subject selection subject guide year 10...make use of the school subject selection program. look at...

SUBJECT SELECTION

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Year 102020

SUBJECT GUIDE

Ferny GroveState High SchoolA n I n d e p e n d e n t P u b l i c S c h o o l

Contents

CHOOSING WHAT TO STUDY ................................................................................ 3

PRE-REQUISITES FOR GENERAL SUBJECTS ............................................................ 6

Year 10 English ...................................................................................................... 7

Year 10 Literacy Short Course ............................................................................... 8

Year 10 Extension Mathematics ........................................................................... 9

Year 10 Core Mathematics ................................................................................. 10

Year 10 Foundation Mathematics ....................................................................... 11

Year 10 Numeracy Short Course ......................................................................... 12

Year 10 Humanities ............................................................................................. 13

Year 10 Science ................................................................................................... 15

Year 10 Agricultural Science ............................................................................... 16

Year 10 Health & Physical Education .................................................................. 19

Year 10 German .................................................................................................. 20

Year 10 Indonesian ............................................................................................. 21

Year 10 Visual Art ............................................................................................... 22

Year 10 Drama .................................................................................................... 23

Year 10 Music ..................................................................................................... 24

Year 10 Agricultural Practices ............................................................................. 25

Year 10 Business ................................................................................................. 26

Year 10 Design Technology ................................................................................. 27

Year 10 Food & Nutrition Technology ................................................................. 28

Year 10 Information Technology ......................................................................... 29

Year 10 Industrial Technology Manufacturing ................................................... 30

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3 YEAR 10 SUBJECT GUIDE 2020

CHOOSING WHAT TO STUDY IN YEAR 10 Some of the most important decisions you make at school are choosing subjects to take in Year 10, later leading to your selection of a course of study in Years 11 and 12. These decisions are important since they may directly affect your success at school and how you feel about school. They may also impact on your career plans when you leave school. OVERALL PLAN

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

you enjoy;

you have enjoyed some success in;

will help you achieve your chosen career goals or keep your career options open;

will develop skills, knowledge and attitudes useful throughout your life. If you follow these guidelines and ask for help when you need it, you should come up with a study program that is appropriate for you and that you will enjoy. GUIDELINES

Keep your options open At the moment you may not know exactly what you want to do when you finish school. This is normal at this stage of your life and means that it’s important for you to explore many options. It is wise to keep your options open. This means choosing a selection of subjects that makes it possible for you to continue exploring your career options before making more specific decisions in the future. Ferny Grove State High School require that your study program include the following subject areas:

English

Mathematics

Science

Humanities These study areas provide excellent foundation skills for both your future career and your life. In addition, you will be able to choose from a range of electives that are designed to develop your interests and practical skills. Students will be able to choose two elective subjects for the year from the following;

Languages The Arts Technology

German Drama Business

German Immersion Music Design Technology

Indonesian Visual Art Food and Nutrition Technology

Science - Agriculture HPE Industrial Technology Manufacturing

Agricultural Practices Health & Physical Education Information Technology

Agricultural Science

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Think about career options It is helpful to have some ideas about possible career choices, even though these ideas may change when you learn more about yourself and the world of work. Check the following sources of information on careers: • myfuture – national career information service at http://www.myfuture.edu.au • Career Information Service at https://studentconnect.qcaa.qld.edu.au/careers.html Find out about the subjects or units of study offered by your school

It is important to find out as much as possible about the subjects offered at school. The following ideas will help:

read this subject guide and the descriptions provided;

talk to the heads of department and subject teachers at your school;

look at textbooks and resources used by students in the subjects;

talk to students who are already studying the subjects;

listen carefully at class talks and subject selection nights. When investigating a subject to see if it is suitable for you, find out about the content (i.e. what topics are covered) and how it is taught and assessed. Your choice of subjects may affect your choice of a study program in Years 11 and 12. For example:

It will be difficult in the future to take Senior Mathematical Methods and Specialist Mathematics without a strong background in Years 8, 9 and 10 Mathematics;

Chemistry and Physics will be more manageable if good results are obtained in Years 8, 9 and 10 Mathematics and Science;

Music and Languages in the senior years always require previous study in Years 8, 9 and 10.

Successful achievement in pre-requisite subjects in Year 10 are be required to enrol in particular Year 11 and 12 subjects.

Make a decision about a combination of subjects or units that suits you

You are an individual, and your particular study needs and requirements may be quite different from those of other students. This means that it is unwise to either take or avoid a subject because:

someone told you that you will like or dislike it;

your friends are or are not taking it;

you like or dislike the teacher; Be honest about your abilities and realistic with your occupational ideas. There is little to be gained by continuing with subjects or units that have proved very difficult even after you have put in your best effort. Also, if your career choices require the study of certain subjects, do you have the ability and determination to work hard enough to achieve the results required? Be prepared to ask for help

If you need more help, then ask for it. Talk to your parents, teachers or guidance officer. Make use of the school subject selection program. Look at the resources suggested in this guide. You’ll feel much more confident about your selection of a study program.

http://www.myfuture.edu.au/

https://studentconnect.qcaa.qld.edu.au/careers.html

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SENIOR SUBJECTS OFFERED AT FERNY GROVE STATE HIGH SCHOOL IN YEARS 11 & 12

Mathematics Technologies Science

General General General

General Mathematics Design Agricultural Science

Mathematical Methods Digital Solutions Biology

Specialist Mathematics Food & Nutrition Chemistry

Applied Applied Physics

Essential Mathematics Agricultural Practices Psychology

Building & Construction Skills Applied

Engineering Skills Science in Practice

English Furnishing Skills

General Industrial Graphics Skills

English Information & Communication Technology

Literature Hospitality Practices The Arts

Applied General

Essential English Health & Physical Education Drama

General Music

Health Music Extension (Composition)

Humanities Physical Education Music Extension (Musicology)

General Applied Music Extension (Performance)

Accounting Sport & Recreation Visual Art

Ancient History Vocational Education Applied

Business Fitness – Certificate III Visuals Arts in Practice

Economics

Geography Languages

Legal Studies General

Modern History German

German Extension

Applied Senior External Exam Only

Social & Community Studies Indonesian

Tourism

Vocational Education

Business – Certificate III

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PRE-REQUISITES FOR GENERAL SUBJECTS To ensure students are successful with senior general subjects the following prerequisites must be met. Students must

demonstrate the identified standard/s on their Year 10 Semester Reports.

