General Information s24

2015 YEAR 10 SUBJECT GUIDE

Page 2 CONTENTS GENERAL INFORMATION CONTENTS - YEAR 10 OPTIONS 3 GENERAL INFORMATION 4

YEAR 10 OPTIONS

SUBJECT Pg SUBJECT Pg

ACCOUNTING HOSPITALITY 26

AGRICULTURAL SCIENCE INFORMATION TECHNOLOGY SYSTEMS 27

ANCIENT HISTORY JAPANESE 28

BIOLOGICAL SCIENCE 8 LEGAL STUDIES 30

BUSINESS COMMUNICATION & TECH. PREP MATHEMATICS A 31

BUSINESS MANAGEMENT PREP MATHEMATICS B

CERTIFICATE I – BUSINESS PREVOCATIONAL MATHEMATICS

CHEMISTRY MEDIA STUDIES

CONSTRUCTION MODERN HISTORY

DANCE MUSIC

DRAMA PHYSICAL EDUCATION

EARLY CHILDHOOD PHYSICAL EDUCATION - VOLLEYBALL

ECONOMICS PHYSICS

ENGINEERING RECREATIONAL STUDIES 40

PREPARATORY ENGLISH COMMUNICATION SCIENCE 21

FILM & TELEVISION SOCIAL & COMMUNITY STUDIES

FURNISHING TECHNOLOGY STUDIES

GEOGRAPHY TRAVEL & TOURISM

GRAPHICS VISUAL ART

HOME ECONOMICS VISUAL ART PRACTICES

HORICULTURE 25

YEAR 10 SUBJECT SELECTION BOOKLET FOR 2015

PURPOSE: This document has been prepared to give students going into Year 10 enough information for them to make successful judgements about their subject selections.

Generally students are encouraged to choose subjects which interest them and at which they feel they will have some success. Year 10 is the opportunity to explore your limitations and as such we encourage you to choose subjects which will challenge you to perform at your best in order to experience success.

RATIONALE: The school curriculum at Aldridge State High School has been organised to provide students with the opportunity to:  Connect their choices to available programs in Years 11/12.  Experience the rigour of senior subjects in preparation for senior.  Develop the underpinning knowledge and skills essential for success in senior.

CURRICULUM: All students in Year 10 will study Mathematics, English, Work Education and four (4) other subjects which reflect the choices available in the senior curriculum.

Subject choices have been broken into two (2) categories, Authority subjects (subjects that are used to gain an OP) and Authority registered subjects (not counted towards an OP). If you think you might be interested in attending university then we encourage you to choose Authority subjects. If your intention is to go to TAFE or to work then Authority Registered subjects might suit you better.

Subjects will be studied for four (4) lessons per week. Work Education is studied for one (1) lesson per week.

Students will be afforded the opportunity to change subjects at the conclusion of Term 1 and Term 2. This change will be permitted within the confines of available subjects and places in those subjects.

STREAMS OF STUDY: At Aldridge State High School, we believe that we have the experience and knowledge to guide student subject choice in a fashion that improves their likelihood of successes at further study. As a result, we have developed “Streams of Study” to assist students in choosing subjects appropriately.

YEAR 10 SUBJECT OVERVIEWS ACT ACCOUNTING INTRODUCTION: This unit is driven by the learning outcomes from the Business Education syllabus, but has also been influenced by elements of the Senior Accounting syllabus. The study of accounting provides, not only a foundation in the discipline of accounting, preparing students for further education, training and employment, but also an understanding of the processes involved in using accounting information to make effective decisions. Students are provided with opportunities to develop skills in managing financial resources that they can apply in the business environment, and also on a personal level. They are encouraged to think logically, to apply accounting principles in a consistent and effective manner, and to become independent learners.

In this subject, students will be introduced to the basics of bookkeeping and the double-entry system. Students will understand the nature of accounting and the purpose of business reports. They will apply accounting principles to record a variety of business transactions for a small business. During this unit, students will record information both manually and in spreadsheets using Excel.

Due to the influence of computers in Business, students will learn to record a variety of business transactions using the accounting packages MYOB and/or Quickbooks. Students will learn the basics of an accounting package and be able to produce timely and accurate reports as a result. These reports can then be used to help students evaluate the performance of the business.

COURSE CONTENT: The accounting procedures taught are consistent with the practices of professional bodies. During the course, it is anticipated students will study:

Term 1: Inventories and Personal Finance. Term 2: Principles of double-entry accounting, transaction analysis, preparation of accounting records (general journal, ledger and trial balance) and accounting for GST. Term 3: Applying accounting principles to prepare simple financial reports (Income Statement and Balance Sheet). Making decisions using financial reports by using comparative reports and ratio analysis. Accounting for cash including internal control measures. Term 4: Computers in Accounting including spreadsheeting, MYOB and/or Quickbooks.

