subject selection book 2021 · year 9 and 10 transition 2021 the two year senior preparation...

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Subject Selection Book 2021 Years 9 and 10 Electives

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Subject Selection Booklet Years 9 to 10 Junction – 2021 Year 9 Semester I – End of Junior Secondary

Year 9 Semester II and Year 10 Semester I – Senior School Transition

Cover page 1

Contents 2

YEAR 9 SUBJECT OVERVIEW – End of Junior Secondary 4

Chinese 6

Aspire Chinese 7

Digital Solutions 8

Drama 9

Aspire Drama 10

Engineering 11

Health and Physical Education (HPE) 12

Hospitality 13

Industrial Graphics 14

Media 15

Music 16

Aspire Music 17

Industrial Technology 18

Visual Art 19

Aspire Visual Art 20

The Year 9 and 10 Juncture Year 9 Semester II and Year 10 Semester I subject overview

21

Social Science

Accounting 22

Chinese 23

Aspire Chinese 24

Economics 25

Geography 26

History 27

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Science

Biology 28

Chemistry 29

Aspire Chemistry 30

Physics 31

Aspire Physics 32

Practical Arts

Engineering 33

Industrial Graphics 34

Hospitality 35

Industrial Technology 36

Digital Solutions 37

Physical Education

Physical Education 38

Mathematics

Mathematics 39

Aspire Mathematics 40

Creative Arts

Drama 41

Film and Television 42

Music 43

Aspire Music 44

Visual Art 45

English

46

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The Two Year Senior Preparation Process YEAR 9 and 10 transition 2021 Year 9 and 10 are important foundation years for a student’s development and transition to Senior Schooling. In these pivotal years, Students will engage in career education, explore and research various educational pathways and be exposed to a variety of new and challenging subjects. They will also develop the foundation of skills and content knowledge for subjects and begin preparing for their Senior Phase of Learning, external exams and the world of work. Student study habits and school organisation will be vital for success. In these two years students will have the flexibility with their learning to move and change subjects at specific juncture points that will not be possible in subject offerings in Years 11 and 12.

Year 9 Semester I

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Transition Year – Year 9 Sem 2 and Year 10 Sem 1

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Year 10 Semester II Year 9 Semester II Year 10 Semester I

Core Subjects and Aspire Programs

English Mathematics Humanities and Social Science Science

Core Subjects and Aspire Programs English Mathematics

Core Subjects and Aspire Programs English (G) General Mathematics (G) or

Mathematics Methods (G)

Post Senior Education and Training plan interview

(ACARA Curriculum) Senior Subject

preparation

History (G), Economics (G) or Geography (G) Biology (G), Physics (G) or Chemistry (G) Aspire History (G) or Aspire Geography (G)

Elective Options (Two choices only)

Aspire Chinese (application only)

Athlete Development Program (application only)

Aspire Drama (application only) Aspire Music (application only) Aspire Visual Design (application

only) Chinese Drama Engineering Health and Physical Education Hospitality Media Music Industrial Technology Visual Art

Elective Options (four choices only – semester subjects)



Aspire Drama (application only) Aspire Music (application only) Aspire Visual Design (application only) Accounting (G) Industrial Graphics(A) Chinese (G) Drama (G) Engineering(G) Health and Physical Education (G) Hospitality (A) Industrial Technology (A) Digital Solutions (G) Film and Television (G) Music (G) Visual Art (G)

Additional GIPSA Sport Positive Education DARE Program

Additional GIPSA Sport Positive Education DARE Program and Career Education (SET plan)

Additional External exam preparation Preparation for Traineeships and

Apprenticeships

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YEAR 9 SUBJECT SEMESTER I

In Year 9 students will study the core areas of Mathematics, English, Science and Social Science (History and Geography). Students also have the opportunity to select two elective subjects in Semester I. At the end of Semester I, students and parents have the opportunity to select their subject choices for the transition Year for the Second Semester of Year 9 and First Semester of Year 10.

Core Subjects and Aspire Programs

Aspire English Aspire Mathematics Aspire Humanities and Social

Science Aspire Science English Mathematics Humanities and Social Science Science

Elective Options (Two choices only)



Aspire Drama (application only) Aspire Music (application only) Aspire Visual Design (application

only) Chinese Drama Engineering Health and Physical Education Hospitality Media Music Industrial Technology Visual Art

Additional GIPSA Sport Positive Education DARE Program Stem 2021 Bridge and Duke of Edinburgh

Core areas of study

Two elective options

GIPSA Sport

Positive Education

DARE Program

Semester 1

ENGLISH MATHS

HUMANITIES AND

SOCIAL SCIENCE

SCIENCE

Elective choice

1

Elective choice

2

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CHINESE

SUBJECT INTRODUCTION

Learning additional languages widens horizons, broadens cognitive and cultural experience and develops communication and intercultural understandings.

Year 9 LOTE Chinese aims to develop language skills acquired in the compulsory Year 8 program. In Year 9, students will further their communication skills through reading, writing, listening and speaking in Chinese in relevant, meaningful contexts. Students have the opportunity to host visiting Chinese students to develop their Chinese language skills, as well as participation in a study tour trip to China in their senior years of study of Chinese.

In addition to studying the language, students will engage in a variety of cultural activities including cooking Chinese food, visiting restaurants, and participation in a range of Chinese celebrations. Opportunities to participate in various speech and language competitions will also be offered to students.

Year 9 Chinese is a pre-requisite for the study of Chinese in Years 10-12.

Learning Themes:

• Nutrition: Students will develop language to describe the taste of the food and be able to identify nutritious food. Students will design a weekly heath food plan using their written and listening skills.

• House Design: Students will develop language to describe homes and the items in those homes.

