct texts by understanding and manipulating language elements

to position the audience and suit their subject matter and purpose. They develop an understanding

of the interconnectedness between recognizing, explaining and analysing as a skill set, and creating

and synthesising as another skill set, with the purpose of exploring how students see themselves as

users of English. They reflect on their own and others’ language choices to achieve particular

purposes and how they can apply their learning in future applications.

Students select and use a range of tools and technologies, including information and communication

technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs when

interpreting and constructing texts.

Year 10 students may choose either an Academic Pathway or an Enterprise Pathway. While both

Pathways are assessed under the ACARA Assessment Framework, the choice of topics, texts

and types of assessment vary in each to prepare the Academic Pathway for Senior English Studies and the Enterprise Pathway for Senior English Communication. Choice of Pathway in Year 10 has

prerequisite knowledge and understandings necessary for the Senior English selections.

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Assessment Focus

Content Descriptors

Students demonstrate evidence of their learning over time in relation to the following assessable elements,

which are organised into three silos:

Language

Literature

Literacy

Language

Understand that Standard Australian English is a living language within which the creation

and loss of words and the evolution of usage is ongoing

Understand that roles and relationships are developed and challenged through language and

interpersonal skills

Investigate how evaluation can be expressed directly and indirectly using devices, for

example allusion, evocative vocabulary and metaphor

Understand that authors innovate with text structures and language for specific purposes

and effects

Compare and contrast the use of cohesive devices in texts, focusing on how they serve to

signpost ideas, to make connections and to build semantic associations between ideas

Understand how punctuation is used along with layout and font variations in constructing

texts for different audiences and purposes

Explain how authors experiment with the structures of sentences and clauses to create

particular effects

Understand how certain abstract nouns can be used to summarise preceding or subsequent

stretches of text

Analyse and explain the use of symbols, icons and myth in still and moving images and how

these augment meaning

Identify how vocabulary choices contribute to specificity, abstraction and stylistic

effectiveness

Understand how spelling is used creatively in texts for particular effects, for example

characterisation and humour and to represent accents and styles of speech

Literature

Interpret and compare how representations of people and culture in literary texts are

drawn from different historical, social and cultural contexts

Present an argument about a literary text based on initial impressions and subsequent

analysis of the whole text

Reflect on, discuss and explore notions of literary value and how and why such notions vary

according to context

Explore and reflect on personal understanding of the world and significant human experience

gained from interpreting various representations of life matters in texts

Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content

and the appeal of an individual author’s literary style

Investigate and experiment with the use and effect of extended metaphor, metonymy,

allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic

novels, and plays on similar themes

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Analyse text structures and language features of literary texts, and make relevant

comparisons with other texts

Create literary texts, including hybrid texts, that innovate on aspects of other texts, for

example by using parody, allusion and appropriation

Experiment with the ways that language features, image and sound can be adapted in

literary texts, for example the effects of stereotypical characters and settings, the

playfulness of humour and comedy, pun and hyperlink

Literacy

Analyse how the construction and interpretation of texts, including media texts, can be

influenced by cultural perspectives and other texts

Listen to spoken texts constructed for different purposes, for example to entertain and to

persuade, and analyse how language features of these texts position listeners to respond in

particular ways

Use interaction skills to present and discuss an idea and to influence and engage an audience

by selecting persuasive language, varying voice tone, pitch, and pace, and using elements

such as music and sound effects

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and

multimodal elements for aesthetic and playful purposes

Interpret, analyse and evaluate how different perspectives of an issue, event, situation,

individuals or groups are constructed to serve specific purposes in texts

Apply an expanding vocabulary to read increasingly complex texts with fluency and

comprehension

Use comprehension strategies to interpret and analyse texts, comparing and evaluating

representations of an event, issue, situation or character in different texts

Explore and explain the combinations of language and visual choices that authors make to

present information, opinions and perspectives in different texts

Create imaginative, informative and persuasive texts that present a point of view and

advance or illustrate arguments, including texts that integrate visual, print and/or audio

features

Review and edit students’ own and others’ texts to improve clarity and control over content,

organisation, paragraphing, sentence structure, vocabulary and audio/visual features

Use a range of software, including word processing programs, flexibly and imaginatively to

publish texts

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English – Academic Pathway St Mary’s College Toowoomba - Unit Specifications 2018

Classic Themes Modern Interpretations

Semester One

Unit Description As this subject is designed to prepare students for entrance in to Senior English studies, the units are focused on developing skills and knowledge that students will require in their senior studies. This semester students will study two units. The first unit is a film study where students will choose their own film, deconstructing and analysing the codes and conventions the producer/director has used. The second unit is a poetry unit focused upon individual experiences, both historical and contemporary, of war.

Possible Learning Experiences Students will engage in identifying and analysing implicit and explicit values, beliefs and assumptions in texts and examine how these are influences by purposes and intended audiences. Furthermore, students will gain competence in the creation of sustained texts, including texts that combine specific digital or media content, for imaginative and persuasive purposes, and that reflect upon challenging and complex issues.

Notes Formative assessment: Film codes and conventions exam, article analysis, poetic devices exam, poem analysis. Summative assessment: A feature article and an iMovie with a written appraisal.

World Literature

Semester Two

Unit Description Once again, this semester is designed to ensure students are developing the necessary skills to engage effectively in their study of Senior English. There are two units that students shall study. The first is an in-depth study of the play “Black Diggers” by Wesley Enoch and Tom Wright, a text that gives voice to the marginalised and that tells the stories of a bond that was forged during a time of national crisis. The final unit of the year is a classic novel unit. Once more, students will conduct an in-depth study, this time, they will be examining a classic novel. Students will identify key characters and themes that are still relevant in today’s society, equating the classic context of the novel to modern events and/or people.

Possible Learning Experiences Students will compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts. Furthermore, they will engage in the analysis of higher order concepts, developed through complex texts. Students will develop and refine their vocabulary choices to discriminate between shares of meaning, with deliberate attention to the effect on the intended audience.

Notes Formative assessment may include: Constructing and editing extended written responses, comprehension activities to contrast and evaluate meaning, development of the spelling systems through Greek and Latin roots. Summative assessment may include: A creative response to “Black Diggers” and an unseen analytical essay (exam conditions).

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English – Enterprise Pathway My Journey My Choices

Unit Description As this subject is designed to prepare students for entrance in to English Communication (SAS), the units are focused on developing skills and knowledge that students will require in their senior studies. This semester students will study two units. The first unit is a film study where students will view a film in class, deconstructing and analysing the codes and conventions the producer/director has used. The second unit is a poetry unit focused upon individual experiences, both historical and contemporary, of war. Possible Learning Experiences Students will be explicitly taught the skills in analysing and deconstructing film codes and conventions and poetry devices in order to ascertain the meaning created by text producers. Furthermore, students will engage in reflective exercises whereby they are able to recognise the purposes and effects of different text structures and language features.

Notes Formative assessment may include: spoken tasks, film codes and conventions exam, poetic devices exam, spelling tests and reflective written responses. Summative assessment may include: an editorial based on a film viewed in class and an iMovie and written appraisal.

Short Course in Literacy

Unit Description

This unit explores representations of Australia, as well as the construction of Multicultural Australian identity. This will be accomplished by examination of a broad range of indigenous and international texts that construct a representation of ‘Australianness’.

The students will commence the semester with their first in-depth exposure to a dramatic text in which they will encounter the themes of power, ambition, fate and the mateship. Using these skills, students will then attempt to construct a visual narrative encompassing the characterisations presented in the visual texts that captures the unique ‘Australianness’ of themselves as individuals and the environment around them through the themes of acceptance and exclusion.

Through successfully completing this unit, students will complete the QCAA ‘Short Course in Literacy’ unit, which will provide them with two credit points towards their Queensland Certificate of Education, and will allow them to fulfil the literacy requirement of this course. Possible Learning Experiences As well as researching aspects of Australian multicultural society, students will read, discuss and deconstruct the play in both the traditional and film text. Using Canvas as an online delivery program, this unit.

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English Subject Progression

Year 7 Year 7 English

Core class All Year


Core Class All Year

Year 8 - Extension English opportunity.


Core Class All Year

Year 9 - Extension English opportunity.

Year 10

Year 10 English - All Year Academic Pathway English Advanced

English Core

Enterprise Pathway English Core

English Enterprise

Year 11/12


in 2019)

English (General)

English and Literature Extension

(General)

Literature (General)

Essential English (Applied)

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Mathematics Mathematics is the language with which God wrote the Universe.

Galileo Galilei

Introduction

The underlying intention of this Mathematics course is to provide suitable ongoing Mathematical

experiences that build comfortably and deliberately on students’ previous experiences. Learning

experiences are designed to suit particular stages of development of the students, which provides

challenges and opportunities for intellectual growth in Mathematics. Such growth is consistent with

student ability and experience and future life needs.

The Mathematics course at St Mary’s College embraces the requirements of Australian Curriculum -

Mathematics. It seeks to deliver a firm foundation in Mathematics necessary for students’ future careers

as well as for today’s increasingly technological society. This course will centre on those learning

experiences that are of greatest use and relevance to students. In particular, this learning experience

can range from practical in nature, activity-based and concrete in approach, to the abstract and

theoretical, while simultaneously addressing students’ needs for fundamental life skills and further

study.

Overview

While all students are required to cover the same Content Descriptions, there will be some students

who will need to revisit Content Descriptions appropriate to their understanding and skills with

Mathematics.