GENERAL SUBJECT PRE-REQUISITES

Mathematics

General Mathematics Year 10 Core (Mainstream) Mathematics – C + or higher

Mathematical Methods Year 10 Mathematics Extension – C+ or higher

Specialist Mathematics (must be studied in conjunction with Mathematical Methods)

Year 10 Mathematics Extension – B or higher

English

English Year 10 English – C or higher

Literature Year 10 English – C or higher

Humanities

Accounting Year 10 English – C or higher

Ancient History Year 10 English – C or higher

Business Year 10 English – C or higher

Economics Year 10 English – C or higher

Geography Year 10 English – C or higher

Legal Studies Year 10 English – C or higher

Modern History Year 10 English – C or higher

Technologies

Design N/A

Digital Solutions Year 10 INT - C or higher OR Year 10 Mathematics – C or higher

Food & Nutrition Year 10 English – C or higher OR Year 10 Food & Nutrition - C or higher

Health & Physical Education

Health Year 10 English – C or higher OR Year 10 HPE – B or higher

Physical Education Year 10 English – C or higher OR Year 10 HPE – B or higher

Science

Agricultural Science Year 10 English - C or higher OR Year 10 Humanities - C or higher and

Year 10 Mathematics & Science – C or higher

Biology

Year 10 English OR Humanities - C or higher and

Year 10 Science - C or higher (recommend B or higher) and

Year 10 Mathematics: Core – B or higher, OR Year 10 Extension Maths - C or

higher

Chemistry

(recommended to be studied in conjunction with Mathematical Methods)

Year 10 English OR Humanities - C or higher and

Year 10 Science - B or higher and

Year 10 Mathematics: Core - B or higher, Extension - C or higher

Physics

(recommended to be studied in conjunction with Mathematical Methods)

Year 10 English OR Humanities – C or higher and

Year 10 Science – B or higher and

Year 10 Mathematics Extension – C or higher

Psychology

Year 10 English OR Humanities – C or higher and

Year 10 Science - C or higher (recommend B or higher) and

Year 10 Mathematics: Core - B or higher, or Extension - C or higher

Languages

Indonesian Year 10 Indonesian – C or higher

The Arts

Drama Year 10 Drama – C or higher OR Year 10 English – C or higher

Music Year 10 English – C or higher OR Year 10 Music - C or higher and an interview process to determine music experience.

Visual Art Year 10 Art – C or higher OR Year 10 English – C or higher

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ENGLISH

Year 10 English

Units of Study

Unit 1 Identity Unit 2 Love Unit 3 War Unit 4 Truth

Unit Description

Identity In this unit students examine and create Australian literary fiction. Through the close study of a novel set in Australia, students analyse the representation of character, themes, language and setting. The use of setting to create a sense of place for readers is a focus. Students apply this understanding as they examine short stories and create their own original short story which evokes a sense of place through an Australian setting.

Love Through a close study of Shakespeare’s Romeo and Juliet, students will analyse the language of the play and how it is used to represent characters and events, and convey key themes. Students will also view and analyse the interpretations of contemporary film versions of Romeo and Juliet to consider the ways in which inclusions, exclusions and film techniques are used to position viewers, and compare these to those in the play.

War This unit uses war as a thematic device to consider the ways in which literature is used to represent and influence opinions. Through the study of war poetry, students consider the ways subject matter and language are used to represent war. Poetic devices, and the specific ways in which they are used for effect, are analysed and students are given opportunities to analyse poems and articulate their own personal responses. The theme of war is continued through the study of a contemporary novel which foregrounds responses to conflict (eg courage, sacrifice).

Truth In this study of media texts, students consider representations of ‘truth’, with a particular focus on satire. Students engage with a variety of satirical texts to analyse the ways people, cultures, events and concepts are represented. An examination of language, structure and visual choices in texts is also a key focus, as is the identification of values, beliefs and assumptions underlying texts and invited meaning.

This subject is delivered in Impact, Foundation, Core and Extension levels. The Impact and Foundation classes will study the Literacy Short Course in Semester 2.

Learning Experiences

In Year 10 students will be exposed to a range of written, spoken and multi-modal text types drawn from different genres and contexts. These texts will be used to achieve the explicit learning intentions of the Language, Literature and Literacy strands of the Australian Curriculum: English. The texts included have personal, social, cultural or aesthetic value and have the potential to enrich student understanding and experience. Through a variety of whole-class, group and individual learning episodes, students will be encouraged to use and develop higher-order thinking skills, and assessment tasks enable students to demonstrate their capacity to make discerning choices when producing texts, and understand the effects of language and textual features in others’ texts.

Assessment

A variety of strategies is used to assess student achievement, progress and understanding in Year 10 English. These include:

Creating an Australian short story

Writing a comparative essay

Analysing war poetry

Writing a feature article

Pathways to Year 11 & 12

All students study an English subject in Years 11 and 12, either a General English subject (English / Literature) or the Applied English subject, Essential English.

Other relevant considerations and expectations

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Associated Costs

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ENGLISH

Year 10 Literacy Short Course

Units of Study

Literacy is a one-unit course of study, developed to meet a specific curriculum need. It is informed by the Australian Core Skills Framework (ACSF) Level 3. Topic 1: Personal Identity and education Topic 2: The work environment

Unit Description

Students learn strategies to develop and monitor their own learning, select and apply reading and oral strategies to comprehend and make meaning in texts, demonstrate the relationships between ideas and information in texts, evaluate and communicate ideas and information, and learn and use textual features and conventions. Students identify and develop a set of knowledge, skills and strategies needed to shape language according to purpose, audience and context. They select and apply strategies to comprehend and make meaning in a range of texts and text types, and communicate ideas and information in a variety of modes. Students understand and use textual features and conventions, and demonstrate the relationship between ideas and information in written, oral, visual and multimodal texts.


By the conclusion of the course of study, students will:

evaluate and integrate information and ideas to construct meaning from texts and text types

select and apply reading strategies that are appropriate to purpose and text type

communicate relationships between ideas and information in a style appropriate to audience and purpose

select vocabulary, grammatical structures and conventions that are appropriate to the text

select and use appropriate strategies to establish and maintain spoken communication

derive meaning from a range of oral texts

plan, implement and adjust processes to achieve learning outcomes

plan, implement and adjust processes to achieve learning outcomes

apply learning strategies.

Assessment

Schools develop two assessment instruments to determine the student’s exit result. Topic 1: Personal Identity and education One assessment consisting of two parts:

an extended response — written (Internal assessment 1A)

a student learning journal (Internal assessment 1B). Topic 2: The work environment One assessment consisting of two parts:

an extended response — short response (Internal assessment 2A)

a reading comprehension task (Internal assessment 2B).


A course of study in Literacy may establish a basis for further education and employment in the fields of trade, industry, business and community services. Students will learn within a practical context related to general employment and successful participation in society, drawing on the literacy used by various professional and industry groups.