Students will design a house plan, labelling rooms and the items inside utilizing their writing and

reading skills.

EXAMPLES OF ASSESSMENT

Short response exam

Extended response exam

Combination response exam

LINKS TO SENIOR/FUTURE PATHWAYS

Chinese as a second language is highly valued by a diverse range of employers as the global nature of industry and the growth of Asian markets creates a high demand for multilingual employees. Career pathways may include the tourism industry, international relations, translator, interpreter, teacher, flight attendant, engineering, hospitality, journalism, foreign affairs or politics.

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ASPIRE CHINESE

SUBJECT INTRODUCTION Learning additional languages widens horizons, broadens cognitive and cultural experience and develops communication and intercultural understandings.

Year 9 ASPIRE Chinese aims to develop language skills acquired in the ASPIRE enrichment courses in Years 7 and 8. In Year 9, the program aims to strengthen students’ proficiency in Chinese language as well as extend their thinking skills, creativity and overall cognitive development. Students engage in an accelerated program of study aimed at increasing their level of language fluency.

In addition to studying the language, ASPIRE Chinese students will engage in a variety of cultural activities including cooking Chinese food, visiting restaurants, and participation in a range of Chinese celebrations. Opportunities to participate in various speech and language competitions, as well as the China trip will also be offered to students. ASPIRE Chinese students are also invited to participate in a range of extra-curricular opportunities including university and Confucius Centre programs aimed at developing their language skills and cultural understanding.


Learning Themes:

The World of Work: Students will compare and contrast employment prospects in their own, and in Chinese-speaking communities. Students will discuss a variety of perspectives of job opportunities.

• Chinese Culture and Festivals: Students will identify how Chinese traditional culture is maintained in the

modern world, by learning to about and to discuss festivals, events, rites of passage and community

celebrations. Students will analyse how aspects of Chinese culture have made diverse contributions to

communities around the world.


Short response exam

Extended response exam

Combination response exam


Chinese as a second language is highly valued by a diverse range of employers as the global nature of industry and the growth of Asian markets creates a high demand for multilingual employees. Career pathways may include the tourism industry, international relations, translator, interpreter, teacher, flight attendant, engineering, hospitality, journalism, foreign affairs or politics.

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DIGITAL SOLUTIONS SUBJECT INTRODUCTION

Digital Solutions will improve student information technology skills with a strong focus on problem solving. Digital Solutions explores the digital world in which students live through the development of a solid knowledge base and practical experience.

Learning Themes

Interactive Applications

Students learn core programming concepts through hands on coding tasks. Once students gain fundamental object oriented programming skills, they develop an application that could be a game, interactive story book, information kiosk or educational program. Network Systems

Students explore remote computing communication. Looking at the Internet, the World Wide Web and wireless systems, students gain an understanding of digital communication and data security.


Assessment will include:

Coding tasks

Software projects

Exams


Further study: Tertiary Entrance – University, TAFE and technical colleges; diplomas, advanced-diplomas and bachelor degrees Career Pathways: software design, computer science, aerospace industry, research and development.

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DRAMA


The Year 9 Drama program will provide students an opportunity to develop knowledge of the elements of drama and conventions associated with contemporary forms of Realism, including Magical Realism and Australian Gothic. Students will develop their skills of drama that are interrelated and underpin the knowledge and processes needed to create/make and respond to dramatic action and meaning.

Students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints.



Project: Directorial Vision and Performance (Making)

Exam (Responding)


This course provides the foundation for Senior Drama and is helpful for building skills relating to other Creative Arts subjects, Music and Film and Television. Drama develops group skills and can be a helpful form of self-expression. Drama provides communication skills that are necessary in ‘real life’.

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ASPIRE DRAMA


The Year 9 Aspire Drama program will provide students an opportunity to develop knowledge of the elements of drama and conventions associated with contemporary forms of Realism, including Magical Realism and Australian Gothic. Students will develop their skills of drama that are interrelated and underpin the knowledge and processes needed to create/make and respond to dramatic action and meaning.

Students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints. In the second semester, Aspire Drama students extend their skills by participating in a full class production of a published playtext. Students will also devise their own dramatic work through a journal and storyboard after responding to a professional production to understand how meaning is communicated through the manipulation of dramatic languages.



Performance (Making)

Project: Dramatic Concept (Making & Responding)

Project: Directorial Vision and Performance (Making)

Exam (Responding)


This course provides the foundation for Senior Drama and is helpful for building skills relating to other Creative Arts subjects, Music and Film and Television. Drama develops group skills and can be a helpful form of self-expression. Drama provides communication skills that are necessary in ‘real life’.

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ENGINEERING


Engineering Technology provides students with an opportunity to experience both theoretical and practical learning activities focusing on engineering mechanics, engineering materials and rapid manufacturing (CNC machining and 3D printing). The course will require students to learn theory, then apply their knowledge to solve design challenges.

LEARNING THEMES

Varsity Drag Racing Challenge

In the Varsity Drag Racing Challenge unit, students explore what is required to design and manufacture a CO² powered balsa wood Formula 1 style car. Their goal is to consider the theory of engineering mechanics to justify design decisions that meet specifications prescribed by REA (Re-Engineering Australia). Students design, produce, test and evaluate their designs by utilising manufacturing techniques, such as CAD, CNC machining and 3D printing, smoke tunnel and wind tunnel testing, as well as track testing.



Design analysis folios

Written examinations

Practical design challenges


This course prepares students for Senior Engineering Technology. It also provides students with skills related to Senior Industrial Graphics Skills and Industrial Technology Skills.

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HEALTH AND PHYSICAL EDUCATION


The Year 9 Health and Physical Education program supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise personal and community health and wellbeing.