In Year 10, students can choose between Mathematcis Essentials, Mathematics Core, Mathematics

Advanced to align with their possible choice in 2018.

Essentials

1. For those students who need more reinforcement, structure and teacher interaction. They will

go on to study Essential or General Mathematics in Year 11 and 12.

Core

2. For those students who will choose to study either General Mathematics or Mathematical

Methods.

Advanced

3. For those students who are good at and enjoy Mathematics. They will choose to study either

General Mathematics or Mathematical Methods and/or Specialist Mathematics

How are students assessed?

Students will be assessed on their ability to recall and display an understanding of the Content

Descriptors they have experienced during the course.

Students will have the opportunity to demonstrate their knowledge of topics and skills through a variety

of assessments. These include: traditional examinations, investigations and/or online activities.

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Maths Subject Progression

Year 11/12


in 2019)

Specialist Mathematics

(General)

Mathematical

Methods (General)

General

Mathematics (General)

Essential

Mathematics (Applied)

Year 7 Year 7 Maths

Core class All Year

Year 8 Year 8 Maths

Core class All Year

Year 8 STEAM (Science, Technology, English, Arts, Maths) Extension opportunity.

Year 9 Year 9 Maths

Core class All Year

Year 9 STEAM (Science, Technology, English, Arts, Maths) Extension opportunity.

Year 10

Year 10 Maths Core Class

All Year Academic Pathway

Maths Core Maths Academic

Enterprise Pathway

Maths Core Maths Enterprise

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Science The stars, Earth, stones, life of all kinds, form a whole in relation to each other and so close

is this relationship that we cannot understand a stone without some understanding of the

great sun. No matter what we touch, an atom or a cell, we cannot explain it without knowing

of the universe. The laws governing the universe can be made interesting and wonderful to

children, more interesting than things in themselves, and they begin to ask: what am I? What

is the task of humanity in this wonderful universe?

Maria Montessori

Overview

There are two science courses available to year 10 students: Enterprise Pathway Science and Academic

Pathway Science. All students are eligible to elect Enterprise Pathway Science, however, Academic

Pathway Science is reserved for students who have achieved highly in Year 8 and 9 Science, and who

are considering choosing Biology, Chemistry or Physics in Year 11 and 12. Both courses will follow the

Australian Curriculum, but will differ in the depth of content taught, the breadth of scientific skills

developed and the styles of assessment techniques used.

The Australian Curriculum - Year 10

All students will analyse how the periodic table organises elements and use it to make predictions

about the properties of elements. They will explain how chemical reactions are used to produce

particular products and how different factors influence the rate of reactions. They will explain

the concept of energy conservation and represent energy transfer and transformation within

systems. They will apply relationships between force, mass and acceleration to predict changes

in the motion of objects. Students will describe and analyse interactions and cycles within and

between Earth’s spheres. They will evaluate the evidence for scientific theories that explain the

origin of the universe and the diversity of life on Earth. They will explain the processes that

underpin heredity and evolution. Students will analyse how the models and theories they use

have developed over time and discuss the factors that prompted their review.

Students will develop questions and hypotheses and independently design and improve

appropriate methods of investigation. They will explain how they have considered reliability,

safety, fairness and ethical actions in their methods and identify where digital technologies can

be used to enhance the quality of data. When analysing data, selecting evidence and developing

and justifying conclusions, they identify alternative explanations for findings and explain any

sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary

sources with reference to currently held scientific views, the quality of the methodology and the

evidence cited. They construct evidence-based arguments and select appropriate

representations and text types to communicate science ideas for specific purposes.

http://www.australiancurriculum.edu.au/Glossary?a=S&t=analyse

http://www.australiancurriculum.edu.au/Glossary?a=S&t=table

http://www.australiancurriculum.edu.au/Glossary?a=S&t=properties

http://www.australiancurriculum.edu.au/Glossary?a=S&t=systems

http://www.australiancurriculum.edu.au/Glossary?a=S&t=relationships

http://www.australiancurriculum.edu.au/Glossary?a=S&t=force


http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluate

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evidence

http://www.australiancurriculum.edu.au/Glossary?a=S&t=theories


http://www.australiancurriculum.edu.au/Glossary?a=S&t=models

http://www.australiancurriculum.edu.au/Glossary?a=S&t=theories

http://www.australiancurriculum.edu.au/Glossary?a=S&t=hypotheses

http://www.australiancurriculum.edu.au/Glossary?a=S&t=design

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigation

http://www.australiancurriculum.edu.au/Glossary?a=S&t=digital+technologies

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=analysing

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data


http://www.australiancurriculum.edu.au/Glossary?a=S&t=conclusions

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluate

http://www.australiancurriculum.edu.au/Glossary?a=S&t=validity

http://www.australiancurriculum.edu.au/Glossary?a=S&t=secondary+sources

http://www.australiancurriculum.edu.au/Glossary?a=S&t=secondary+sources



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Science - Academic Pathway

Learning Focus

This course aims at providing strong foundations for future senior science studies. Students will

study challenging units within the three major fields of science – biology, chemistry and

physics. They will experience a depth, breadth, complexity and pace, similar to that exercised

in senior science. Practical and written skill development is also a focus of the course.

Students will learn essential laboratory skills so that they may design and conduct experiments

independently and collect data accurately. They will be taught how to critically analyse and

evaluate scientific data to identify trends and anomalies. Students will also be immersed in the

language of science and will be given many opportunities to cultivate their ability to write

effectively within the scientific report genre.

Assessment

Assessment is necessary to gauge learning, to identify strengths and weaknesses and to direct

future teaching and learning. The folio of assessment in Academic Pathway Science also aims

to prepare students for the assessment techniques required by the senior science syllabi.

Students will be scaffolded the skills required to complete these various assessment techniques

effectively. Throughout the course, students’ scientific understanding and skills will be

assessed through:

examinations (short-response and extended-response questions)

an extended experimental investigation (students design and conduct their own

experiments, collect and analyse data, and present their findings in the scientific report

genre)

an argumentative essay (students collect research from valid sources, form opinions on

scientific topics, then write persuasively in response to a question)

Future Pathway

Students who study and succeed in Academic Pathway Science will be eligible and well-equipped

to study Biology, Chemistry and Physics in senior school. The study of these senior sciences can

support the pursuit of careers in a variety of industries, including engineering and design, human

and animal health, food and agriculture, communications and electronics, environmental

conservation and education.

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Science - Enterprise Pathway

Overview

This course aims to develop within students, a curiosity and enthusiasm for understanding the

world around them. Students will approach scientific concepts in a variety of ways, so that

they learn to ask questions and investigate relationships to find answers. To support their

understanding of the content of the course, concepts will be presented in multiple modes,

often supported with digital technologies, educational films, hands-on models and regular

practical activities. They will continue to develop the skills acquired from previous years such

as following practical procedures safely, and collecting, recording, presenting and analysing

scientific data.

Assessment


future teaching and learning. The folio of assessment in Enterprise Pathway Science also aims

to engage students to produce work which demonstrates their understanding and skills. Some

of the assessment techniques which may be used are:

examinations (multiple-choice and short response questions)

multimodal presentations (students demonstrate their understanding of an investigation

through spoken and visual modes)

iBook publications (students publish the findings of their investigation in an iBook)

Future Pathway

Students who have studied Enterprise Pathway Science will meet all requirements of the

Australian Curriculum. They will be equipped with skills and an understanding of science which

enhances their participation in society. The course aims to cultivate students’ natural curiosity

and provide them with the capabilities to investigate and answer their own questions – a

process vital to life-long learning.

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Science Subject Progression

Year 7

Year 7 Science (units include Physics, Chemistry, Biology and Earth Sciences)

Core class All Year

Year 8


Core class All Year

Year 9


Core class All Year

Year 10


All Year


Year 11/12


in 2019)

Chemistry (General)

Physics (General)

Biology (General)

Psychology (General)

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Humanities Overview The purpose of Humanities at St Mary’s College is to equip students with the necessary knowledge, skills and attitudes to become active and informed participants in Australian society.

This means that students become aware of such issues as man’s impact on the environment, our political system, our cultural heritage and the way society can change. These ideas are taught through the subjects of History, Geography, Commerce, Economics and Law. Learning Focus History

Under the Australian Curriculum, the study of History is now mandated to Year 10. As a result, all students in Year 10 will study History. The Australian Curriculum-History is driven by inquiry-based learning, asking students to look critically at the past and question how our nation, our world and our relationships have been formed and shaped by the experiences of the past. History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. The curriculum generally takes a world history approach within which the history of Australia is taught. This approach equips students for the world in which they live.

Academic Pathway – History

Students who have achieved well in Year 9 History are encouraged to take the Academic pathway in 10 History. This will enable them to keep their options open with regard to Senior subject choices in the future. Those students who choose the Academic History pathway will be well prepared for the senior subject of Modern History, but also for the analysis and writing demands of Legal Studies, Geography, Economics and Board English.

Enterprise Pathway – History

Students who have found History in the junior years challenging are encouraged to take the Enterprise Pathway in 10 History. This course will embed multi literacy skills and focus on applicable and transferrable knowledge in the teaching of high interest units.

Geography

Geography involves the education of young people about their society and environment. This involves two vital dimensions:

The spatial dimension - focusing on where things are and why they are there

The ecological dimension - considering how humans interact with environments

The Year 10 elective subject focuses on Environmental Change and Management and Geographies of Human Wellbeing.