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Associated Costs N/A

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MATHEMATICS

Year 10 Extension Mathematics

Units of Study

1. Statistics 2. Linear Equations and Inequalities 3. Quadratic Equations 4. Probability and Statistics 5. Real Numbers (Surds – mini unit) 6. Pythagoras’ Theorem and Trigonometric Ratios 7. Measurement and Conics 8. Exponential Growth and Decay 9. Polynomials

Unit Description

Statistics – evaluate the validity of statistical reports in digital media and elsewhere; calculate and interpret the mean and standard deviation of data and use these to compare data sets; use technologies to investigate bivariate numerical data sets, including trend lines. Linear Equations and Inequalities – graph linear equations and inequalities with and without technologies and solve related equations and inequations. Quadratic Equations - expand binomial expressions; factorise non-monic quadratic expressions using a variety of techniques; determine critical points and sketch quadratics and solve problems. Probability and Statistics - describe the results of two- and three-step chance experiments, assigning and determining probabilities including conditional probability; investigate the concepts of dependence and independence. Real Numbers - express surds on a number line, simplifying and operating (addition, subtraction, multiplication) on surds; and express roots with fractional indices. Pythagoras' Theorem and Trigonometric Ratios – apply right angled triangle ratios to bearings and directions; and solve right-angled triangle problems in three dimensions. Apply the sine rule and cosine rules for all triangles; and use the area rules for triangles without a perpendicular height. Utilise the unit circle to define trigonometric functions and establish symmetry. Measurement and Conics - formulate mathematical proofs using knowledge of geometric properties of angles, lines, circles, chords, similarity and congruence and deductive proofs. Solve problems (algebraically and using digital technologies) involving surface area and volume including right pyramids, cones and spheres. Represent conic sections using algebraic relationships (circles, parabola, hyperbola, lines) on the Cartesian plane. Exponential Growth and Decay - explore compound interest as repeated simple interest to develop compound interest formula; solve problems involving growth and decay; apply index laws and establish logarithm laws. Polynomials – determine degree of and sketch polynomials by determining key features - x- and y-intercepts and the general shape of particular functions. Develop the factor and remainder theorem and use polynomial division to determine roots of equations. Apply four operations to functions.


Students will participate in a variety of experiences which include: • Classroom expository learning. • Computer-based activities. • Analysis of mathematical methods. • Independent tasks. • Collaborative tasks. • Problem solving and modelling tasks

Assessment

Students will be exposed to a range of assessment tools including exams, diagnostic tests, and a problem solving and modelling task.


Students will study Mathematical Methods or both Methods and Specialist Mathematics in Year 11. Students may also opt to study General Mathematics in Year 11. Pre-requisite for Physics and preferred for Chemistry.


Students are expected to complete one hour of homework after each mathematics class

Associated Costs Scientific calculators, stationery and the textbook are required for the majority of classes.

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MATHEMATICS

Year 10 Core Mathematics

Units of Study

1. Statistics 2. Probability 3. Linear Equations and Relationships 4. Pythagoras’ Theorem and Trigonometric Ratios 5. Measurement 6. Financial Mathematics 7. Quadratics

Unit Description

Statistics - determine quartiles, interquartile range and five number summaries; construct and interpret box plots; compare data sets using box plots and standard deviation; make comparisons between box plots, histograms and dot plots; review statistical reports in the media by linking claims to displays, statistics and representative data. Probability - describe the results of two- and three-step chance experiments; assign and determine probabilities including conditional probability; investigate the concepts of dependence and independence. Linear Equations and Relationships – explore connections between algebraic and graphical representations; simplify and solve algebraic fractions and expressions and linear equations; make generalisations in relation to parallel and perpendicular lines. Students will solve simultaneous equations - identifying the solution to two intersecting linear equations, applying graphical, and substitution methods and solving word problems; inequalities - recognise the difference between linear equations and linear inequalities; and solve simple problems. Pythagoras' Theorem and Trigonometric Ratios – revise trigonometric ratios; apply angles of elevation and depression; apply to bearings and directions; solve right-angled triangles; establish and use the area of a triangle rule for triangles without a perpendicular height; and formulate simple mathematical proofs using knowledge of geometric properties of angles, lines and congruence. Measurement - apply geometric properties and proofs to solve problems involving surface area and volume of prisms. Financial Mathematics - use simple interest as the introduction to compound interest to solve various problems; use compound interest to assist in understanding exponential patterns (growth and decay) Quadratics – expand binomial products and factorise monic quadratic expressions using a variety of strategies; solve quadratic equations using a variety of techniques.


Students will participate in a variety of experiences which include: Classroom expository learning. Computer-based activities. Analysis of mathematical methods. Independent tasks. Collaborative tasks. Problem solving and modelling tasks

Assessment

Students will be exposed to a range of assessment tools including exams, diagnostic tests, and a problem solving and modelling task.


Students will study either Essential Mathematics or General Mathematics in Year 11. Students will not be able to study Mathematical Methods or Physics in Year 11.


Students are expected to complete one hour of homework after each mathematics class

Associated Costs

Scientific calculators, stationery and the textbook are required for the majority of classes.

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MATHEMATICS

Year 10 Foundation Mathematics

Units of Study

Semester 1 Measurement and Geometry Number Probability and Statistics Semester 2 - Numeracy Short Course

Unit Description

Measurement and Geometry - apply knowledge of properties of 2D and 3D shapes to describe, draw and construct common everyday 3D objects; measure, estimate and calculate length, perimeter, mass, capacity/volume, time, temperature and simple area.. Students convert between routine metric units by applying understanding of common prefixes e.g. milli, centi or kilo. Identify and estimate common angles (45°, 90°, 180°, 360°), apply pythagoras’ theorem and use distance, direction, coordinates, simple scales, labels, symbols and keys to read and use everyday maps and plans. Number - calculate with whole numbers and everyday or routine fractions, decimals and percentages; convert between familiar equivalent forms and calculate with simple fractions e.g. 20% or 1/5 of $250. Use and apply order of arithmetical operations to solve multi-step calculations; calculate simple interest; and use rates in familiar situations. e.g. km/hr, $/kg or $/m. Probability and Statistics - collect and organise familiar data and construct tables, graphs and displays manually or with spreadsheets using simple scales and axes. Describe, compare and interpret the likelihood of everyday simple chance events (e.g. rolling a six on a dice or the chance of rain) using qualitative terms such as certain, likely, impossible and relate these to everyday or routine fractions, decimals or percentages. Numeracy Short Course – see following page


Students will participate in a variety of experiences which include: Classroom expository learning. Computer-based activities. Learning Journal. Practical real world tasks. Independent tasks as well as collaborative tasks. Simple problem solving.

Assessment Students will be exposed to a range of assessment tools including exams, diagnostic tests, and a problem solving and modelling task.


Students will study Essential Mathematics in Year 11.


Students are expected to complete 30 minutes of homework after each mathematics class

Associated Costs

Scientific calculators, stationery and the textbook are required for the majority of classes.

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MATHEMATICS

Year 10 Numeracy Short Course

Units of Study

Numeracy is a one-unit course of study, developed to meet a specific curriculum need. It is

informed by the Australian Core Skills Framework (ACSF) Level 3.

Topic 1: Personal identity and education Topic 2: The work environment

Unit Description

Essential Mathematics benefits students because they develop skills that go beyond the traditional

ideas of numeracy.

Students develop their conceptual understanding when they undertake tasks that require them to

connect mathematical concepts, operations and relations. They learn to recognise definitions, rules

and facts from everyday mathematics and data, and to calculate using appropriate mathematical

processes.

Students interpret and use mathematics to make informed predictions and decisions about personal

and financial priorities. This is achieved through an emphasis on estimation, problem-solving and

reasoning, which develops students into thinking citizens.


By the conclusion of the course of study, students will:

select, recall and use facts, rules, definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance

communicate using mathematical, statistical and everyday language and conventions

evaluate the reasonableness of solutions

justify procedures and decisions by explaining mathematical reasoning

solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance

Assessment

One assessment consisting of two parts:

an extended response — oral mathematical presentation (Internal assessment 1A) a student learning journal (Internal assessment 1B). One assessment consisting of two parts:

an examination — short response (Internal assessment 2A) a student learning journal (Internal assessment 2B).