All units of study have both practical and theoretical components:

Theoretical

Through the theory lessons, students will study:

Health Status of a Nation

Respectful Relationships

Practical

During the practical lessons, students will participate in Invasion Sports (Viper Ball/European Handball) & Striking & Fielding games (Cricket/Volleyball/ T-Ball/Softball) where they will develop the skills, tactics and game sense of these sports.


Assessment will include a combination of the following:

Ongoing practical assessment of skills, tactics and game play

Biomechanics exam

Multi-modal presentation of the digital analysis of a specific training technique/skill


This course helps to prepare students for Senior PE as well as Personalised Pathway courses such as the Certificate II Recreation/Certificate III in Fitness and Recreation offered in Years 11 and 12. This course also develops skills and knowledge to help students lead an active and healthy lifestyle.

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HOSPITALITY


Hospitality will help develop in students an appreciation of the flavour and texture of a variety of different foods. Students will gain an understanding of the relationship between eating well and enjoying good health, growing things and caring for the environment as well as the social etiquettes involved in preparing, presenting and sharing food.

LEARNING THEMES

Foods of the World – Customs, Traditions & Celebrations Principles of Food

Personal and Environment Hygiene

Measurement, Time and Resource Management

Australian Foods, Foods in Season, Herbs and Spices

Practical Cooking – Soups, Pies, Quiches, Stir fries

Cuisine of other countries – Italy, Thailand, France

Christmas treats from ‘Around the World’


Create and prepare a contemporary Australian menu that reflects the changes in Australian eating patterns.

Students select their own cuisine to study in detail and produce main course and dessert.


Food Studies will link to Year 10 Hospitality and Hospitality Practices in Years 11 and 12. Skills gained will be suitable for part-time employment in the Hospitality industry.

Please note full participation in all practical cooking activities is required to complete this course successfully.

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INDUSTRIAL GRAPHICS SUBJECT INTRODUCTION

Industrial Graphics provides students with the opportunity to develop their drafting skills within two different contextual areas. Students will use the latest industry standard software whilst they complete tasks and activities within the areas of ‘Building and Construction Drafting’ and ‘Engineering Drafting’.

LEARNING THEMES

Unit 1 Timber toy – Engineering Drafting In the timber toy unit students are required to draw existing plans for a timber toy within Solid Edge (CAD software). They are then asked to modify the design to make it more appealing for the desired audience. Students will produce and number of different technical drawings including orthographic drawings, assembly drawings, and renders. Throughout the drafting process students will continually be working within the Australian standards and completing their work to industry standard.

Unit 2 Residential housing – Architecture/Building and Construction Drafting Throughout the residential housing unit students use CAD software (ArchiCAD) to draw an existing floor plan of a small house. Students then explore design features of a house so that they can effectively renovate the home and graphically communicate their ideas in a digital folio. Their digital folio will include technical drawings including floor plans, elevations, sections and renders for their designs. Once students have completed their digital folio they will have the opportunity to view their designs in virtual reality (VR).



Digital PowerPoint Folios

FUTURE PATHWAYS

This course prepares students for Senior Industrial Graphics. It also provides students with skills related to Senior Engineering Technology and Industrial Technology Skills.

Further study: professional- town planner, architect, engineer, industrial designer, surveyor

Career Pathways: draftsperson, pattern maker, landscaper, graphic designer, builder, carpenter

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MEDIA


The Year 9 Media Arts program will provide students an opportunity to analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.


Exam (Responding)

Stylistic Project (Making and Responding)


This course provides the foundation for Film and Television and is helpful for building skills relating to other creative arts subjects, such as Music, Drama and Visual Art, as well as Information Processing and Technology. Film and Television develops group skills and can be a helpful form of self-expression as well as analysis skills to work out how media is used to communicate meaning.

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MUSIC SUBJECT INTRODUCTION

The Year 9 Music Program will provide students an opportunity to analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.

Students interpret, rehearse, perform and record solo or ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, record and share their music.


Performing: Recording a performance of a small group/ensemble/band.

Composing: Creating your own contemporary song and communicate it through music technology.

Listening/Theory: Demonstrating aural, notational and music structures in an exam situation

Analysing: Deconstructing the individual characteristics of music styles and genres in an exam or assignment situation.


This course helps prepare students for Senior Music and is helpful for other creative arts subjects such as Drama. This course can lead to tertiary music study, employment in the music industry or a satisfying leisure pursuit.

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ASPIRE MUSIC SUBJECT INTRODUCTION

The Year 9 Aspire Music Program will provide students an opportunity to analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions. They also work through the AMEB Music craft Theory program to develop a strong foundation of music symbols, language, processes and deconstruction.

Students interpret, rehearse, perform and record solo or ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, record and share their music.


Performing: Develop recording and performance skills in a small ensemble or as a soloist in a style of their choice.

Composing: Selecting appropriate musical structures, devices and manipulating music technology to create music in a style of their choice.

Listening/Theory: Working through guided aural programs and AMEB Musicraft theory curriculum with in-class support to gain accredited outcomes that are recognised by tertiary institutions.

Analysing: Determining how composers manipulate musical structures, compositional devices and music technology to create modern music.


This course helps prepare students for Senior Music and is helpful for other creative arts subjects such as Drama. This course can lead to tertiary music study, employment in the music industry or a satisfying leisure pursuit.

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INDUSTRIAL TECHNOLOGY SUBJECT INTRODUCTION

Industrial Technology involves the design and manufacture of products that comprise the manmade environment. Students create products to solve real-world problems, satisfy human needs and wants, and to capitalise on opportunities. They develop an informed understanding of the characteristics of materials and an ability to select and manipulate materials to meet design challenges.