Environmental Change and Management An in-depth study of specific environments (domestic and overseas) will enable students to understand the functions of an environment and the impacts of change. The different concepts and measures of human well-being will enable students to investigate the global, national and local differences in human well-being between places.

Geographies of Human Wellbeing

Students will consider factors which determine human wellbeing and cultural differences in understanding the concept. They will consider statistics, trends and causes and consequences.

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Law & Economics This unit has been designed to give Year 10 students an insight into the senior subjects of Legal Studies and Economics. The study of the legal system enables the students to understand the many diverse legal situations and issues that arise in their everyday lives. They will be taught strategies to examine legal issues and make informed decisions. Students will also become aware of their own rights and responsibilities. Understanding the Australian economy, the objectives of government and the role of markets can assist students to use their future power as consumers, tax payers and voters effectively. Students will develop a basic economic understanding and be able to interpret the world they live in more accurately. The Law & Economics unit is available to Year 10 students only and is an elective unit, running for one semester.

Assessment Focus

Assessment in all Humanities subjects may take the format of a combination of the following:

In-class tests

Field trip reports

Assignment work

Case studies

Response to stimulus

Oral/Multimodal presentations

Pathways to Senior Subjects

It is recommended that students intending to study Senior Geography study at least one Junior Geography unit. It is recommended that students intending to study Senior Legal Studies or Senior Economics study the Year 10 unit – Law and Economics. It is recommended that students intending to study Senior Modern History study Junior History via the Academic Pathway.

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St Mary’s College Toowoomba - Unit Specifications 2018

Academic Pathway - History Core Unit - ACARA History – The Modern World - Australia Unit Description In this unit students will consider the following Key Inquiry Questions through the exploration of three depth studies. The depth studies will focus on World War II, Rights and Freedoms and the Migration Experience. Possible Learning Experiences The key Inquiry Questions that will guide learning will be:

How did the nature of global conflict change during the twentieth century?

What were the consequences of World War II? How did these consequences shape the modern

world?

How was Australian society affected by other significant global events and changes in this period?

Students of Academic Pathway – History will be expected to consider historical sources, consider their meaning and significance and evaluate the decisions of the past. Notes

Assessment

Assessment in Academic Pathway – History is designed to prepare students for the assessment expectations of Year 11 and 12. Assessment tasks will include research tasks requiring high level analysis and annotated bibliographies while exams will refer to historical sources in a response to stimulus format.

Enterprise Pathway - History Core Unit - ACARA History – The Modern World - Australia Unit Description In this unit students will consider the following Key Inquiry Questions through the exploration of three depth studies. The depth studies will focus on World War II, Rights and Freedoms and the Migration Experience. Possible Learning Experiences Students in Enterprise Pathway – History will be engaged in the study of the national curriculum through high interest classroom delivery that draws on interactive learning methods such as guest speakers and virtual tours. Skills taught in these classes will focus on transferable skills, particularly in the areas of literacy and numeracy, so that students will develop skills applicable for their future workplaces as well as a fundamental understanding of Australian history. Notes

Assessment

Assessment in Enterprise Pathway – History will rely more on vocational communication skills than academic writing. As such, assessment may include the creation and presentation of Keynote presentations, interviews with people of historical interest and investigations of historical concepts at a family or local context.

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Law and Economics Elective Unit - Law and Economics

As citizens, the law and the economy impact on virtually all areas of our life:

How are laws made? What impact do they have on our choices?

What is the economy? What drives people in their decision making?

What does it mean to be sued? Who can sue you?

What are the implications of a criminal conviction for you?

What are the papers talking about when they say ‘inflation’, ‘recession’, ‘GFC’?

Possible Learning Experiences

Students will be able to interpret and understand everyday applications of the law. They will learn how to interpret evidence and come up with informed conclusions and opinions. They will develop an economic vocabulary and be able to analyse the decision making processes of consumers, governments and businesses. Notes

Assessment

Assessment in Academic Pathway – Law & Economics is designed to prepare students for the assessment expectations of Year 11and 12. Assessment tasks will include research tasks requiring high level analysis and annotated bibliographies while exams will refer to relevant materials in a response to stimulus format.

Geography Elective Unit – ACARA Geography - Environments & Human Well-being Unit Description

In this unit, students will investigate the two topics as set by the National Curriculum:

Environmental change and management and Geographies of human well-being. An in-depth study of specific environments (domestic and overseas) will enable students to understand the functions of an environment and the impacts of change. The different concepts and measures of human well-being will enable students to investigate the global, national and local differences in human well-being between places. Possible Learning Experiences Collection and analysis of data relating to environmental health and human well-being will enable students to reach conclusions about measurement and outcomes. Field trips to consider and investigate change of environment. Notes Assessment

Assessment in Academic Pathway – Geography is designed to prepare students for the assessment expectations of Year 11 and 12. Assessment tasks will include research tasks requiring high level analysis and annotated bibliographies while exams will refer to relevant materials in a response to stimulus format. Field Work is a requirement of Geography and students will be required to attend an overnight trip for this purpose.

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Commerce Year 10, Semester One This practical bookkeeping unit reviews various types of business transactions including double entry concepts, cash records, credit transactions, ledger accounts and trial balance. There will also be a focus on final reports for a business. This challenging unit brings together all aspects of record keeping and reporting. It also involves examination of the bank reconciliation process. Possible Learning Experiences :

Reviewing various types of business transactions

Consolidating and understanding the accounting process

Examining and preparing bank reconciliation statements

Examining Income Statements and Balance Sheets

Studying and understanding the Accounting Equation

While this unit is designed to carry on from Year 9 Commerce studies, it also caters for students new to the subject. Note: This unit is designed to cater for students hoping to study Accounting in Years 11 and 12. Year 10, Semester Two This unit will allow students to review the full accounting cycle through the use of the well-known accounting software package ‘Mind Your Own Business’ (MYOB). The principles of computer accounting will be a major focus. Reports and the associated ratio analysis of these documents will also form part of the practical aspects of this unit. The students will also study three important and interesting links between business and the community:

a. The ASX Sharemarket Game and participation as student investors, b. Personal Budgeting and Finance through the use of practical examples, and c. Non-profit Organisations (principally clubs and societies) and their roles in society, their

formation and organisation and associated record-keeping procedures. Possible Learning Experiences:

Developing skills required to use computer software packages

Reviewing accounting procedures throughout this process

Developing and preparing profitability ratios from business reports

Participating in the ASX Sharemarket Game as an investor

Understanding various points of interaction between business, the government and the

community

Completing practical applications in relation to personal budgeting

Studying non-profit organisation, their procedures and their relevance in our community

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Humanities Subject Progression

Year 7 Year 7 Humanities

Core class All Year

Year 8 Year 8 Humanities

Core class All Year

Year 9 Year 9 History

Core Class All Year

Year 9 Geography Semester Elective

“Food and People”

Year 9 Commerce 2 Semester Elective Units

Semester 1 Unit | Semester 2 Unit

Year 10

Year 10 History Core Class

Year 10 Geography Academic Pathway Semester Elective

Year 10 Commerce Academic Pathway Semester Electives

Year 10 Legal and Economics Academic Pathway Semester Elective

Academic Pathway

Enterprise pathway

Year 11/12


in 2019)

Modern History (General)

Geography (General)

Accounting (General)

Certificate III Business

(VET Course)

Economics (General)

Legal Studies (General)

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Health & Physical Education To keep the body in good health is a duty… otherwise we shall not be able to keep our mind strong and clear. Buddha

Overview

Health and Physical Education offers experiential learning, with a curriculum that is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate. Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies that enable students to confidently and competently participate in a range of physical activities.

In Health and Physical Education students develop the knowledge, understanding and skills to support them to be resilient, to develop a strong sense of self, to build and maintain satisfying relationships, to make health-enhancing decisions in relation to their health and physical activity participation, and to develop health literacy competencies in order to enhance their own and others’ health and wellbeing.

Health and Physical Education Curriculum - Year 10

Health and Physical Education will offer a variety of pathways for students in Year 10. An overview of the Academic Pathway and Enterprise Pathway are below.

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Academic Pathway

Health & Physical Education Learning Focus

This course aims at providing strong foundations for future studies in senior Physical Education. Students

will study challenging units across the integrated strands of the Australian Curriculum – Personal, Social

and Community Health and Movement and Physical Activity. They will experience theoretical content

and assessment strategies similar to that utilised in senior Physical Education. Practical skill and game

development is also a focus of the course. Students will learn how to apply skills across a variety of

contexts within and across sports and physical activity.

Practical Options

Students undertaking the Academic Pathway course of study will have the option of choosing either

of the following two strands:

Athletic Development – the focus of the Athletic Development strand is on the building of

knowledge, fitness and skills specific to the physical activity being undertaken. There will be

provided with the opportunity to differentiate the activity/sport undertaken to suit the needs

and interests of the learners within the class.

Rugby League – this strand will focus on the development of fitness, skill and game-related

knowledge to enhance students’ performance in rugby league. Students can expect to engage

in skill development, game structures, game/skill analysis and strength and conditioning in

this course of study.

Theory - students in the Athletic Development and Rugby League electives will study the

same theoretical concepts. These are Skill Acquisition, Energy Systems and Recovert

Techniques.