A course of study in Essential Mathematics can establish a basis for further education and

employment in the fields of trade, industry, business and community services. Students learn within

a practical context related to general employment and successful participation in society, drawing

on the mathematics used by various professional and industry groups


N/A

Associated Costs

N/A

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HUMANITIES

Year 10 Humanities

Units of Study

Year 10 Humanities is a subject for all students, but follows a different format from that adopted in Years 7, 8 and 9. The aim of the Years 8 & 9 Humanities course is to provide students with the basic knowledge and skills required for a range of different Humanities courses. Year 10 aims to extend and develop student knowledge and skills through beginning a degree of specialisation towards Year 11 while continuing the Australian History Curriculum. Each Semester five different Humanities courses are offered and students must choose ONE first preference and ONE secondary preference each Semester. This choice is made towards the end of Term 3 in Year 9. Every effort will be made to give students their first preference each Semester, but this may not be possible. If problems arise with class creation using first and second choices students will be notified and requested to choose from the electives that sufficient student choices permit to run. SEMESTER 1 (Students select one course) A look at the Ancient World The Economy and You Extreme Geography The Law and You Modern History (The modern world and Australia – 1918- present) SEMESTER 2 (students select one course) A look at the Ancient World The Economy and You Extreme Geography The Law and You Modern History (The modern world and Australia – 1918- present)

Unit Description

A look at the Ancient World A look at ancient societies through a study of their buildings and artefacts. A look at the famous ancient buildings around the world, how they were built, used and connected to everyday life. Explore the seven architectural wonders of the ancient world along with the famous monuments of ancient Egypt, Greece, Rome, Central and South America, Great Britain and Asia The Economy and You This unit explores why and how governments manage economic performance to improve living standards. Students will explore current issues in order to explain the variations in economic performance and standards of living within and between economies. Students will have the opportunity to investigate a current economic issue or event using cost-benefit analysis and appropriate criteria to propose and justify a course of action Extreme Geography The first study topic theme is entitled “Water World” through three studies which look at the world’s oceans and the impacts people have had/are having on them; The beach erosion issues people created for the Gold Coast through environmental interference; the Great Barrier Reef. Study topic two will look at wellbeing around the world and the extremes in which people live; What is life like in different countries? What contrasts and extremes are there in standards of living? How and why are people in some countries trapped by extreme conflict? The Law and You This unit explores the role of rules and laws in our country. Students will study informal family and school rules and Local, State and Federal laws. Students will acquire basic citizenship knowledge required by all members of society and essential knowledge needed by teenagers. Students will study current issues using media resources such as TV, newspapers, radio and the internet. There is an emphasis on introductory Criminal Law. Students need to be aware that a power point presentation in front of the class is a mandatory requirement in this subject

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The modern world and Australia from World War I to the present The Year 10 History curriculum provides a study of the history of the Modern World and Australia from 1919 to the present day. It was a period of conflict and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and World War 2 was part of the expansion of European and Asian power. The period culminates in the modern world and the characteristics of youth culture. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. There are two depth studies and one brief study associated with the History course. The humanities and social science subjects provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high level skills needed for the twenty-first century.


During the semester students will participate in a number of experiences which include: • Sequencing historical events, developments and periods. • Using relevant terms and concepts. • Identifying a range of questions about the past, to inform an historical inquiry. • Conducting Geographical inquiry research during field studies • Identifying and locating relevant sources, using ICT and other methods. • Using GIS resources to analyse data • Identifying the origin and purpose of primary and secondary sources. • Locating, comparing, selecting and use information from a range of sources as

evidence. • Drawing conclusions about the usefulness of sources. • Identifying and describing points of view, attitudes and values in primary and

secondary sources. • Developing texts, particularly descriptions and explanations, which use evidence

from a range of acknowledged sources. • Using a range of communication forms (oral, graphic, written) and digital

technologies.

Assessment

Two Assessment instruments for each Semester will be selected from the following categories: 1. Folio. 2. Short answer/response to stimulus. 3. Written Research Report 4. Extended written response to evidence in paragraph or essay format. 5. Oral report following extended research 6. Response to stimulus exercises


Being a Core subject, Year 10 Humanities is a compulsory three lessons a week course over the year. Humanities in Year 10 involves students selecting from a range of five electives each Semester and this elective selection will be conducted towards the end of the Year 9 course.


The base texts are Jacaranda

History Alive 10

Geography Alive 10.

Economics Alive 10 (e Book)

Associated Costs

There will be a Geography excursion to the Gold Coast to study the field management techniques designed to solve coastal erosion issues, costing around $25.00.(cheaper if we can utilise the school bus – determined by student numbers). A Modern History excursion visiting the General Macarthur Museum, the Maritime museum and the Museum of Brisbane will also be conducted costing around $10.00-$15.00. A Law and You excursion to Boggo Road Jail will cost around $16.00. NOTE: All costs are at current costing levels

http://www.australiancurriculum.edu.au/Glossary?a=H&t=nationalism

http://www.australiancurriculum.edu.au/Glossary?a=H&t=imperialism

http://www.australiancurriculum.edu.au/Glossary?a=H&t=concepts

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

http://www.australiancurriculum.edu.au/Glossary?a=H&t=continuity+and+change

http://www.australiancurriculum.edu.au/Glossary?a=H&t=cause+and+effect

http://www.australiancurriculum.edu.au/Glossary?a=H&t=empathy

http://www.australiancurriculum.edu.au/Glossary?a=H&t=significance

http://www.australiancurriculum.edu.au/Glossary?a=H&t=contestability

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SCIENCE

Year 10 Science

Units of Study

Unit 1: Biological Sciences - Genetics and Evolution Unit 2: Physical Sciences - Kinematics Unit 3: Chemical Sciences – Periodic Table and Reactivity Unit 4: Earth Sciences- Global Systems and the Universe

Unit Description

Unit 1: Students explore genetics and heredity. They investigate DNA and explore genetic diseases. Students track heritable conditions on pedigrees, and analyse monohybrid multi-generation cross and predict the genotypes and phenotypes of offspring. Students develop an understanding of the theory of evolution by natural selection, biodiversity, and constructing evidence-based arguments. Students examine ethical issues associated with current and future application with current and future applications of gene technology and understanding of inheritance.

Unit 2: Students explore the effect of forces on the motion of objects. They consider technologies that allow measurement of forces and motion. They collect quantitative data and apply the laws of physics to predict and describe motion. Student investigate the impact of forces and energy on the motion of objects. They explore the effect of energy and motion during collision and the use of safety features to minimise their impact.

Unit 3: Students identify patterns in atomic structure that allow prediction of the products of chemical reactions and, are reflected by the Periodic Table. Students will examine how scientific understanding of the Periodic Table is refined over time and reinforces the use of scientific conventions and representations.

Students investigate chemical reactions used to create products, and way in which rates of reaction can be changed. Students will examine the development of useful materials and products, and chemical processes. Unit 4: Students examine the cause and effect of changes in global systems and analyse the effect of human activity on the environment. They evaluate the impact of changes to the global system on the planet’s equilibrium and biodiversity. The role of science and scientific research in assisting society to address global environmental issues is explored. Students are asked to consider their individual responsibility to the sustainability of the planet.