Students identify potential hazards and risks in workshops and industrial environments and demonstrate safe practices in their own work environment.

LEARNING THEMES

Unit 1 Workplace Health and Safety

Workplace Health & Safety exposes students to relevant information on the safe and correct operating procedures that will be utilised in the workshop and the workshop and the wider community.

Unit 2 Skills

Skill Development Exercise 1 develops, through guided practice, the correct/safe use of hand/power tools and marking out, separating, forming, combining and finishing techniques.

Skill Development Exercise 2 develops, through guided practice, the correct/safe use of hand/power tools and marking out, separating, forming, combining and finishing techniques.

Unit 3 Designing Students are challenged to design and produce an article that satisfies a descriptive brief.


Students will prepare design folios and be graded on their practical work.


Skills gained in this subject will help students who wish to study Engineering Technology or Industrial Technology Skills in Years 11/12.

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VISUAL ART


The Year 9 Visual Arts program will provide students an opportunity to evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others' ideas. They identify influences of other artists on their own artworks.

Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.



Projects (Making)

Exam (Responding)


This course helps prepare students for Senior Art and develops skills and processes that are useful in other Creative Arts subjects such as Film and Television and Drama.

Most TAFE and University visual arts and design courses require a folio as part of their application. This course establishes this practice with students.

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ASPIRE VISUAL ART


The Year 9 Aspire Art & Media program will provide students an opportunity to develop their knowledge and skills across both Media and Visual Arts. In the first semester, students complete year 9 foundation studies across both Media and Visual Arts. They will evaluate and create artworks across both art forms and analyse connections between visual conventions, practices and viewpoints that express their own and others’ ideas.

Students manipulate materials, techniques and processes, and manipulate genre and media conventions and integrate and shape the technical and symbolic elements to develop and refine meaning communicated in artworks.

In the second semester, students will build on their skills and knowledge and work on larger scale projects to extend their skills in their preferred Arts discipline area.


Projects (Making and Responding)

Exam (Responding)

Assignment (Responding)


This course helps prepare students for Senior Visual Art and develops skills and processes that are useful in other Creative Arts subjects such as Film and Television and Drama.

Most TAFE and University visual arts and design courses require a folio as part of their application. This course establishes this practice with students.

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Year 9 - 10 Transition to Senior Schooling

Subject Selection Guidelines English and Mathematics are yearlong subjects

In Term 4 of 2020, the Head of Department for Mathematics will provide recommendations for Year 9 students based on the students’ academic progress for subject selection to either General Mathematics or Mathematics Methods in semester I Year 10.

Year 9

Semester II Year 10

Semester I Year 10

Semester II Year 11 and 12

Mathematics

General Mathematics

General Mathematics Essential Mathematics

General Mathematics

Mathematics Methods

Mathematics Methods Mathematics Methods

Specialist Mathematics

(elective)

Specialist Mathematics

(Elective)

Please note that students who wish to study Mathematics Methods in Year 11 MUST be in Mathematics Methods in Semester in Year 10. Students in Mathematics Methods can choose Specialist Mathematics as an elective. (Students must be studying in Mathematics Methods to choose Specialist Mathematics). Students who wish to study Specialist Mathematics in Year 11 must select this option in Semester II Year 10.

Science is a compulsory subject in Year 9 Semester II and Year 10 Semester I

Choose at least one Science subject in each semester: Biology, Chemistry and Physics (please note that each

semester students must study a different Science subject).

Year 9 Semester II

Year 10 Semester I

Year 10 Semester II

Year 11 and 12

Choice of either:

Biology

Chemistry

Physics

Students must select one

Selection of a different

Science subject

Biology

Chemistry

Physics

Students must select

a different science subject

Options

Biology

Chemistry

Physics

Options

Biology

Chemistry

Physics

Social Science is a compulsory subject in Year 9 Semester II and Year 10 Semester I

Choose at least one in each semester: History, Geography and Economics (please note that each semester

students must study a different Science subject).

Year 9 Semester II

Year 10 Semester I

Year 10 Semester II

Year 11 and 12

Choice of either:

History

Geography

Economics

Students must select one

Selection of a different Social

Science subject

History

Geography

Economics

Students must select

a different social science

Options

History

Geography

Economics

Options

History

Geography

Economics

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SOCIAL SCIENCE DEPARTMENT OFFERINGS:

ACCOUNTING SUBJECT INTRODUCTION

Accounting focuses on the study of accounting principles and practices and enables students to understand the processes involved in generating, recording, classifying, analysing, interpreting and reporting accounting information as a basis for planning, control and effective decision making.

Learning Themes:

• Fundamental Accounting Principles

• Transactions to Journals to Ledger to Trial Balance

• Statement of Profit or Loss

• Statement of Financial Position

• Business Organisations

• Excel spread sheets


Short response – theory and practical

Project

FUTURE PATHWAYS

Further study: Bachelor of Business, Bachelor of Commerce (Accounting, Commerce, Finance), Bachelor of Law, Diploma and Advanced Diploma of Accounting

Career Pathways: accountancy in a variety of industries, bookkeeping, business project manager, banking and finance, financial planner, small business manager, business analyst

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CHINESE SUBJECT INTRODUCTION

Learning a language other than English widens horizons and leads ultimately to the capacity to view

the world from the perspective of a new language and culture, to develop cross-cultural

understanding and the acquisition of empathy. In an increasingly globalised world in which China is

emerging as a major power, Chinese language skills are increasingly valued by employers and the

wider community. Chinese is an Authority subject that develops students’ abilities to communicate

both verbally and in writing in Chinese, commonly referred to as Mandarin in the western world.