Assessment

Assessment is necessary to gauge learning, to identify strengths and weaknesses and to direct future

teaching and learning. Assessment techniques in Academic Pathway Health and Physical Education

aims to prepare students for those required by the senior Physical Education syllabi. Students will

be scaffolded the skills (in practical and theory) required to complete these various assessment

techniques effectively. Assessment techniques that may be used are, but not limited to:

examinations (multiple-choice, response to stimulus, short and/or extended response

questions)



reports (reporting the findings of a topic or test)

Future Pathway

Students who study and succeed in Academic Pathway Health and Physical Education will be eligible

and well-equipped to study Physical Education in Year 11 and 12. The study of Physical Education

can support the pursuit of careers in a variety of industries, including education, health

(physiotherapy, nursing, nutrition, etc.) and sports science.

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Enterprise Pathway

Health & Physical Education

Learning Focus

This course aims at providing the foundations for future studies in the senior subjects of Recreation

and/or Certificate III in Fitness. Students will study challenging units across the integrated strands of

the Australian Curriculum – Personal, Social and Community Health and Movement and Physical Activity.

They will experience theoretical content and assessment strategies similar to that utilised in senior

Recreation. Practical skill, fitness and game development is also a focus of the course. Students will

learn how to apply skills across a variety of contexts within and across sports and physical activity.

Topics

Practical – Athletics, Striking/Fielding Games and Aquatic Safety and Survival

Theory - Dangers of Drugs and Alcohol, Eat Well Live Well and Positive Relationships

Assessment


future teaching and learning. The assessment strategies used in Enterprise Pathway Health &

Physical Education also aims to engage students to produce work which demonstrates their

understanding of rules, knowledge and skills. Some of the assessment techniques which may be

used are:

examinations (multiple-choice response to stimulus and short response questions)



reports (reporting the findings of a topic or test)

Future Pathway

Students who have studied Enterprise Pathway Health and physical Education will meet the

requirements of the Australian Curriculum. They will learn skills and habits to enable them to

be active, health promoting members of their community. The course aims to engage students

in physical activity and equip them with the confidence, knowledge and skills to pursue a

career in the fitness industry.

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Physical Education Subject Progression

Year 7 Year 7 Physical Education

Core class All Year

Year 8 Year 8 Physical Education

Core class All Year

Year 9

Year 9 Physical Education Core class

All Year

Athletic Development 2 Semester Electives

Rugby League

2 Semester Electives

Year 10 Physical Education - Core

Year 10 Year 10 Physical Educaiton - Athletic Development

Year 10 Physical Education - Rugby League

Year 11/12


in 2019)

Physical Education (General)

Certificate III Fitness

(VET course)

Recreation (Applied)

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Academic Pathway

Spanish Rationale

There are many incentives to learn a foreign language which go beyond the practical skill of being able to communicate in another language. Language learners are better able to solve problems, think logically and to express themselves with clarity. Research has also shown that the study of other language systems often improves proficiency levels in the first language. Additionally, language learners are also in a unique position to experience new cultures and break down stereotypes. Moreover, the practical language skills may increase students’ opportunities for employment in many fields such as tourism and hospitality, business, international relations as well as agriculture, education and communications. This practical skill also opens up opportunities to study abroad, and to travel and live in parts of the world that would not have been possible without the local language. Spanish is widely spoken around the world with over 400 million native speakers as well as millions around the world who speak it as a second language. It is recognised as one of the official languages of a number of international bodies such as the United Nations and the World Bank. In Australia, Spanish is becoming an increasingly valuable language due to the developing economic and political relationships between Australia and a large number of Spanish speaking countries. As a new program at St Mary’s, the Spanish program will promote the learning of the Spanish language through exposure to the many Hispanic cultures, the use of authentic materials, genuine opportunities to use the language and to explore areas of interest within the Spanish speaking world.

Assessment

Students will demonstrate evidence of their learning over time in relation to the following assessable elements: Communicating

Socialising

Informing

Creating

Translating

Reflecting Understanding

Systems of Language

Language variation and change

Role of language and culture

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By the end of Year 10, students who study Spanish should achieve the following: Communicating

Socialise and exchange and compare ideas and opinions in relation to issues relevant to their

own lives and interests, such as relationships, events and aspirations

Negotiate with peers to plan and take action on local and global issues and to engage in

different forms of spoken, written and digital transactions

Plan and evaluate collaborative activities and tasks that involve expressing and comparing

opinions

Analyse and interpret information, ideas and perspectives obtained from a range of spoken,

written and digital texts and present these in new forms

Organise and present critical perspectives on information obtained from different sources to

a variety of audiences

Respond to a range of imaginative oral, print and digital texts by interpreting or modifying

them to express own ideas and feelings

Express creative ideas and imagined experiences that relate to the cultures of Spanish-

speaking communities using a variety of texts

Translate texts from Spanish into English and vice versa, noticing and explaining words or

expressions that are culturally specific and difficult to translate

Create bilingual texts such as displays, explanatory or promotional material or performances

for immediate and virtual environments

Consider own reactions when engaging with Spanish speakers and resources and how these

may reflect aspects of own language and culture

Consider and discuss the relationship between language, culture and identity

Understanding

Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating

awareness of differences in accent and pronunciation across the Spanish-speaking world, and

use appropriate writing conventions

Extend knowledge of and use more complex features and patterns of the Spanish grammatical

system including possessive, demonstrative, object and relative pronouns; compound and

simple past tenses, future and conditional tenses

Analyse textual features of spoken, written and digital texts and consider how they shape

meaning and influence response

Recognise that Spanish is used in a variety of ways to achieve different purposes in different

contexts

Examine ongoing changes in Spanish as a language of local and international communication,

considering the power of language to both influence and reflect culture

Understand how language diversity reflects local and global variations in social and cultural

histories

Understand the role of language and culture in shaping cultural identity and consider how

learning a second language encourages a broadening of perspectives

37

Spanish Subject Progression

Year 7 Year 7 Spanish Term Rotation

Year 8 Year 8 Spanish Term Rotation

Year 9 Year 9 Spanish


Year 10 Year 10 Spanish


Year 11/12


in 2019)

Spanish (General)

38

Academic Pathway

Japanese Rationale Japanese is a valuable language for Australians to learn. For Queenslanders, the study of Japanese is especially important given the strong cultural, economic and political ties with Japan. Queensland learners, and in particular St Mary’s students, have many opportunities to meet Japanese speaking people within the school context and in the general community, through: Our Homestay programs; The biennial Japan tour; Our Japanese assistant and visiting native Japanese students; Sporting trips to Japan, and; Toowoomba’s international relations with Takatsuki, sister city in Japan. As the Japanese language deeply reflects the cultural heritage of Japanese society, the students will be able to develop sensitivity towards the values and ideas of the Japanese people. Thus the students should become more aware of, and able to participate more fully in our global community. The study of a foreign language also has important cognitive and economic benefits. LANGUAGE learners are better able to solve problems, think logically and to express themselves with clarity. Research has shown that the study of other language systems improves proficiency levels in the first language. Moreover, the practical language skills should increase the students’ opportunities for employment in many fields such as tourism and hospitality, business, international relations and diplomacy, education and communications. This ability also opens up opportunities to study abroad, and to travel and live in parts of the world that would not have been possible without the local language.

Overview

The study of another LANGUAGE is a compulsory subject for all Year Eight students. On completion of Year Eight, students may choose to continue their formal study of Japanese to Year Nine. An added incentive is that both the University of Queensland and Griffith University offer two bonus points towards students’ entry rank for passing an approved Language other than English course. Assessable Elements Students will demonstrate evidence of their learning over time in relation to the following assessable elements: Knowledge and Understanding Comprehending Texts Composing Texts Intercultural Competence Reflecting By the end of Year 9 students who study Japanese will use the essential process of Ways of working to engage in learning and to develop and demonstrate their Knowledge and understanding.

39

Ways of working Students are able to: interpret ideas and information in spoken and written texts and make judgments about the ways

that people, places events and things are represented. Locate, analyse and respond in the target language to information on topics and issues of significance

to members of the target cultures of a similar age plan, monitor and adjust verbal and non-verbal language to suit the role, purpose, context and

audience construct spoken and written texts that present an argument, perspective or opinion recognise that texts are culturally constructed, and analyse embedded cultural information notice and compare similarities and differences in text formats, language and style between similar

texts in the target language and English, and/or other familiar languages, to inform intercultural communication

notice and compare beliefs, values and practices in target language texts to identify the author’s purpose and audience

reflect on and evaluate the appropriateness of their own and others’ language choices in target language texts for purpose, context and audience

reflect on and evaluate learning to evaluate and apply new understandings and future applications Knowledge and understanding Comprehending and composing in the target language Comprehending and composing texts for particular purposes, contexts and audiences requires knowledge about the interrelations among purpose, text type, audience, mode and medium.

Verbal language and non-verbal language are adapted, based on role, purpose, context, audience,

mode and medium Context, vocabulary and syntax combine to provide clues to the purpose and meaning of texts High-frequency forms and identification of register help when interpreting complex language

involving dependent clauses Ideas and information can be expressed through a variety of text types and language adjusted to

suit formal and informal contexts Language can be manipulated to make original and extended texts that are organised according to

sociocultural conventions Common colloquial expressions are used in communication and these can be regional in their use

and often meaningless when translated word for word Intercultural Competence and Language Awareness Intercultural competence and knowledge of languages and cultures allow for differing ways of experiencing, acting in and viewing the world.