ASSESSMENT: Assessment techniques used to determine a level of achievement may include: objective/short response items, extended response items, practical application items, response to stimulus materials and assignments. Students will be assessed in the following three criteria: Knowledge and Procedural Practices, Interpretation and Evaluation and Applied Practical Processes. OTHER INFORMATION: Most activities will be completed in class time however students will be required to complete homework when necessary.

The skills and attitudes gained in this course will prepare students for a variety of entry points to employment. This subject provides a good basis for those students wishing to study Accounting in Years 11 & 12.

CONTACT PERSON: Head of Department – Deb Pacey, Phone 4120 8421

AGS AGRICULTURAL SCIENCE INTRODUCTION: The first part of this course allows students to understand the importance of experimentation in agriculture. This is achieved by students being involved in the design, setup and running of a class experiment relevant to the agricultural industry. Students are introduced to the importance of the cattle industry to Australia. It emphasises animal health and welfare and the importance of safety when working with cattle. This unit will run in conjunction with the management and handling of steers destined for the carcass competition later in the year. During the second part of the course students will be integral in the preparation of feedlot steers for the carcass competition. They will focus on developing an understanding of an ideal animal. They will develop skills to handle these animals and to judge them according to market requirements. Students will develop an understanding of genetics and their importance in agricultural production. Resource management and record keeping are also introduced as an important aspect of running any agricultural business.

COURSE CONTENT: Students will undertake a range of field and classroom based activities. These will include:  Managing and collecting data on a field based agricultural trial.  Investigating trial results.  Developing a scientific report.  Cattle Handling.  Monitoring cattle progress  Completing routine cattle husbandry tasks. Students will spend considerable time working with the cattle and will have an opportunity to take a role in the carcass competition. Students may also undertake excursions.

ASSESSMENT: Students will undertake: 1. Experimental Design - Knowledge and Process Exam. 2. Scientific Report 3. Beef Cattle Management - Knowledge and Process Exam 4. Reflection assignment on feedlot steer production 5. Mid and End Semester Exams

OTHER INFORMATION: This course of study provides an excellent transition to Senior Agricultural Science. Students will do approximately 40% practical work in this unit. Any excursion will be subsidised in part by the agriculture department through its revenue raised by the sale of products. CONTACT PERSON: HOD – Senior Schooling/Agriculture: Mr Brett Martell. Phone: (07) 4120 8467.

AHS ANCIENT HISTORY INTRODUCTION: This Course provides a fascinating combination of the most interesting aspects of ancient civilizations and relevant material for senior Ancient History. It aims at developing the skills needed for further academic study while providing a stimulating environment.

Ancient History can lead directly to exiting careers in areas such as Archaeology, Forensics, Anthropology, Museum and conservation work and of course teaching. Indirectly Ancient History links to such career pathways as law, journalism, writing and novelists, and even fine arts. Ancient History also provides a student with a deep appreciation of the extent of human endeavour and gives them the skills needed to interpret an ever changing world.

COURSE CONTENT: Throughout the year students will cover such areas as:  Ancient Egypt - pyramid building and mummification  Entertainment – banquets and gladiators  Great personalities - Hannibal, Julius Caesar, Alexander the Great  Histories Greatest Mysteries – Why Was Stonehenge Built? Was there really a King Arthur  Myths and Legends – Myths and Legends from around the World  Raiders and Rioters – the Vikings, the Saxons and other Barbarians

ASSESSMENT: One assessment each term, these could be chosen from the following formats:  Short Response Test  Written Assignment  Dramatic / media / Oral Presentation  Response to Stimulus Test

OTHER INFORMATION:

BSC BIOLOGICAL SCIENCE COURSE CONTENT: In Year 10 the emphasis is on the “Nature of Ecosystems, Changes in Ecosystems, Requirements for Life, Reproduction and Development, Cells and Genetics”.

WORKLOAD: A typical section of work involves text reading, experiments, many summary questions and problems. Students work both independently and in groups. The successful completion and write up of homework, experiments, field trips and assignments are essential to complete the course.

ASSESSMENT: Most assessment is by formal written test, extended experimental investigations and written assignment.

OTHER INFORMATION: An interest in biology, the proven ability to write assignments and previous success at Year 9 Science is required. A student who is prepared to work hard and seek assistance should experience success rather then failure in Biological Science.

Students should have a High ‘B’ in Science and High ‘B’ in English.

This subject helps develop an understanding and interest in the living environment. It is a pre-requisite for many tertiary courses. In Senior, Biological Science is an OP subject that could contribute four (4) points towards the QCE.

BCO BUSINESS COMMUNICATION & TECHNOLOGIES INTRODUCTION: Business Communication and Technologies is designed to equip students with the ability to communicate effectively and interact confidently within business environments. Students will use a range of business information and technologies appropriate to various sectors. Such skills are fundamental to attaining the knowledge of business and handling a variety of business transactions.