Year 9 Chinese is a prerequisite for this course of study.

Learning Themes:

• Education: Students will compare and contrast different education systems around the world,

with a focus on expectations and traditions. Students will analyse the benefits and challenges

of study and contrast experiences of young people in a variety of educational settings.

• Lifestyle and Leisure: Students will consider how interests, traditions, events and celebrations

impact on family identity, community connections and cultural values in their own and

Chinese-speaking communities.


Short response exam Extended response exam Combination response exam

FUTURE PATHWAYS

Further study: Bachelor degrees in business, education, manufacturing and trade, international relations, politics

Careers Pathways: foreign affairs and trade, translation, international business, tourism, customs, defence

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ASPIRE CHINESE SUBJECT INTRODUCTION

Year 9/10 ASPIRE Chinese aims to develop language skills acquired in the ASPIRE enrichment courses in Years

7, 8 and Semester 1 Year 9. In the 9/10 transition program, students strengthen their proficiency in Chinese

language as well as extend their thinking skills, creativity and overall cognitive development. Students engage

in an accelerated program of study aimed at increasing their level of language fluency.

In addition to studying the language, ASPIRE Chinese students will engage in a variety of cultural activities

including cooking Chinese food, visiting restaurants, and participation in a range of Chinese celebrations.

Opportunities to participate in various speech and language competitions, as well as the China trip will also be

offered to students. ASPIRE Chinese students are also invited to participate in a range of extra-curricular

opportunities including university and Confucius Centre programs aimed at developing their language skills

and cultural understanding.


Learning Themes:

Technology and the Media: Students will consider the central role of technology in their own lives and

will assess the impact of, and trends in, technology on young people in the 21st century.

Tourism in China: Students will describe travel and tourism in China and Chinese speaking

communities, and have conversations about travel options and experiences.


Short response exam Extended response exam Combination response exam

FUTURE PATHWAYS

Further study: Bachelor degrees in business, education, manufacturing and trade, international relations, politics

Careers Pathways: foreign affairs and trade, translation, international business, tourism, customs, defence

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ECONOMICS SUBJECT INTRODUCTION

Economics focuses on the allocation of scarce resources compared to the unlimited wants and needs

of the population. The discipline of economics is integral to every aspect of our lives: our employment

opportunities, business operations and living standards. The subject challenges us to use evidence

and be innovative when solving problems in a world of complex global relationships and trends,

where a knowledge of economic forces and flows leads to better decisions. In Economics, decision-

making is core: how to allocate and distribute scarce resources to maximise well-being.

Learning Themes:

• Personal Economics: consumer rights, selecting a mobile phone or savings account,

budgeting, smart shopping, insurance and superannuation, tax and debt

• Income Inequality: issues of poverty and inequality around the world and how economic systems

can address these issues.


• Short response exams

• Research reports

• Response to stimulus exams

FUTURE PATHWAYS

Further study: Bachelor of Economics, Bachelor of Business, Bachelor of Commerce, Bachelor of Finance, Bachelor of Education (Secondary), Bachelor of Laws

Career Pathways: stockbroker, banker, real estate agent, human resource management, manager, economist, entrepreneur, lawyer and teacher.

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GEOGRAPHY

ASPIRE GEOGRAPHY SUBJECT INTRODUCTION

Geography focuses on the study of spatial information regarding people and their relationship with the

environment. In Geography, students engage in a range of learning experiences that develop their geographical

skills and thinking through the exploration of geographical challenges and their effects on people, places and

the environment. By observing and measuring spatial, environmental, economic, political, social and cultural

factors, geography provides a way of thinking about contemporary challenges and opportunities.

Learning Themes:

• Biomes and Food Security

• Environmental Change and Management


• Combination examinations

• Data report

• Field Report

FUTURE PATHWAYS

Further study: Bachelor of Environmental Management, Bachelor of Urban Planning, Bachelor of Education, Bachelor of Science

Career Pathways: town planner, geographer (GIS) surveyor, meteorologist, coastal/environmental engineer

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HISTORY

ASPIRE HISTORY SUBJECT INTRODUCTION

In their study of History, students examine traces of humanity’s recent past so they may form their own views about the Modern World. History seeks to have students gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to have them think historically and form a consciousness in relation to these same forces.

Learning Themes:

• Ideologies: How did the emergence of new ideas shape the world we live in? • World War II: How did World War II shape the Modern World and Australia’s place in it?


• Response to stimulus exam

• Written research task

FUTURE PATHWAYS

Further study: Bachelor of Education, Bachelor of Arts/Law, Bachelor of International Relations

Career Pathways: law, diplomacy, journalism, education – teaching

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SCIENCE DEPARTMENT OFFERINGS:

BIOLOGY SUBJECT INTRODUCTION

Biology is the science of life and of living organisms, including their structure, function, growth, origin, evolution, and distribution.

Learning Themes:

The transmission of heritable characteristics from one generation to the next involves DNA and genes.

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence.

Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere.

Nature and development of science and the use and influence of science.

Questioning and predicting, planning and conducting, processing and analysing data and information, evaluating and communicating.


Exams

Practical report

FUTURE PATHWAYS

Further Study: Bachelor of Science, Bachelor of Biosciences

Career Pathways: medical professions, biomedical research, bioinformatics, microbiology, genetic counselling, bioengineering, biotechnology, environmental health science, ecology

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CHEMISTRY


The science of the composition, structure, properties, and reactions of matter, especially of atomic and molecular systems.

Learning Themes:

The atomic structure and properties of elements are used to organise them in them in the periodic table

Different types of chemical reactions are used to produce a range of products and can occur at different rates.