Regional and social diversity exists within and across languages and cultures, and this diversity

informs appropriate communication Familiarity with issues and topics of significance to members of the target culture enhances

intercultural communication Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these

aspects can facilitate intercultural communication

40

Requirements Students wishing to study Japanese in the Senior School are encouraged to complete the four semester units over Years Nine and Ten. Because each semester unit is designed to give a solid foundation of Japanese language based on particular topics it is recommended that all semester units should be studied. As the students progress through these units, their language skills become increasingly more sophisticated. Every second year a study tour to Japan is planned. This tour is available to students who are studying Japanese and is an excellent opportunity for students to enhance their Japanese language skills and to gain first hand experiences of the unique Japanese culture.

41


Japanese Farewell to Japan, Welcome to Australia Semester One Prerequisites: JL571, JL572 Unit Description This unit focuses on the final shopping experience in Japan (buying souvenirs for family and friends) and, on your return to Australia, welcoming Japanese students to your school. Students will gain an awareness of the favourite shopping venues of Japanese people and the ever popular 100 yen shop.

Suggested Topics

Translations in Japanese shops, describing past activities, entertaining Japanese visitors to Australia, what you want to do and why; food and restaurant etiquette.

Possible Learning Experiences Reading and writing a menu, shopping list, role play in restaurants/shops, reading shopping catalogues, video of popular shops, going shopping and Japanese restaurants.

Making leisure arrangements with Japanese students, giving opinions about activities and food, using a Japanese counter system while shopping, computer activities, emails, internet.

Students will participate in an excursion to South Bank, Queen Street Mall and a Japanese restaurant.

Essential learnings will be assessed as they relate to the four areas of reading, writing, speaking and listening.

Notes Requirements: Notebook, A4 display folder, squared booklet.

Sayonara After An Aussie Experience Semester Two Prerequisites: JL671 Unit Description This unit focuses on activities with Japanese host visitors, touring the host school and experiencing a day trip to local tourist spots. It concludes with a Sayonara Party for the students.

Suggested Topics Tour of school and popular destinations, compare features of Japanese and Australian schools, describe animals and the countryside, prepare farewell speeches and Sayonara party activities, describe events and people, give opinions.

Possible Learning Experiences Role-play a tour of the school, draw animals from given description, songs, computer activities, emails, internet activities.

Preparing farewell speech, playing “nininboari”, role play of conversation at a Sayonara party and perform at a Sayonara party,

Essential learnings will be assessed as they relate to the four areas of reading, writing, speaking and listening.

Notes Requirements: Notebook, A4 display folder, squared booklet.

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Technologies As students move into adolescence, they undergo a range of important physical, cognitive, emotional and social changes. Students often begin to question established community conventions, practices and values. Their interests extend well beyond their own communities and they develop their concerns about wider social, ethical and sustainability issues. Students in this age range increasingly look for and value learning they perceive as relevant, consistent with personal goals, and leading to important outcomes. Increasingly they analyse and work with more abstract concepts, consider the implications of individual and community actions and are keen to examine evidence prior to developing ideas.

In the Technologies learning area, students use technologies knowledge and understanding; technologies processes and production skills; and systems, design, and/or computational thinking to solve and produce creative solutions to problems, needs or opportunities. They communicate and record their ideas using a range of media and technologies. These specialised problem-solving activities will be sophisticated, acknowledge the complexities of contemporary life and may make connections to related specialised occupations and further study.

Students develop a global perspective; they have opportunities to understand the complex interdependencies involved in the development of technologies and between the developer and user in their solutions, and how these can contribute to preferred futures. Students develop an understanding of the interdependence of technologies development, values, beliefs and environment (systems thinking). Through undertaking technologies processes students develop systems, design and computational thinking; and organisational and project management skills.

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Design Technologies Subject Progression

Year 7 Year 7 Wood Technology

Term Rotation

Year 7 Graphics Term Rotation

Year 8 Year 8 Metal Techology

Term Rotation

Year 8 Graphics Term Rotation

Year 9 Year 9 Metal Technology – Elective


Year 9 Wood Technology – Elective 2 Semester Electives

Year 9 Graphics – Elective 2 Semester Electives

Year 10 Year 10 Metal Technology

Elective 2 Semester Electives

Year 10 Wood Technology


Year 10 Graphics


Year 10 Technology Studies Elective


Year 11/12


in 2019)

Cert II Engineering (VET Course)

Cert II Furnishing (VET Course)

Industrial Technology Skills

(Applied)

Industrial Graphics Skills

(Applied)

Building & Construction

(Applied)

Design (General)

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Graphics The Graphics course is about enhancing students’ range of communication skills and developing their understanding of shape, pattern and space. The ability to communicate effectively is an essential requirement in every field of endeavour and often our communication requirements are inadequately served by the spoken and written word.

This is especially true in our increasingly complex society where there is so much information to be absorbed and acted upon each day. Much of this information is of a technical nature, where drawings, sketches and coloured illustrations are often needed to enable clear and efficient communication. Being able to communicate graphically is one of today’s key literacies. A basic knowledge of Graphics is an important part of preparation for life in today’s society.

Through a focus on the design process, students study the main forms of technical drawing used throughout the world, together with some underlying principles of these forms. They explore the elements and principles of design, sketch, render, model, animate and produce technical drawings in response to a range of design problems.

Students are encouraged to apply design skills and technical knowledge to a variety of situations, think creatively, critically and independently about problems, and form opinions about the quality of work produced by the class group. Students learn about graphics by routine and practical experience in the classroom. They solve problems using the design process and communicate their solutions graphically. Prerequisites

Graphics is a subject which requires students to develop skills in a sequential manner. Each unit will cover specific content and skills. Students need to do at least one semester unit of Graphics in Year 9 before doing Graphics in Year 10. Students considering in enrolling in Design (new subject) in Years 11 and 12 should achieve a high standard in either or both of these units.

Future Overview

The study of Graphics will be of benefit to students who are looking at both vocational and professional occupations. Occupations involved in publishing, printing, advertising, packaging, architecture and most trades use the skills and knowledge covered in Graphics.

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Graphics


Graphics After completing this unit a student will have explored a range of factors influencing client centered design challenges and developed his ability to sketch, render, model, animate and produce technical drawings. The units will introduce students to the standards and conventions needed to communicate graphically in a range of situations. The units will also introduce students to the elements and principles of design and how they affect the design process and the products produced. The unit uses a combination of freehand drawing, rendering and CAD work to communicate these ideas. The unit is designed to introduce students to the design process as a preparation for Design (the new subject beginning in 2019). Product Design

Semester One Unit Description This unit focuses on elements of graphic design, production graphics and industrial design. The unit will develop student’s ability to produce graphical responses and prototypes to a range of design problems. Possible Learning Experiences By completing this unit, students should be able to: understand Australian standards for printing and line work; understand the design and applications of logograms; understand elements of product creation / presentation in text, layout, rendering and sketching; complete simple developments (layout, rollout, radial); complete simple trade logos, working with geometric shapes (both 2D and 3D); produce multi-view and pictorial representations of a range of products. Possible projects include logo design, furniture design, product redesign. Notes A levy applies to this unit (approximately $25.00). Items of assessment may include: classwork/homework folio and class test.

The Built Environment

Semester Two Unit Description This unit focuses on elements of the built environment and architecture. The unit will introduce students to the design process as well as the standards and conventions needed to communicate graphically in a range of situations. Possible Learning Experiences

After completing this unit a student will have explored a range of factors influencing client centred design challenges and developed his ability to sketch, render, model, animate and produce perspective representations and technical drawings for simple architectural / built environment related projects. Possible projects include House extension, Weekender, tiny house project, playground, picnic table, bbq area, industrial workshop, Shipping Container homes

Notes: A levy applies to this unit (approximately $25.00). Items of assessment may include classwork/homework folio, design folio and extended response projects.

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Metal Technology & Design Course Overview

Metal Technology and Design provides opportunities for students to engage in the design process through the design and development of a variety of metal related products.

Understanding the design process will enable students to create products that meet the identified need, whilst at the same time, demonstrating the skills needed by those intending to pursue careers in these areas.

Metal Technology and Design can give students an insight into our modern technical world. By studying and working with metal materials, students become aware of the tradition and technology behind many of the products that have become part of their daily lives. At this early stage students concentrate on hand skills linked closely with planning and design procedures.

Students handle a variety of materials, such as tinplate, galvabond, steel, aluminium and copper, and study the appropriate working and fastening methods. They learn to operate the metal lathe, bench drill, and some portable power tools, study low voltage electrical circuits and investigate the basic principles of mechanics.

This practical work is supplemented by the study of underlying principles of tools and equipment and the properties and characteristics of materials. Students are exposed, during the course, to a routine workshop safety program in the hope that they will “catch the safety habit” and be safer in their daily lives.