Students explore features of the universe and how the Big Bang Theory is used to explain the formation of the universe. They will consider how theories have changed over time in line with technological advances and are continuing to be refined. They will see how secondary data is analysed to describe astronomical phenomena.

This subject is delivered in Impact, Foundation, Core and Extension levels.


Students will participate in a number of experiences which include:

Teacher exposition and questioning.

Laboratory activities and demonstrations.

STILE lessons and activities, computer simulations and tutorials.

Extended Experimental Investigations.

Case studies of previous scientific investigations.

Library/computer research and assignment work.

Guest speakers on aspects of the curriculum.

Assessment Students experience a range of assessment tools including exams, diagnostic in-class tests, assignments, group activities and practical investigations.


Students continue their Science study by selecting electives from general subjects - Agriculture, Biology, Chemistry Physics, and Psychology or applied subjects- Ag practices, Science in Practice.


Science classes use STILE (online science program) in lessons and for HW. (cost is covered within the Student Resource Scheme)

Associated Costs Street Science Incursion $10

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SCIENCE

Year 10 Agricultural Science

Units of Study

Unit 1: Sustainable Agricultural Systems Unit 2: Plant Science Unit 3: Animal Husbandry Unit 4: Beekeeping

Unit Description

Students will develop skills of critical thinking, problem solving, and decision making in the context of both theoretical and practical situations and class projects. They may also apply a range of information and communication technologies. 1. Sustainable Agricultural Systems – students investigate the effect of agricultural production on

global systems. 2. Plant Science – students participate in The University of Queensland sunflower competition.

Students grow their own vegetables and learn about sustainable growing practices. 3. Animal Husbandry – students learn about animal husbandry practices involving sheep. This

includes handling stock, clinically analysing the health of animals and pest and disease prevention.

4. Beekeeping – students learning both the theoretical and practical aspects of beekeeping including hive management and honey extraction techniques.


Agricultural Science is an integrated practical subject which uses a sustainable systems approach to develop theoretical and practical skills in agriculture. Students will participate in a number of experiences which include:


Laboratory activities and demonstrations.

Farm activities

STILE lessons and activities, computer simulations and tutorials.

Extended Experimental Investigations.




Assessment Students will be exposed to a range of assessment tools including exams, diagnostic in-class tests, assignments, group activities and practical investigations, Annotated Bibliography, data test.


This subject provides a sound foundation for future studies in Agricultural Science, Biology and Geography (General Syllabus) and also links well with the Agricultural Practices (Applied Syllabus).


Classes may use STILE (online science program) in lessons and for HW. (cost is covered by the Student Resource Scheme) Students are expected to participate in theory and practical aspects of this subject to the best of their ability.

Associated Costs

Excursion to UQ Gatton $20 Excursion to Ekka $16

ALWAYS AIM HIGH


ALWAYS AIM HIGH


HEALTH & PHYSICAL EDUCATION

Year 10 Health & Physical Education

Units of Study

Indigenous Health

Australian Physical Activity and Wellbeing

Movement

Unit Description

Indigenous Health: Students will identify the need for intervention in Indigenous communities to improve health and wellbeing. Students will analyse the options of more education or more health services to improve the health and wellbeing of Indigenous communities by identifying the benefits and disadvantages of each option. They will evaluate whether more education or more health services should be implemented to improve overall health and wellbeing. Finally, students will justify their recommendations with evidence from research. Australian Physical Activity and Wellbeing: Students will demonstrate their knowledge of past and present National Health Campaigns aiming to promote physical activity and fitness within our nation. Students will demonstrate their understanding and evaluate the effectiveness of past and present National health campaigns on the physical activity and fitness of members of our community to meet the physical activity guidelines recommended by the Australian Government (Australia's physical activity and sedentary behaviour guidelines for young people 13-17 years). Finally, students will make recommendations as to how future campaigns can assist people in meeting the Australian Government guidelines. Movement: Students learn to apply more specialised movement skills and complex movement strategies and concepts in sport. Explore movement concepts and strategies to evaluate and refine they own and others movement performance. Students analyse how participation in sport influences an individual’s identity and explore the role that sport plays in shaping cultures.


Health and Physical Education is about being an active participant. To promote the necessity and benefits of an active lifestyle, a variety of activities, games and sports are learnt and practised. In Year 10 there is more emphasis on tactics and the application of skills and components of fitness and training principles. Sports studied may include: volleyball, futsal, basketball, golf, cricket, badminton tennis, touch football, oz tag. Students will also:

Learn to apply more specialised movement skills and complex movement strategies and concepts in physical activity.

Explore movement concepts and strategies to evaluate and refine their own and others movement performance in physical activity.

Refine and consolidate personal and social skills by demonstrating leadership, teamwork and collaboration.

Refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations.

Critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits.

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 community health and wellbeing.

Analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures

Assessment Ratings are awarded after comparing performances in the sports and activities against developed standards and moderation of student results. Assignments, presentations and written responses are used to determine the extent of knowledge and skill in the practical and theoretical areas.


Students have the chance to participate in extension classes to allow them to focus on a pathway for sport and fitness in Senior Physical Education, Health, Sport and Recreation and Certificate 3 in Fitness.


Full sports uniform is required for all practical lessons. This includes shirt, shorts, appropriate footwear and a Ferny Grove State High school hat. Effort is the most important requirement!


ALWAYS AIM HIGH


LANGUAGES

Year 10 German

Units of Study

- Holidays - Fairy Tales - Travel destination Germany - Youth Culture

Unit Description

Holidays Students will communicate and comprehend information describing holiday activities and locations. They will comprehend information about holidays specifically for families and teenagers. Fairy Tales Students will comprehend Grimm fairy tales told in German and will compare them to fairy tales from other countries. Students will learn about the structure of a fairy tale and apply this knowledge to create their own fairy tale. Travel Destination Germany The main focus for this unit is to prepare students for the forthcoming exchange trip to Germany. They will learn how to communicate travel plans, describe places and sights and reasons for visiting these. Youth culture Students will explore how Australian and German –speaking young people experience and perceive youth culture and how it relates to their own identity. Overall, students develop their communicative skills and intercultural competencies through learning new vocabulary and grammatical structures relating to the above topics.


Students develop their German communicative skills and intercultural competencies through

interacting and socialising with their peers in German.

comprehending written and spoken texts, including emails, magazine articles, fairy tales, tourist brochures, travel websites and other audio - visual and digital resources.

creating German texts for a variety of purposes relevant to the above topics.

participating in a student exchange program with one of our German partner schools. Students may host a German exchange student or participate in the outbound trip, gaining an understanding of living, studying and attending school in Germany. The Year 10 Academic Exchange to Germany with one of our two German sister schools is offered to all students of German or German Immersion in Year 10. The exchange trip includes a one-week tour through Germany and 2 weeks with a host family and attending school. Prior to travelling to Germany, students and their families host students from the sister school.