Exams

Practical reports

FUTURE PATHWAYS

Further Study: Bachelor of Science, Bachelor of Medicinal Chemistry, Nanotechnology, Molecular Biology or Biochemistry

Career Pathways: agricultural chemistry, biochemistry, chemical engineering, environmental chemistry, forensic chemistry, medicinal chemistry, oil and petroleum, water chemistry

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ASPIRE CHEMISTRY SUBJECT INTRODUCTION

Core Curriculum: The science of the composition, structure, properties, and reactions of matter, especially of atomic

and molecular systems.

Academic Extension: The core curriculum is covered in depth and students participate in highly skilled, complex experiments. In addition, the class extend basic concepts and skills via problem based scenarios that focus on the common curriculum elements of Senior Chemistry.

Academy Chemistry students participate in addition units that focus on targeted Chemistry uses and developments in society.

Learning Themes:

The atomic structure and properties of elements are used to organise them in them in the periodic table

Different types of chemical reactions are used to produce a range of products and can occur at different rates.




Exams

Extended Experimental Investigations

FUTURE PATHWAYS

Further Study: Bachelor of Science, Bachelor of Medicinal Chemistry, Nanotechnology, Molecular Biology or Biochemistry

Career Pathways: agricultural chemistry, biochemistry, chemical engineering, environmental chemistry, forensic chemistry, medicinal chemistry, oil and petroleum, water chemistry

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PHYSICS SUBJECT INTRODUCTION

The science of matter and energy and of interactions between the two, grouped in traditional fields such as acoustics, optics, mechanics, thermodynamics, and electromagnetism, as well as in modern extensions including atomic and nuclear physics.

Learning Themes:

Energy conservation in a system can be explained by describing energy transfers and transformations.

The motion of objects can be described and predicted using the laws of physics.

The universe contains features including galaxies, stars and solar systems and the big bang theory can be used to explain the origin of the universe.




Exams

Practical report

FUTURE PATHWAYS

Further study: Bachelor of Engineering, Bachelor of Science, Mathematical Physics

Career Pathways: astronomy, astrophysics, atomic/molecular physics, environmental physics, engineering, medical physics, nanotechnology, nuclear physics

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ASPIRE PHYSICS SUBJECT INTRODUCTION

Core Curriculum: The science of matter and energy and of interactions between the two, grouped in traditional fields such as acoustics, optics, mechanics, thermodynamics, and electromagnetism, as well as in modern extensions including atomic and nuclear physics.

Aspire Extension: The Core Curriculum is covered in depth and students also have access to technical equipment to complete their experiments. The Aspire class extend their theoretical and skills capabilities via extension projects that focus on logic, design process and problem solving skills.

Aspire students participate in an extra unit that focuses on collaboration, systematic thinking, skills transfer and common curriculum elements relating to Senior Physics.

Learning Themes:

Energy conservation in a system can be explained by describing energy transfers and transformations.

The motion of objects can be described and predicted using the laws of physics.

The universe contains features including galaxies, stars and solar systems and the big bang theory can be used to explain the origin of the universe. Nature and development of science and the use and influence of science. Questioning and predicting, planning and conducting, processing and analysing data and information, evaluating and communicating.


Exams

Extended Experimental Investigation

FUTURE PATHWAYS

Further study: Bachelor of Engineering, Bachelor of Science, Mathematical Physics

Career Pathways: astronomy, astrophysics, atomic/molecular physics, environmental physics, engineering, medical physics, nanotechnology, nuclear physics

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PRACTICAL ARTS DEPARTMENT OFFERINGS:

ENGINEERING SUBJECT INTRODUCTION

Engineering Technology is a course of study that provides an opportunity for students to gain an understanding of the underlying concepts and principles of engineering in its broadest sense.

It is concerned with those concepts related to the study of materials, engineering mechanics and its applications, control systems and the way technology has affected industry and society.

Integrated throughout the areas of study is the development of communication skills suited to engineering. The course draws upon the fundamental principles of science and technology, encouraging a positive interest in the translation of theory into practice.


Examination

Practical project

Engineering folio

FUTURE PATHWAYS

Career Pathways: engineer (mechanical, aviation, mechatronic, civil), electronic and electrical architect

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INDUSTRIAL GRAPHICS SUBJECT INTRODUCTION

Industrial Graphics is a course of study that provides students with the opportunity to gain an understanding of industry practices within two main contexts; building and construction drafting and engineering drafting.

It is concerned with the graphical communication of design ideas using technical drawings specific to the context of the unit. It will develop students’ knowledge of industry practices and continually develop and build upon their CAD skills. Students will be using industry standard CAD software throughout the course of study and will be encouraged to consider all technical aspects and uses for all drawings produced. They develop visual literacy as they view, read, comprehend and generate graphical presentations and consider what can be seen and how people interpret what is seen.


Knowledge and application exams

Contextually based drawing assignments – design folios

FUTURE PATHWAYS

Further study: professional- town planner, architect, engineer, industrial designer, surveyor

Career Pathways: draftsperson, pattern maker, landscaper, graphic designer, builder, carpenter

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HOSPITALITY SUBJECT INTRODUCTION

The year 10 hospitality course is designed to support students to gain practical cooking skills, operational skills and food knowledge essential for those students who will be completing Hospitality Practices in years 11 and 12. This course is also beneficial for those students wanting to further engage their passion for cooking or develop more life skills in this practical area. The course will provide students with a variety of intellectual, technical, operational and workplace skills. There is a strong focus on practical cookery skills, technical knowledge, food sustainability and emerging global trends and movements.

Learning Themes:

Contemporary food concepts and issues – Slow food movement, food sustainability, our food future.

Development of students’ food knowledge, practical cooking and operational skills.