Students learn by working with materials, tools and equipment. They construct a number of individual projects in which they have a varying share in the design. Technical information comes from printed material, videos, films and visits to industry. During the course, students are encouraged to form judgments about the quality of craftsmanship, design and construction methods. Requirements for Senior Subjects Students who are considering doing a Certificate II in Engineering Pathways Industrial Technology Skills would benefit from achieving a satisfactory standard in unit MT IV. Future Overview

The study of Metal Technology and Design will be of benefit to students who are looking at the following occupations:

Plumbing

Aircraft fitter

Electrical

Turner & repairer

Metal fabrication

Fitting and turning

Boilermaker/welding

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Metal Technology & Design

St Mary’s College Toowoomba - Unit Specifications 2018 Metal Technology III

Semester One Prerequisites: MT I and/or MT II Unit Description This unit advances students’ skills, knowledge and understanding in working with a variety of metal products in the construction of a windmill. Students will further develop skills and understanding of low voltage circuits by constructing and assembling low voltage components working from a circuit diagram. Possible Learning Experiences After completing this unit students should:

demonstrate knowledge and understanding of the design process and how it is applied in this

field of work

be aware of safety issues

demonstrate correct marking out, cutting, folding and joining techniques in sheet metal

demonstrate correct lathe and machine procedures

demonstrate soldering and brazing techniques

demonstrate threading techniques

apply spray paint to a suitable standard

Demonstrate knowledge and understanding of common electronic circuits

Use electronic testing equipment

Solder electronic circuitry

Notes A levy applies to this unit (approximately $70). This unit is designed around the construction of a windmill and Metal Detector projects. Items of assessment may include: classwork projects, theory test and design folio.

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Metal Technology IV

Semester Two Prerequisites: MT I and/or MT II Unit Description This unit is aimed at giving an introduction to many machines and processes common in metal technology. Possible Learning Experiences After completing this unit students should have a basic knowledge of:

aware of safety issues

Centre geared head drills

MMAW (manual metallic arc welding)

Vernier height gauges

Micrometers

Vernier calipers

Oxy-acetylene

demonstrate correct lathe and machine

procedures

be able to safely perform simple tasks

using their knowledge gained from this

unit

Notes A levy applies to this unit (approximately $45). Possible projects are: plant hanger, plumb bob, pliers and welding projects/ exercise. Students considering doing a Certificate II in Engineering Pathways or Industrial Technology Skills in Year Eleven and Twelve will find this unit helpful. Items of assessment may include classwork projects, theory test and design folio.

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Wood Technology & Design Course Overview Wood Technology and Design provides opportunities for students to engage in the design process through the design and development of a variety of wood related products.

Understanding the design process will enable students to create products that meet the identified need, whilst at the same time, demonstrating the skills needed by those intending to pursue careers in these areas.

Wood Technology and Design can give students an insight into our modern technical world. By studying and working with timber and plastic materials, students become aware of the tradition and technology behind many of the products that have become part of their daily lives. As the roots of our technology lie in the ancient handcrafts, at this early stage students concentrate on hand skills linked closely with planning and design procedures.

Students study timber, timber products (plywoods, hardboards and particle boards), acrylic sheet and other plastic materials, along with appropriate working and fastening methods. As well as learning to use hand tools, students create projects for using the laser cutter and 3D printer as well as the use of the wood lathe, bench drill and a number of portable power tools, and learn about the safe use and storage of paints, varnishes and other finishing materials.

The practical work is supplemented by the study of underlying principles of tools and equipment and the properties and characteristics of materials. During the course, students are exposed, to a routine workshop safety program in the hope that they will “catch the safety habit” and be safer in their daily lives.

Students learn by working with materials, tools and equipment. They construct a number of individual projects in which the student has a varying share in the design. Technical information comes from printed material, videos, films and visits to industry. During the course, students are encouraged to form judgments about the quality of craftsmanship, design and construction methods. Requirements for Senior Subjects

Students who are considering doing Industrial Technology Skills, Building and Construction and /or Furnishing Skills would benefit from achieving a satisfactory standard in Unit WT IV.

Future Overview

The study of Wood Technology and Design will be of benefit to students who are looking at the following occupations:

Furnishing industry Carpentry

Glass industry Painting industry

Cabinet industry Hardware industry

Joinery Home maintenance

Architecture

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Wood Technology & Design Wood Technology III Semester One Prerequisites: WT I and/or WT II Unit Description Students will design, make and appraise a CO2 (carbon dioxide) Dragster with the intention of entering it into a school based competition and possibly into the Queensland CO2 Dragster Competition.

This course also aims to continue the development of skills involving the use of woodworking tools and plastic hand tools. Students will be instructed in workshop safety – the safe and proper use of machines such as the ‘CNC’ router, wood lathe, the bench drill, belt and disc sander, band saw and buffing machine. Students will cover general construction processes, applying finishers and basic workshop graphics. Students will also explore the relationship between designing and manufacturing products. Possible Learning Experiences After completing this unit students should be able to:

demonstrate knowledge and

understanding of the design process

and how it is applied in this field of

work

use a template

use woodworking machinery

read technical drawings

use cutting and shaping tools

investigate the properties and uses

of materials, adhesives, abrasive

materials, hardware items and

surface treatments

recognise the design process

involved

evaluate design

work within specifications

create a design

learn to appreciate other designs

understand the theory elements

associated with the design and

construction of the dragster

craft a dragster using a variety of

tools

compete in a friendly environment

evaluate their design, identifying

areas for improvement

Notes A levy applies to this unit (approximately $70). Possible projects include: CO2 Dragster, Coat Hanger, Wall Clock and Lathe Work. Items of assessment may include: classwork, design folio and theory test.

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Wood Technology IV Semester Two Prerequisites: WT I and/or WT II Unit Description This unit should enhance the basic skills involved in working with wood and plastic. The unit particularly deals with general power tools usage, safety and glue technology. Students will investigate the properties and uses of materials, adhesives, abrasive materials, hardware items and surface treatments Possible Learning Experiences After completing this unit students should be able to:

demonstrate knowledge and understanding of the design process and how it is applied in this

field of work

plan, design and appraise framed wood projects

use woodworking machinery

choose and construct framing joints

choose and use various types of glues including contact glue, PVA and tile glue

investigate manufactured timber products, plastics, ceramic tiles and glues.

read technical drawings

sketch, measure and prepare drawings of simple furnishing projects

produce scaled drawings

apply graphic methods to reproduce shapes

evaluate their design

Notes: A levy applies to this unit (approximately $80). Possible projects include: Coffee Table, Trinket Box and Lathe Project. Items of assessment may include: classwork, design folio and theory test.

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Technology Studies Technology Studies challenges you to understand and appreciate technological innovation and its impact on society. You will learn about the purposeful application of knowledge, resources, materials and processes to develop solutions to real-world design problems by generating innovative ideas and producing products. In Technology Studies you will examine and create solutions to design problems. Design problems are based on identifying a need or responding to an opportunity. You will develop an understanding of real-world product design and production processes. Technology Studies provides opportunities for you to develop lifelong skills in strategic thinking, practical problem solving, information analysis, creative thinking and project management. Students considering in enrolling in Design in Years Eleven and Twelve should achieve a high standard in Junior Technology Studies. The units will also introduce students to the elements and principles of design and how they affect the design process and the products produced. After completing these units a student will have explored a range of factors influencing client centred design challenges and developed his ability to sketch, render, model, animate and produce technical drawings. They will also be required to make and appraise their designs. These can be through either rapid prototyping or full construction. The units introduce students to the standards and conventions needed to communicate graphically in a range of situations and will development the workshop skills needed to bring these designs to fruition. The units use a combination of freehand drawing, rendering and CAD work to communicate these ideas. The units are designed to introduce students to the design process as a preparation for Senior Graphics and Technology Studies in Years 11 and 12. Technology Studies 1: Semester One

Unit Description This unit focuses on elements of industrial design in a multi-material environment. The unit will develop student’s ability to use the design process to design, make and appraise a range of design problems. Possible Learning Experiences By completing this unit, students should: Understand the design process and how it relates to the design and manufacture of a range of products; work with design factors to produce products that meet client needs; produce annotates sketches, presentation drawings and construction drawings, acquire the skills necessary to construct their designs, prepare reports on design, materials and construction techniques. Possible projects include ergonomic mouse, down force racer, charging station, plane. Notes A levy applies to this unit (approximately $100.00). Items of assessment may include: classwork/homework folio, design folios, technical reports and class test.

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Technology Studies 2: Semester Two

Unit Description This unit focuses on elements of industrial design in a multi-material environment. The unit will develop student’s ability to use the design process to design, make and appraise a range of design problems. Possible Learning Experiences By completing this unit, students should: Understand the design process and how it relates to the design and manufacture of a range of products; work with design factors to produce products that meet client needs; produce annotates sketches, presentation drawings and construction drawings, acquire the skills necessary to construct their designs, prepare reports on design, materials and construction techniques. Possible projects include iPod dock, remote controlled vehicle, stool, signs, lamp shade.

Notes A levy applies to this unit (approximately $100.00). Items of assessment may include classwork/homework folio, design folios, technical reports and class test.

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Academic Pathway Digital Technologies In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability

of the economy, the environment and society, that the benefits of information systems are exploited

ethically. This requires deep knowledge and understanding of digital systems (a component of an

information system) and how to manage risks. Ubiquitous digital systems such as mobile and desktop

devices and networks are transforming learning, recreational activities, home life and work. Digital

systems support new ways of collaborating and communicating, and require new skills such as

computational and systems thinking. These technologies are an essential problem-solving toolset in our

knowledge-based society.

Digital Technologies provides students with practical opportunities to use design- thinking and to be

innovative developers of digital solutions and knowledge. The subject helps students to become

innovative creators of digital solutions, effective users of digital systems and critical consumers of

information conveyed by digital systems.

A deep knowledge and understanding of information systems enables students to be creative and

discerning decision-makers when they select, use and manage data, information, processes and digital

systems to meet needs and shape preferred futures.