Students have the opportunity to have their language skills recognised at an international A1 (Common European Framework for Reference of Languages) by taking the Fit in Deutsch A1 exam.

Assessment Students will be assessed across the communicative skills of Listening and Reading, Writing and Speaking.


Students must pass Year 10 German to be able to study German in Years 11 and 12.


N/A

Associated Costs

N/A

ALWAYS AIM HIGH


LANGUAGES

Year 10 Indonesian

Units of Study

- Weather and Village and City Life - Indonesian Health - Occupations and Student Exchange - Indonesian History

Unit Description

Weather and Village and City Life In this unit of work, students will be able to share factual information and opinions about their personal and immediate worlds, including about their eating habits, lifestyles, and favourite things. They will learn about Indonesian geography, such as their tropical life, seasons and weather, describing weather, lifestyles of people living in Indonesian cities and villages, staple foods in Indonesia and stories from village life. From a cultural perspective, students will develop an understanding of Indonesian climate in comparison to Australia and the differences and similarities of lifestyles in the villages and cities in Indonesia. Indonesian Health In this unit of work, students will be able to share factual information and opinions about their personal and immediate worlds, including medical advice and types of medicine available in Indonesia and Australia. They will learn to communicate about various illnesses, visiting a doctor & chemist, taking medicine and remedies, healthy eating and fitness, health services in Indonesia, traditional and modern medicine as well as jobs in the Indonesian health sector. From a cultural perspective, students will develop an understanding of the Indonesian health system as well as the use of traditional medicine and medical practices in Indonesia. Occupations and Student Exchange In this unit of work, students will be able to share information and opinions about their work and study. They will learn about occupations and places of work in Indonesia, different jobs of Indonesian teenagers, express their personal aspirations and goals in Indonesian. From a cultural perspective, students will develop intercultural knowledge and awareness of Indonesian customs, culture and way of life through an exchange experience. Indonesian History This unit will inform students about Indonesian history, including their involvement in the Spice Trade, their proclamation of independence, the leaders & political figures, the meaning behind the Indonesian national anthem and the development and importance of Australia & Indonesian relations. From a cultural perspective, students will develop an understanding of Indonesia’s historical past and its relationship with Australia, as well as learn about the film industry in Indonesia. Overall, students develop their communicative skills and intercultural competencies through learning new vocabulary and grammatical structures relating to the above topics.


Students develop their Indonesian communicative skills and intercultural competencies through

interacting and socialising with their peers in Indonesian;

comprehending written and spoken texts, including emails, magazine articles, and other audio - visual resources.

creating Indonesian texts for a variety of purposes relevant to the above topics.

applying and participating in a student exchange program to Indonesia where they gain an understanding of living, studying and attending school in Indonesia. A trip to Indonesia may be offered to students in Year 10. .

Assessment Students will be assessed across the communicative skills of Listening and Reading, Writing and Speaking.


Students must pass Year 10 Indonesian to be able to study Indonesian in Years 11 and 12.


N/A


ALWAYS AIM HIGH


THE ARTS

Year 10 Visual Art

Units of Study Painting, Portraiture – 2D and ceramics, Hybrid, printmaking

Unit Description

Art has existed since the beginning of civilisation and predates language in the written form as a means of communication. Art is one of the most important means by which humankind can express their innate creativity and communicate visually their ideas and feelings in response to certain events and issues occurring around them.

Art should be seen as an important part of the development of all students as this subject prepares young people for participation in the 21st century by fostering curiosity and imagination, and teaching students how to generate and apply new and creative solutions when problem‐solving in a range of contexts.

Students develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of world culture and their responsibilities as global citizens.


Throughout the program the students will be involved in a range of learning experiences related to both making and responding to works of art. These experiences may include:

students making representation of their ideas and intended meanings in different forms including painting, ceramics, drawing, sculpture, mixed media and digital forms

developing knowledge, understanding and skills as they learn and apply techniques and processes using materials to achieve their intentions.

analysing representations, viewpoints and practices – considering meanings and interpretations across societies and cultures.

Assessment

Assessment for all areas is through a combination of folio (practical work and a visual journal) and a written assignment .

In the creation of practical artwork, students resolve visual problems through an understanding of the visual conventions and the application of a range of techniques and materials. This involves students:

o Translating and interpreting ideas to create images and objects. o Selecting and manipulating techniques and processes to communicate meaning.

In the Responding component of the course, students are involved in: o Understanding artists, artworks and audiences from different cultures. o Using appropriate terminology and vocabulary in the discussion and analysis of artworks.

Visual Arts is experienced and assessed through the assessable elements of: Knowledge and Understanding; Making and Responding.


Visual Arts in Junior leads to: Visual Art Senior Visual Art in Practice

Career Pathways

A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use creative and innovative skills inherent in this subject. Careers using the knowledge and skills gained from Art include but are not limited to: Art teacher, Art theory, advertising, marketing, web design, media industries (film, television, magazines) etc.

Associated Costs

Each student is required to pay a levy for art to cover the cost of a bulk purchase of his or her materials. This is a much cheaper way of purchasing paint, paper, clay etc. than if they purchased their own. Excursions will be organised to work with artist and view exhibitions. The costs associated with these events will be clarified via permission forms.

ALWAYS AIM HIGH


THE ARTS

Year 10 Drama

Units of Study

Comedy Circus Realism

Unit Description

Drama is an art form which can provide every student with knowledge and skills that are

transferable to a variety of artistic, social and work‐related contexts. The course includes a wide variety of challenging experiences such as improvisation, acting, directing, creating and performing theatre styles, film, drama and workshops which develop voice and movement skills.

Drama enables students to develop group communication skills as well as the techniques of

negotiating, problem solving, and decision‐making, researching and interpreting. Drama challenges students to explore their own identities and culture and extends their understanding of historical and contemporary drama in other cultures.


Students will:

engage with the language, elements and conventions of drama to enable them to critically analyse, compare and contrast, and respond to live performance

interpret scripts and extend acting skills through drama based improvisations and process dramas

practice and rehearse a variety of performance techniques and styles in both individual and ensemble settings

demonstrate characterisation through live performance work – comedy, circus, realism

** Drama is a group art form and students must be prepared to work in a self‐directed yet collaborative manner with others.

Assessment

Tasks are varied and reflect a balance of individual, pair and group work. Examples include performances of scripted text and original drama, individual and group improvisations, scriptwriting and written responses. Achievement is measured in terms of the individual’s performance within the group. Drama is experienced and assessed through the five assessable elements of:

1. Making (Forming) – This technique is used to assess students’ abilities when making drama works. Making artworks in drama enables students to demonstrate their ability to select, manipulate and control the elements of drama to devise drama that communicates meaning.

2. Making (Performing) – This technique is used to assess students’ abilities when performing drama works. Performing artworks in drama enables students to demonstrate their ability to select, manipulate and control form, and the elements of drama to develop roles and characters and interpret and perform drama that communicates meaning.

Responding – This technique is used to assess students’ abilities to explore, respond to, analyse and interpret drama works with before, during or after the making of drama works, or in response to the drama works of others. Students are required to analyse how the elements of drama are used, combined and manipulated in different styles. They also must evaluate how artists from different cultures, times and places communicate meaning and intent through drama.