Italian Cuisine

Artisan Food Production – bread and cheese making or yeast cookery and pasta making


Practical cooking – individual and team tasks

Research tasks

Portfolio of evidence – class activities developing food knowledge

FUTURE PATHWAYS

Further study: Certificate I & II Hospitality, Certificate III Hospitality, Certificate III Events, Diploma of Hospitality, Advanced Diploma of Hospitality

Career Pathways: tourism, hospitality and events

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INDUSTRIAL TECHNOLOGY


Technology studies offer a variety of perspectives and depth of study oriented towards work, training and

university pathways. The course aims to prepare students for careers including the building and service

professions, industrial design, environmental design and manufacturing design areas.


Project proposals

Project realisations

Project appraisal

Investigative analysis

FUTURE PATHWAYS

Technology studies will help students in the following University/TAFE courses: Industrial Design, para-

professional fields, manufacturing fields.

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DIGITAL SOLUTIONS SUBJECT INTRODUCTION

Digital Solutions will improve student information technology skills with a strong focus on problem solving. Digital Solutions explores the digital world in which students live through the development of a solid knowledge base and practical experience.

Learning Themes

Interactive Applications

Students learn core programming concepts through hands on coding tasks. Once students gain fundamental object oriented programming skills, they develop an application that could be a game, interactive story book, information kiosk or educational program. Students continuing from year 9 Digital Solutions have the opportunity to learn concepts of Artificial Intelligence through programming autonomous bots in a capture the flag competition.

Network Systems

Students explore remote computing communication. Looking at the Internet, the World Wide Web and wireless systems, students gain an understanding of digital communication and data security.



Coding tasks

Software projects

Exams


Further study: Tertiary Entrance – University, TAFE and technical colleges; diplomas, advanced-diplomas and bachelor degrees Career Pathways: software design, computer science, aerospace industry, research and development.

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PHYSICAL EDUCATION DEPARTMENT OFFERINGS:

PHYSICAL EDUCATION SUBJECT INTRODUCTION

The year 10 course prepares students for the learning experiences found in years 11 and 12. During the course of the semester, students will participate in a range of physical activities including volleyball, badminton and touch football, linked to theoretical areas including motor learning, sport psychology, energy, fitness, training and sport. Assessment items include performance, exam, project and investigation.


Exams - In class examinations

Project - Multi-modal presentations

Investigations - Written assignments

Performance

FUTURE PATHWAYS

Physical Education is a subject suited to students who are interested in pathways that lead to tertiary studies, vocational education or work. A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

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MATHEMATICS DEPARTMENT OFFERINGS:

MATHEMATICS


Mathematics is an integral part to any student’s general education. Through enhanced understanding of mathematics, individuals can become better informed economically, socially and politically in an increasingly mathematically oriented society. Students will start the year in a class which reflects both their Semester 2 Year 9 results and their numeracy level. Students will be placed in General Mathematics or Mathematical Methods for the start of Year 10.

Year 10 Semester 1

Year 10 Semester 2

Years 11 and 12

General Mathematics General Mathematics Essential Mathematics

General Mathematics

Mathematical Methods Mathematical Methods Mathematical Methods

Specialist Mathematics Specialist Mathematics

Essential Mathematics is the simplest of the senior mathematics subjects and will involve the study of mathematical

applications in real-life contexts, this option is available Year 10 and throughout Years 11 and 12.

General Mathematics will involve the study of financial mathematics, algebra, applied geometry, statistics and

operational research.

Mathematical Methods is the most challenging of the senior mathematics subjects and will involve the study of

calculus, logarithms, periodic functions, inferential statistics and exponential functions.

Students wishing to study Mathematical Methods in Year 11 must be studying Mathematical Methods throughout Year

10 and achieving at a high level. Students who study General Mathematics in Year 10 will not be able to select

Mathematical Methods or Specialist Mathematics in the following year.


Exams

Assignments

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MATHEMATICS DEPARTMENT OFFERINGS:

ASPIRE MATHEMATICS SUBJECT INTRODUCTION Mathematics is a fundamental subject when considering future careers in science, technology, engineering

and mathematics. Aspire Mathematics focuses on students progressing towards the study of Mathematical

Methods as a senior subject choice.

The core Mathematical Methods curriculum is covered extensively, developing a deeper understanding of

the intricacies in mathematics. Problem solving techniques are explored to develop effective thinking

strategies and enhance the quality of communication, both essential skills for high levels of achievement in

the senior mathematics subjects.

The Specialist Mathematics elective further develops and broadens a students’ mathematical knowledge and

are consequently encouraged as elective choices for students who are passionate about mathematics and

hold an interest in pursuing a career with a foundation in the sciences, engineering and/or mathematics.

Year 10 Semester 1

Year 10 Semester 2

Years 11 and 12

Mathematical Methods Mathematical Methods Mathematical Methods

Encouraged to select Specialist Mathematics Specialist Mathematics available as a subject studied as an elective concurrently with Methods

In Years 11 and 12, Mathematical Methods will include the study of calculus, logarithms, periodic functions,

inferential statistics and exponential functions. Specialist Mathematics extends calculus and trigonometry

and introduces mathematical proof, combinatorics, matrices and dynamics.

Students wishing to study Mathematical Methods in Year 11 must be studying Mathematical Methods

throughout Year 10 and achieving at a high level. Students who study Mathematical Methods may choose to

additionally study Specialist Mathematics in Years 11 and 12.


Exams

Assignments

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DRAMA


Year 10 Drama is a semester long elective that develops knowledge and prepares students to take Drama in

Senior Schooling. In this Drama program, students will explore the theatre movement of Realism into Magical

realism, and work with the ideologies presented by Bertolt Brecht through Epic Theatre. Further to this,

students will learn how Drama can be used to challenge our understating of humanity, empower us to

question society and advocate change. Students will gain skills in performing, responding to theatre and

devising theatrical concepts for audiences.