Digital Technologies provides students with authentic learning challenges that foster curiosity,

confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when

using and developing information systems to make sense of complex ideas and relationships in all areas

of learning. Digital Technologies helps students to be regional and global citizens capable of actively

and ethically communicating and collaborating.

Aims

Digital Technologies more specifically aims to develop the knowledge, understanding and skills to

ensure that, individually and collaboratively, students:

design, create, manage and evaluate sustainable and innovative digital solutions to meet and

redefine current and future needs

use computational thinking and the key concepts of abstraction; data collection,

representation and interpretation; specification, algorithms and implementation to create

digital solutions

confidently use digital systems to efficiently and effectively automate the transformation of

data into information and to creatively communicate ideas in a range of settings

apply protocols and legal practices that support safe, ethical and respectful communications

and collaboration with known and unknown audiences

apply systems thinking to monitor, analyse, predict and shape the interactions within and

between information systems and the impact of these systems on individuals, societies,

economies and environments.

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Digital Technologies Semester 1: Creative Media Unit Description In this unit, students will be introduced to the concepts of both ‘3D modelling & printing’ and ‘Video Editing’. Possible software includes:

Video editing and production software

Multimedia creation software

Possible Learning Experiences At the conclusion of this unit, students will be able to:

Use video editing software to produce and edit a clip that meets specifications;

Capture video; and

Capture video using a Green Screen

Create multimedia resources Notes Assessment in this unit includes practical tasks and projects. This unit introduces practical skills which will benefit students studying Film, Television and New Media and Cert II in IDMT in Years 11 and 12, and Business, IT, Multimedia, Creative Art courses at university.

Semester 2: Digital Futures

Unit Description In this unit, students will be introduced to concepts of programming, including languages, constructs, syntax and decision-making code. The logical processes and computational thinking that is developed will be of benefit to students in many areas of their future study and our rapidly expanding digital world. Possible Learning Experiences Students will learn to apply programming concepts and structures in order to solve a problem. This will require students to:

Interpret instructions

Devise solutions

Write programming code

Create 3D models and print a physical copy of their design

Realise the process of evaluation and redesign in the 3D design context

Design, develop and evaluate 3D model

Create and program complex robots

Safely operate small drones Notes Assessment in this unit includes practical tasks and projects. This unit introduces practical programming skills which will benefit students studying Digital Solutions and ITS in Years 11 and 12, and Business / Programming / Information Technology courses at university.

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Digital Technologies Subject

Progression

Year 7 Digital Technologies

Term Rotation

Year 8 Digital Technologies

Term Rotation

Year 9 Digital Technology

Semester One Elective Creative Media

Digital Technology Semester Elective

‘Gamers and Coders Unite!’

Year 10 Digital Technology

Semester One Elective Creative Media

Digital Technology Semester Elective ‘Digital Futures’

Year 11/12


in 2019)

Film, Television and New Media

(General)

Certificate II IDMT (VET Course)

Digital Solutions

(General)

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Food Technology Introduction Food Technology provides opportunities for students to engage in the design process through the

development of food products in a variety of settings. Practical skills are developed through the care

and safe handling of equipment, food preparation activities, and by the design, production and

evaluation of food solutions.

Overview During the course, students study essential core content: food preparation, nutrition and consumption. Students will develop skills in the selection, preparation and presentation of food that is nutritionally balanced as well as culturally and socially significant and safe to consume.

Knowledge of nutrition is integral to making healthy food choices. Students will examine the nutritional

components of food and food developments aimed at enhancing health, the impact of food consumption

on nutrition and explore ways of meeting nutritional requirements to maintain optimum nutrition or

manage nutritional issues. Food is processed to varying degrees. Students will explore safety and hygiene practices relating to food, and changes that occur in the functional properties of food. They will also examine the social, economic and environmental impact of food studies. Food service and catering are important areas of the food industry as they provide people with both sustenance and employment. Students will examine food service and catering ventures and their operations across a variety of settings and investigate employment opportunities. Students will plan and prepare safe and appealing foods appropriate for catering for small or large scale functions

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.Food Technology Subject Progression

Year 7 Year 7 Food Technology

Term Rotation


Term Rotation





Year 11/12


in 2019)

Hospitality in Practice with embedded Certificate II in Hospitality (Applied)

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Food Technology Teens, Diets and Café Cookery Semester One Unit Description

Different Teens, Different Diets focuses on the different nutrient needs of individual adolescents. The unit investigates the six essential nutrients, the factors that influence nutrient needs and how these vary between individuals. Application of this knowledge is used to adapt both case studies and personal diets. Students are able to implement the theoretical concepts of nutrients to prepare a weekly food plan. The Café Cookery unit, focuses on a day in the life of a café worker. The students look at the varying jobs associated with working in a café. They study a typical café menu, learn to cook a variety of meals and drinks to a café standard and examine the food choices available in a café are compared to that of a restaurant. The cookery is focused around the food choices available with particular attention to the preparation and serving of café food.

Assessment

Theory & Practical examinations Assignments

Kitchen to Restaurant Semester Two Unit Description

Hospitality covers all aspects of food preparation, safe service of foods, working in teams, communicating in a culturally diverse workplace, customer skills, food and beverage service, menu planning and menu production. The Kitchen Operations unit touches on all of these topics, with particular attention paid to the hygienic preparation of food and working in a team. Students explore the running of functions and restaurants. They look at the different types of jobs available, and the roles of each employee. The students learn how to cook restaurant standard food items and meals, prepare these meals for service and provide high quality food and beverage service. The assessment involves the students working as a team to design and run a restaurant/function, they look at menu planning, portion control and the costs involved in a restaurant, such as food, decorations, garnishing, equipment etc.

Assessment

Theory & Practical examinations Assignments

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Creative Arts Subject Progression

Year 7 Drama

Term Rotation

Visual Art Term Rotation

Music Term Rotation

Year 8 Drama

Term Rotation

Visual Art Term Rotation

Music Term Rotation

Year 9 Drama

2 Semester electives

Visual Art 2 Semester electives

Music 2 Semester electives

Year 10 Drama

2 Semester electives

Visual Art 2 Semester electives

Music 2 Semester electives

Year 11/12 (Proposed for

commencement in 2019)

Drama (General)

Drama in Practice (Applied)

Visual Art (General)

Visual Arts in

Practice (Applied)

Music

(General)

Music in Practice (Applied)

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Visual Art Introduction The study and making of art work has permeated across civilizations, cultures and societies. From ancient cave markings to 21st century computer animation, man has always been driven to express, imagine, dream, interpret and perceive.

Art communicates people’s response to the world. Art can change the way we see and the way we think. Through studying Art, students learn to be visually literate by making and appraising. Visual Arts

Through participating in the visual arts activities students are provided with opportunities to develop:

Visual perception, visual language and visual problem-solving skills

The ability to use visual literacy and communication to express ideas, feelings, experiences and

observations

Knowledge of the elements, concepts, forms, materials and processes of visual arts and an ability

to use them as a means of personal expression

An awareness of the aesthetic domain and its relation to the visual arts

An ability to rework and refine visual arts ideas and concepts

Knowledge and understanding of the visual arts in various cultural, social and historical contexts

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Visual Art Back To The Drawing Board

Semester One

Unit Description By re-presenting symbols, students explore Cubism, and then complete a drawing exploring the concept of multiple viewpoints. Students complete an essay about the topic of Cubism. Students complete a heroic self-portrait by creating a stencil from a photograph and then completing a painting on canvas. The final task is to design and construct a piece of ceramic armour.

Possible Learning Experiences After completing this unit, the students will have developed their skills in drawing, painting and sculpture. Students will know how to write about artwork using the language of the Elements and Principles of Art.

Notes – (Some materials will be provided by the school and some by students.) A4 Visual diary, HB, 2B, 4B pencils, eraser, 40 cm ruler, pastels, coloured pencils, paint brushes, scissors, glue stick, stencil paper, blades, aerosol paint, acrylic paint, clay

Where Art Thou? Unit Description Students select and write about an artwork using the language of the Elements and Principles of Art. Students design and decorate a skateboard. Other tasks include drawing in pencil using street art as stimulus.

Possible Learning Experiences After completing this unit, the students should be able to manipulate a variety of Art materials, use skills and techniques to give form to ideas, explore visual design elements and principles relating to a variety of media; observe, collect and compile and record visual, verbal and sensory information and ideas to develop and resolve major art works, recording the process in the Visual Diary.

Notes A4 visual diary, HB, 2B, 4B pencils, eraser, paint brushes, scissors, glue stick, colouring-in pencils, skateboard, acrylic and aerosol paint, graffiti pens.

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Music St Mary’s College believes all students have the capacity to enjoy and make music! Music is an academic and fun subject where all students can achieve success. Students learn music by listening to, creating, and performing music. Music provides us with many unique opportunities to succeed in academic studies and personal growth, as well as providing a balance to other academic studies. Music is Unique Virtually every person, every day experiences music. Every culture in the world includes music in some form - for ceremony, relaxation, communication, celebration and enjoyment. Music offers many unique qualities:

Music provides a unique means of communication and expression through sound

Music provides a context for the understanding and transmission of beliefs and values

Music has its own body of knowledge and skills

Music functions as a means of entertaining, celebrating, relaxing and expressing

Music brings joy and satisfaction, fosters creative expression, challenges thinking and

stimulates imagination

Music learning contributes to intellectual and cognitive growth through the development of

skills, techniques and processes

Music learning contributes to social and personal growth

Music engages all aspects of a person: cognitive, emotional, sensory, physical and spiritual

Music is an abstract, creative medium which allows for unique individual expression

Recent research illustrates how learning music can help students improve in other academic and social areas of their lives.