Drama in Years 11 and 12

Career Pathways

There is a direct link from school drama studies to many aspects of live and media performance; but the skills learnt in drama can also develop creativity, confidence, communication and presentation techniques which transition into many work and life situations. Drama should not be seen as leading to an acting career only.

Associated Costs

Excursions will be organised to work with artist and view productions. The costs associated with these events will be clarified via permission forms. Students will need theatre blacks for performance work.

ALWAYS AIM HIGH


THE ARTS

Year 10 Music

Units of Study

Semester 1 – Pre-Twentieth Century Music, Term 3 – Jazz, Term 4 – Musical Theatre

Course Description

In the year 10 music course, students are exposed to a range of music including Orchestral and vocal European art music, Jazz and Musical Theatre. Through developing an understanding the music elements, students will participate in performance experiences as vocalists or on their preferred musical instrument. They will also use digital technologies to compose their own music. Further, they will use their knowledge of the music elements to analyse studied and unstudied repertoire.


Throughout the program, students engage in a range of learning experiences including composing, arranging, performing, improvising, listening, score-reading, analysing, accompanying, viewing and research. ICT is embedded in the course and students actively use information and communication technologies (ICT) to organise, research, interpret, analyse, communicate and represent music knowledge and composition.

Assessment

Year 10 music places equal weighting and importance on the three dimensions of analysing repertoire, composition and performance. Music is experienced and assessed through the assessable elements of:

Making – This dimension covers the musical aspects of performance and composition. As performers, students will select repertoire according to the current unit of study, prepare through practice and rehearsal before performing to a live audience as either vocal or instrumental soloists or as a part of an ensemble. As composers, students will first explore how the musical elements can be manipulated within the context of the current unit of study. They will then apply this in their own compositional works using a range of music specific ICTs.

Responding – This dimensions covers the analysis and evaluation of repertoire. Students will research and respond to musical stimuli in either written exams or through extended writing or multi-modal assignments. Responses will address how composers or performers have manipulated or interpreted musical elements to create musicals works or performances.


Music (Year 11 and 12) and Music Extension (Year 12)


Students must be prepared to complete all written and practical aspects of the course and be able to work in a self-directed and focused manner. Students who study music in combination with participating in the instrumental and choral music program receive a more holistic experience of music.

Associated Costs

Students will need to purchase a music book with an approximate cost of $2 from the uniform shop, a newsagent or office supply store. Excursions will be organised to work with artist and view recitals. The costs associated with these events will be clarified via permission forms. While owning an instrument and receiving private music tutoring outside of school are encouraged, it is not essential for this course. Students are able to use the music equipment to rehearse with at any time agreed upon by the teacher.

ALWAYS AIM HIGH


TECHNOLOGY

Year 10 Agricultural Practices

Units of Study

Unit 1: Husbandry Practices Unit 2: Basic Bee Keeping Unit 3: Animal Husbandry Practical Skills Unit 4: Agricultural Industries Review / The Ekka Excursion Unit 6: Plant Nursery Practices: Plant Propagation

Unit Description

Rural Operations is designed to give students a solid background into a wide range of practical experiences related to Farm Management Practices. Students will take part in the following activities:

Examine Sheep Husbandry Practices including Workplace Health and Safety practices. Students will have practical experiences in handling sheep including vaccination, tick control, lamb marking and drenching for parasites.

Review the Agri-Technology model associated with Bee Keeping and review the Ferny Grove production system.

Review Agricultural Industries including an in depth study based on the Ekka excursion.

Experience plant nursery practices: e.g. plant propagation.


Students will participate in a number of experiences which include:


Activities and demonstrations.

Farm activities




Assessment Students will be exposed to a range of assessment tools including exams, diagnostic in-class tests, assignments, group activities and practical investigations.


This course provides a sound foundation for future studies in the Agricultural Practices (Applied Syllabus) as well as provide future pathways to a possible career in Agriculture or related industry.


Students are expected to participate in theory and practical aspects of this subject to the best of their ability.

Associated Costs

Excursion to Ekka $16

ALWAYS AIM HIGH


TECHNOLOGY

Year 10 Business

Units of Study

Term 1: Financial Foundations Term 2: Forensics and the real world accounting Term 3: Business Creation and Growth Term 4: SmartMoney

Unit Description

The study of business is relevant to all individuals in a rapidly changing, technology-focused and innovation-driven world. Through studying Business, students will develop knowledge and skills that will allow them to contribute meaningfully to society, the workforce and the marketplace and prepare them as potential employees, employers, leaders, managers and entrepreneurs of the future. It will enable them to encompass the successful management of financial resources and systematically organise, critically analyse and communicate financial data and information for decision-making.


Term 1: Financial Foundations

Double Entry Accounting (6 weeks) - Integrated Excel Spreadsheet

Financial Statements (4 weeks)

ASX Stock Exchange Game – Share trading; examine and map share price - trend analysis - starts week 4

Term 2: Forensics and the real world accounting

Forensic Accounting – Problem solving and Analysis of data and information for decision making Introduction for Financial accounting and real-world integrated programs (ie MYOB)

Bank Reconciliation Process (4 weeks) Term 3: Business Creation and Growth

Business Life Cycle – from seed to post-maturity stage and develop skills in examining business data and information. Plan your own Enterprise – Marketing Business Plan (8 weeks)

Enterprise Day Venture Term 4: SmartMoney

Be Money Smart – 5 modules mapping to ACARA on money smart website Module 1 – Saving, budgeting and spending Module 2 – Personal tax Module 3 – Superannuation Module 4 – Debt management Module 5 – Insurance

Assessment

Term 1: Combination Exam – Practical and short response

Double entry accounting & Final Accounts exam Term 2: Practical Project

Forensic Accounting data

MYOB incl. Bank Reconciliation Term 3:

PYOE Marketing Business Plan

Enterprise Day Venture Term 4: Combination Exam – Practical and short response

Financial literacy and MoneySmart


Students continue their Business studies into Year 11/12 Business (General Subject); Accounting (General Subject) and Certificate III in Business (Vocational Pathway)


Excursion – Marketing at Australia Zoo approximate cost $50

Students will be involved in Enterprise Day – Trade Fair

Students may wish to submit their PYOE project in the National PYOE Competition

Students will present their PYOE to the community at the Business Innovation Showcase evening

Associated Costs

All costs associated with Business are covered in the student resource scheme.

ALWAYS AIM HIGH


TECHNOLOGY

Year 10 Design Technology

Units of Study

Students studying in this course will engage in the following units of study:

Design in Practice (micro design challenges)

Commercial Design (drone modification)

Human-centred Design (built environment)

Sustainable Design (4x4 RC vehicle)

Unit Description

Bringing together all of the previous skills learned in Industrial Design Technology, students in this course are required to produce prototypes of their ideas with a focus being on students writing their own criteria based upon the 5 keys to design; Aesthetic, Cultural, Economic, Social and Technical Student design solutions will be very open to their interpretation of the design problems that they are given and it is expected that in a class, students will produce a large variety of responses, from low fidelity prototypes, to advanced models, digital solutions and many more. This is largely done through the “explore” and then “develop” design process, where students diverge with different ideas and converge back to a solution that best suits a client. Students studying this subject will develop an appreciation of designers and their role in society. Ideas are often a result of trial and error with a willingness to take risks and experiment with alternatives – getting it wrong is encouraged and reflection on what was learned a high priority.