Performance (Making)

Project: Dramatic Concept (Responding & Making)

Exam (Responding)

FUTURE PATHWAYS

Further study: Bachelor of Acting, Bachelor of Stage Management, Bachelor of Education – Drama, Bachelor

of Creative Industries

Career Pathways: screen, advertising, creative industries. Tour

ism, Psychology

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FILM AND TELEVISION


In Film and Television, students explore 20th century film and art movements and their impact/influence on

the 21st century modern age moving-image media. Students will expand on film conventions through camera

movements and elements of mise-en-scene by analysing film form movements such as Dadaism, Surrealism

and Impressionism, along with interpreting the use of these conventions to create further symbolic and

metaphoric meaning. Students will engage in a selection of approved films, as well as create their own

experimental production piece whereby using industry level programs such as Adobe Premiere Pro and Adobe

After Effects.


Investigation (Responding)

Stylistic Project (Making and Responding)

Exam (Responding

FUTURE PATHWAYS

Further study: Certificates III, IV or Diploma in Screen or Multimedia, Bachelor of Screen, Bachelor of

Journalism

Career Pathways: filmmaker, journalist, graphic designer, camera operator, editor, sound technician, creative

industries, advertising

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MUSIC SUBJECT INTRODUCTION

Students of Music will focus on the development of performance, composition and analytical skills through a range of repertoire and musical styles to communicate meaning through the language of sound. This subject fosters creativity, self-confidence, motivation, discipline and teamwork in an engaging environment. Students must have instrumental or vocal skills as these are key components of the course.


Performance

Composition

Musicology (music research and analysis)

FUTURE PATHWAYS

Further study:

Bachelor of Music Education, Bachelor of Music Performance, Bachelor of Music Composition, Bachelor of

Popular Music, Bachelor of Sonology, Diploma of Music

Career Pathways:

Professional performer/session musician, composer (popular, film, TV, advertising), music teacher (primary,

secondary, tertiary or private studio), sound engineer, producer or technician, music critic/journalist

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ASPIRE MUSIC SUBJECT INTRODUCTION

Students of Aspire Music will focus on the development of performance, composition and analytical skills through a range of repertoire and musical styles to communicate meaning through the language of sound. Aspire Music students will work through their AMEB music craft theory books with in-class support.

They will also continue study into the second semester where they will combine knowledge and skills to complete and integrated project. This subject fosters creativity, self-confidence, motivation, discipline and teamwork in an engaging environment. Students must have instrumental or vocal skills as these are key components of the course.


Performance

Composition

Musicology (music research and analysis)

Integrated Project – Musicology analysis with a performance or a composition

FUTURE PATHWAYS

Further study:

Bachelor of Music Education, Bachelor of Music Performance, Bachelor of Music Composition, Bachelor of

Popular Music, Bachelor of Sonology, Diploma of Music

Career Pathways:

Professional performer/session musician, composer (popular, film, TV, advertising), music teacher (primary,

secondary, tertiary or private studio), sound engineer, producer or technician, music critic/journalist

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VISUAL ART SUBJECT INTRODUCTION

Visual Art is a powerful and persuasive means of communication. Year 10 Visual Art students will create and

resolve a Body of Work that communicates the topic ‘Deconstruct Reconstruct’, this is reflective of the focus

photograph, Formal and Personal contexts. Documentation of all process work and reflections will be made in

their visual diary. Resolved artworks will be displayed to engage with an audience. The Body of Work reflects

the students experiences and reactions to the teacher directed activities, own research and experimental work.

Additional inspiration may come from new knowledge, key artists, art practices, history, influences and

personal interests.


Investigation (Responding)

Exam (Responding)

Projects (Making)

FUTURE PATHWAYS

Further study: Bachelor of Fine Arts, TAFE Diploma/Certificate courses available in a range art related areas.

Many courses require the submission of a folio for entry.

Career Pathways: artist, art writer, art therapist, art teacher, fashion/graphic/interior/costume/web design,

game designer, gallery curator

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ENGLISH DEPARTMENT OFFERINGS:

ENGLISH SUBJECT INTRODUCTION

English is an integral part to any student’s general education and a prerequisite for all tertiary education. Through enhanced understanding of literature, textual features and critical reading skills, students become better informed citizens who understand the role of texts and media in society. This is vital in a media-driven society as students need to be able to decipher between truth and fiction where the delineation is not always clear. Students will start the year in a class which prepares them for General English in Years 11 and 12 but may be offered a position in Essential English in Semester 2 dependant on their results.

Year 10 Semester 1

Year 10 Semester 2

Years 11 and 12

English English English

Essential English Essential English

Essential English is the most practical and straightforward of the senior English subjects and will involve the study of

English in real-life contexts such as work and travel. This option is available by recommendation and in some cases, self-

selection in Semester 2 Year 10 and throughout Years 11 and 12. This is the most suitable option for students who

attain a ‘C’ result or below in Semester 1 of Year 10.

General English will involve the study of documentaries, classic literature such as Shakespeare, novels, poetry and film.

It is recommended for students who attain an ‘A’ or ‘B’ in Semester 1 of Year 10 only. It is necessary for students who

wish to continue on to university for tertiary studies.

Oral presentations are a mandatory requirement of the Essential and General English syllabuses to prepare students

for tertiary education and real life and work situations. They are not optional.


Exams (analytical essays, imaginative extended response)

Assignments (discursive essays) Presentations (persuasive speech)

subject selection book 2021 · year 9 and 10 transition 2021 the two year senior preparation...

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