Improved reasoning capacity and problem solving skills

Improved maths and language performance

Increased memory

Greater social and team skills

Middle School Music The College offers a Middle School Music Programme that is flexible and varied. Traditional areas of study are explored side-by-side with modern and real-world concepts using a wide variety of technology. The focus of the elective music course is to adapt content to be relevant and accessible to the students of the class, allowing them to gain an understanding of how academic concepts are applied to their own personal musical exploits. Music is best learnt through a sequential skill based program where music making operates at its core. However, in order to allow boys every opportunity to study Middle School Music, each unit is discrete in terms of the unit theme. The learning experiences for every unit are specific to the needs and abilities of the class group. Core music literacy skills are introduced, revisited, and reinforced in every unit.

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Students may study Music at St Mary’s College in a number of different modes.

Music Minor Students undertaking elective music on a part time basis may enrol for semester 1 studies, then discontinue music in semester 2. This path is not advised for those students wishing to continue Music in year 10 and beyond, as sequential skill building is crucial for success in the more advanced courses.

Music Major Students who have enrolled in semester 1 Music are invited to continue into semester 2. The second semester has a heavier focus on practical application of the knowledge and skills gained in the first semester of study, and allows for a holistic understanding of the subject materials and how they can be applied in a broader context.

Students wishing to enrol in Semester 2 Music who have not undertaken the course in Semester 1 must make a request to the Director of Music before applying. Course materials rely on sequential learning of core skills and concepts, and as such additional support may be needed to ensure the student’s success.

Development of Music Literacy Skills Both Major and Minor paths of musical study focus on developing core music literacy skills. These include music reading and notation, understanding musical aspects such as melody, rhythm and harmony, and the ability to aurally analyse and describe the songs studied. These aspects of Music will be revisited in all units of study so that students have the opportunity to build foundational skills over time, which is vital to students who continue with Senior Music.

Extra-Curricular Music It is an expectation that students enrolling in elective Music are currently undertaking private tuition and/or have established instrumental/vocal skills to ensure they have the required capabilities for practical assessment. If undertaking private tuition is an area of concern, students and/or their parents are encouraged to contact the Director of Music to discuss support options.

Students can become a part of the Extra-Curricular Music Program at any time of their schooling and are encouraged to do so. In addition to the classroom music program, private instrumental lessons are offered to secondary students. For information on how to become involved in the Extra-Curricular Music Program, please contact the Director of Music. Senior Music Students may continue their Music studies into the Senior School. Students wishing to undertake studies in Senior Music are advised to pursue a Music Major in both years 9 and 10. Career Pathways Many students choose to study music because of their love for the subject. Studentss are able to direct this passion into a career pathway that might appeal to them. Some are listed below:

music administrator – software designer – music therapist – performer – composer teacher – conductor – instrument repairer/maker – recording technician – producer music journalist – band manager – radio/tv work – events coordinator – arts lawyer

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Music

Year 10

Senior Music **

** Students intending to do Senior Music should undertake a Music Major during their

Middle School studies

MUS III Music Studies 3

[Music for Small Ensembles]

Sem I - Yr 10

MUS IV Music Studies 4

[Arranging, Recording, and

Musical Technology]

Sem II - Yr 10

EXTRA-CURRICULAR MUSIC

It is an expectation that students enrolling in elective Music are

currently undertaking private tuition and/or

have established instrumental/vocal skills to ensure they have the required capabilities for practical assessment. If

undertaking private tuition is an area of

concern, students and/or their parents are

encouraged to contact the Director of Music to

discuss support options.

Students can become a part of extra-curricular music program at any time of their schooling and are encouraged to do so. In

addition to the classroom music program private

instrumental lessons are offered to secondary

students.

For information on how to become involved in the Extra-Curricular

Music Program, please contact the Director of

Music.

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Music Music Studies 3 (MUS III) Music for Small Ensembles Semester One Year level: 10 Unit Description In this unit, students will continue to develop and extend their musicianship skills through the study of musical ensembles throughout the ages. Collaboration has always been a major focus throughout musical history; from medieval sacred choirs and renaissance dance bands, classical chamber music, jazz and blues combos, right through to modern rock bands and pop groups. This unit explores how ensemble repertoire and performance has evolved and will allow students to experiment with various ensemble combinations in a classroom setting. Students will also explore musical genres of interest to them, with a special focus on Australian music and modern music trends. Possible Learning Experiences During this unit you may:

perform, read, write and create music

study a range of music composed for small ensembles from past to present

develop your understanding of the basic musical elements

extend music literacy skills

learn basic keyboard skills and extend current instrumental skills

develop and extend part work skills

use iPad applications to create and perform music

perform in an ensemble

Notes There will be various types of assessment for this unit that assess your musicianship. Your assessment will include the following: musicianship tasks (composing, performing and responding) and a musicianship exam. All students will be expected to participate in performance tasks regularly.

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Music Studies 4 (MUS IV): Arranging, Recording, and Technology in Music Semester Two Prerequisite: MUS III Unit Description This unit prepares students for Senior Music, and uses modern technology to explore how music is created, rearranged, adapted, and recorded. Students will learn about recording technologies and equipment, music production, and how to both create and adapt music for bands and instrumental ensembles. Students will also experiment with sound creation and synthesis using software applications. This unit has a contemporary focus, and allows students to create the style of music that most interests them. Possible Learning Experiences During this unit you may:

perform, read, write and create music

study a range of repertoire and how to deconstruct it

study stylistic features of music and how they can be manipulated for your use

continue in-depth study of the musical elements

use technology to make music

extend music literacy skills

perform individually and/or in an ensemble

Notes There will be various types of assessment for this unit that assess your musicianship. Your assessment will include the following: musicianship tasks (composing, performing and responding) and a musicianship exam. All students will be expected to participate in performance tasks regularly.

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Drama Introduction Drama is an exciting and enticing subject. It involves students, individually and in groups, learning about themselves and others, and the interaction of their minds and their bodies with others.

Drama develops relationships, and gives students confidence to stand up in front of others and speak. Speaking in front of others is listed as the greatest fear of 85% of people, with 40% fearing it more than death.

As a learning experience, Drama is unique. Various forms and styles are explored through tasks requiring the students to find a deeper meaning. Drama aims to facilitate skills and opportunities in the fields of functional communication, process and performance, group dynamics and specific areas of personal and creative expression.

Junior Drama aims to develop students’ ability to approach life and drama with confidence and sensitivity as well as developing a solid grounding in the elements of drama. The skills developed in Junior Drama can easily be transferred across all key learning areas and provide a solid grounding for studies in Senior Drama.

Drama teaches students how to:

Negotiate in groups

Build teams

Use problem solving

Balance assertion and compromise

Reach collaborative decisions

Become an independent thinker

Be confident in your own ability

Find creative solutions to a range of situations

Real skills for university, employment and life

Where will Drama lead me?

Journalism / Media Studies

Law

Science

Psychology

Business

Human Resources

Hospitality and Tourism

Retail

Entertainment Industry

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Drama Let’s Take It To The Stage Semester One Unit Description The focus of this semester is on developing performance skills to create and maintain a role. Students will study play texts to explore scriptwriting techniques, themes, characterisation, relationships, stereotypes, status and subtext. Students will then rehearse their own dramatic statements and present their work in a sustained role, in a realistic dramatic presentation. The resulting performance will be an innovative, unique and a compelling live performance. Possible Learning Experiences Reading, responding and reflecting on play texts; visit to see a professional production; responding to a professional theatre production; examining subtext, relationships, stagecraft, voice and movement skills through comprehensive character development workshops; brainstorming/concept mapping; scriptwriting; producing technical and multimedia effects to establish and maintain mood; working in an ensemble to produce a polished performance. Notes Excursion/guest artist visit, therefore cost will incur. Recommended for entry into Senior Drama or for students who need to present orals in Senior subjects. This unit contains both theoretical and practical assessment.

All The World’s A Stage Semester Two Unit Description This unit focuses on the interpretation of playscripts and the production of plays from the premodern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of drama as an art form. Throughout the term students work with playscripts in both their written form and in performance. They learn about the times, places and cultures of key theatrical developments and develop awareness of the traditions and histories of theatre. Students will then demonstrate, through the technique of Documentary Drama, how our own true stories can be powerful and provocative material for performance work. Possible Learning Experiences Reading, responding and reflecting on a variety of theatre styles; drawing on personal stories and historical events as the basis for performance work; utilising the skills of listening, interpretation and improvisation to ‘playback’ personal stories; explore both realistic and non-realistic acting styles in Documentary Drama exercises and performance work; experiment with modern theatrical styles, including modern technology, to create new and innovative performance; examine and explore the influence that heritage theatre has had upon contemporary performance; devise a performance using the techniques and conventions of Documentary Drama. Notes Excursion/guest artist visit, therefore cost will incur. Recommended for entry into Senior Drama or for

students who need to present orals in Senior subjects. This unit contains both theoretical and practical

assessment.

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Academic Course Record

This page should be updated each semester so you have an accurate record of your studies.

This will assist you in planning your course of study.

The units I have completed are:

YEAR 10

Semester 1 Semester 2

subject information handbook · in core learnings and at the same time accommodate the boys’...

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