Students will:

Develop sketching and design thinking skills

Be encouraged to use software to develop a digital solution to problems

Work with interfaces for controlling machine to produce prototypes quickly

Trial ideas, assemble prototypes and produce a prototype models of their idea

Work individually and develop team working skills in collaborative design challenges

Develop a portfolio of their design journeys

Present to class using multimodal techniques their design journey

Understand Safety within the workshop

Assessment

Practical prototyped products that can be physical or digital in a variety of finishes

Design Portfolio productions

Multimodal presentations

Micro safety exams across 10 different key aspects of the manufacturing classroom


Y11 & Y12 Engineering Skills, Furnishing Skills

Y11 & Y12 Design


Students are responsible for:

the supply of any additional embellishment items they require for their design projects

bringing along their laptops to ensure they can use the digital in-class curriculum

Associated Costs

An excursion into QLD State Library & Fab LAB – approximate cost $6.00

ALWAYS AIM HIGH


TECHNOLOGY

Year 10 Food & Nutrition Technology

Units of Study


Designing food for appeal and nutrition (e.g. a small coffee shop portion)

Experimenting with food and the chemistry of food (e.g. death by chocolate)

Designing a dish to impress (e.g. a master chef like showdown)

Producing and marketing food products (e.g. catering for a big event)

Unit Description

Students participating in this course of study will experience designing and creating food for the consumer needs in mind. In the course, students will develop practical skills in the production of food and the processes of designing food that is not only eye-catching to the consumer but is also nutritional. Students will develop skills in the area of producing mass of food quantities for events or functions. Food and Nutrition is an interdisciplinary subject drawing on the fields of nutrition, consumerism, management and healthy choices. It focuses on the challenges faced by individual, families and communities in our contemporary and evolving society.


Students will:

Unpack the design process behind healthy food and nutrition

Develop specific food & Nutrition language skills to help them critically analyse, compare and contrast food products and processes in the 21st century

Work to a design brief and investigate, research and discuss food design solutions

Produce their own design criteria in response to design problems based on the nutritional suitability of products and procedures

Refine practical skills through planning, managing and preparing practical tasks that develop skills across a range of food products

Develop techniques and procedures for food preparation in mass production

Assessment

Design Portfolio’s

Practical Cooking Demonstrations

Realised Food Solutions and their Presentation


Y10 Food & Nutrition Technology leads to:

Y11 & Y12 Hospitality Practices

Y11 & Y12 Food & Nutrition


In this subject students are responsible for:

the supply of their ingredients for cooking solutions

bringing along their laptops to ensure they can use the digital in class curriculum

Associated Costs

A food appreciation excursion into the city at an approximate cost of $30

Additional costs will largely depend on ingredients that students include into their designs

ALWAYS AIM HIGH


TECHNOLOGY

Year 10 Information Technology

Units of Study

1. HTML/CSS 2. JavaScript / Expert Systems 3. Unity 4. Internet of Things (IoT)

Unit Description

Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Student’s Create interactive solutions for sharing ideas and information online using a variety of programming languages Students test and predict results and implement digital solutions.


HTML/CSS

Creating interactive solutions online using Hypertext Mark-up Language.

Design of user experience using CCS - Cascade Style Sheets

Creating user experience on World Wide Web.

Movement of data in networked digital systems & Data representation on World Wide Web.

Privacy and security requirements of digital data.

JavaScript / Expert Systems JavaScript and Expert Systems

Creating of web-based application using JavaScript.

Essential programming elements

Algorithm writing

Implementing advanced data structures Unity

Developing digital solutions using cross-platform game engine (Unity).

Text-based programming language (C#).

Relationship between objects, components, properties and value.

Creation of user experience using 2D and 3D objects. Internet of Things (IoT)

Emulating of Human hands using Arduino.

Text-based programming language (C++ / Python).

Creation of Smart Mirror using RaspberryPi 3.

Assessment

HTML/CSS - Assessment: Project – Creation of personal online portfolio JavaScript and Expert Systems Assessment: Portfolio – Creation of several web-based apps to develop real-world applications. Unity Assessment: Project – Creation of digital solution Internet of Things (IoT) Assessment: Project – Creating IoT


Students continue their IT study into Year 11/12 Digital Solutions (General Subject) or Year 11/12 ICT Information & Communication Technologies (Applied Subject)


Optional Activities:

Students have the opportunity to sit the National ICAS Digital Technology exam, these occur in May each year at a parental cost of approx. $10 per student.

After-school Tech Club offers a range of technological activities and skills FREE of charge.

Students also have the opportunity to enter a technology-based project into the YICTE – Young ICT Explorers competition. This is also a FREE competition.

Associated Costs

All other costs associated with information technology equipment are covered in the student resource scheme.

ALWAYS AIM HIGH


TECHNOLOGY

Year 10 Industrial Technology Manufacturing

Units of Study


Folding Shovel – Metalwork Focus

Utility tool box – Metalwork Focus

G-Clamp – Metalwork Focus

Serving Tray – Woodwork Focus

Carry-All – Woodwork Focus

Unit Description

Students studying Industrial Technology Manufacturing will undertake practical projects, in metal and wood, which aim to increase their skills with various workshop tools, machines and processes. They do this Semester about, with one Semester dedicated to woodwork and the other dedicated to metalwork. Students will be required to complete project specific work booklets that cover the underpinning knowledge and theory of each unit. Students will also be required to complete a range of Workplace Health and Safety modules during the course to reinforce and strengthen their knowledge of safety processes in the workshop. Every lesson, students are expected to follow Workplace Health and Safety practices including the wearing of personal protective equipment. This includes an apron, safety glasses and standard brown leather school shoes. Students who fail to wear the required protective equipment, will be unable to complete practical work due to safety standards and other learning activities will be provided.


Students will:

Develop hands on and machinery related wood working skills

Develop hands on and machinery related metal working skills

Develop an appreciation for safety and safe working practices

Produce finished products that reflect industry standard

Understand safety in the workshop

Enjoy the satisfaction gained by producing a product with their own hands

Gain an in depth understanding of tools and machines, their uses and procedures

Work with others in a workplace to negotiate space and use of equipment

Assessment Practical completed projects

Log book of students’ work


Y11 & Y12 Engineering Skills

Y11 & Y12 Furnishing Skills

Y11 & Y 12 Industrial Graphics


Students are responsible for:

the supply of any additional embellishment items they require for their design projects

bringing along their laptops to ensure they can use the digital in-class curriculum

Associated Costs

Possible wood show excursion with an approximate cost of $12.00

Ferny Grove State High School McGinn Road, Ferny Grove Qld 4055

PO Box 128, Ferny Hills Qld 4055 Ph 3550 5777 Fax 3550 5700

Email: [email protected] Web: www.fernygroveshs.eq.edu.au

www.facebook.com/FernyGroveSHS

mailto:[email protected]

http://www.fernygroveshs.eq.edu.au/

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