Students will learn different forms of written business communication. These will include letters, memos, faxes, letterheads, flyers and circulars utilising the more advanced Microsoft word functions such as templates and mail merge. Students will learn the latest industry standards with regards to business communications.

COURSE CONTENT: Students will:  Create letters, memos, faxes, reports, etc  Utilise templates and mail merges  Gain an understanding of acceptable business communication methods  Incorporate principles of Desktop Publishing Design in document creation  Use real-life business scenarios  Learn how to set out reports in a professional manner including correct bibliography set out  Learn to work within timeframes and meet deadlines

ASSESSMENT: Assessment techniques used to determine a level of achievement will assess three dimensions – Knowing and Understanding Business, Investigating Business Issues and Evaluating Business Decisions. These will include:  Practical exam producing business communication documents  Theory and investigating/evaluating exam on business communication styles  Integrated assignment  Research assignment

OTHER INFORMATION: Most activities will be completed in class time; however, students will be required to complete homework when necessary.

This unit provides a good basis for those students wishing to do Business Communication & Technologies (BCT) in Years 11 & 12.

BOR BUSINESS ORGANISATION AND MANAGEMENT INTRODUCTION: This unit is driven by the learning outcomes from the Business syllabus and Year 10 Guidelines. Business Management is designed to provide students with the opportunity to develop an appreciation of issues challenging business organisations and managers.

In an increasingly dynamic and global society, it is important for young people to make informed and rational decisions about business organisation and management. Students will gain an understanding of the nature and purpose of business, an appreciation of what determines the effectiveness of one’s role as consumer, employee, manager and entrepreneur, and an awareness of the challenges, risks and potential rewards of setting up and operating one’s own small business enterprise.

COURSE CONTENT: Term 1: Nature of Business Term 2: Entrepreneurship Term 3: Marketing and/or Human Resource Management Term 4: Business Development or Management Practices

ASSESSMENT: Students will undertake a variety of assessment in the form of written exams, assignments and multi- modal presentations. There will be one (1) assessment item each term.

Judgements are made about a student’s level of achievement using three criteria: Knowing and understanding business management, Applying and analysing management strategies and Evaluating and communicating management strategies.

OTHER INFORMATION: This unit provides a good basis for those students wishing to study Business Management in Years 11 and 12. Studying Business Management can open a door to further education and employment in small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management and corporate systems management.

VBC BSB10112 CERTIFICATE I IN BUSINESS INTRODUCTION: Certificate I in Business has been developed to cater for those students who wish to gain vocational education certification, while remaining at school. The program of study derived from this course will assist students to develop:  Basic knowledge, skills and vocational competencies essential for effective participation in the workforce.  Basic knowledge of information technology.  A basic understanding of office administration. COURSE CONTENT: The following course of study will be covered:

SEM UNIT CODE NAME OF UNIT OF COMPETENCY TIME BSBITU102A Develop Keyboard Skills 6 weeks 1 BSBITU101A Operate a Personal Computer 6 weeks BSBCMM101A Apply Basic Communication Skills 4 weeks BSBADM101A Use Business Equipment and Resources 6 weeks 2 BSBLED101A Plan Skills Development 5 weeks BSBWHS201A Contribute to Health and Safety of Self and Others 5 weeks

If time permits, the following Units of Competency may be studied:  BSBITU201A Produce Simple Word Processed Documents  BSBITU202A Create and Use Simple Spreadsheets

These will contribute to Certificate II in Business, which is offered in Years 11 and 12. ASSESSMENT: There are no A – E results attained in this course; the student will either be deemed competent or not yet competent at completing various tasks within the 6 Units of Competency. As a result the student will not receive a Level of Achievement. Completion of the 6 units contained within the Certificate I will contribute two (2) credits towards the Queensland Certificate of Education (QCE). Successful completion of the course will also result in the student being issued with the Certificate upon completion of schooling at Aldridge SHS. An interim certificate is available on request.

Assessment of competency should provide fair and equitable opportunities for all learners to demonstrate their capabilities in relation to the above units of competency. Assessment may consist of the following techniques: Folios of work, computer applications, teacher observation checklists, oral presentations, practical simulations, scenarios and case studies.

OTHER INFORMATION: This subject is useful for those students wishing to complete a Certificate II in Business in Years 11 & 12. Certificate I in Business graduates have access to a variety of employment opportunities in a variety of office settings.

There are no additional fees or charges for this course.

CHM CHEMISTRY COURSE CONTENT: A student of good ability as demonstrated in Junior Science and top level Mathematics who works consistently and to the fullest ability should experience success in Chemistry. The course begins by revisiting the Year 9 work on atoms, equations and chemical reactions.

There will be two (2) semesters each of approximately 55 hours.

SEMESTER 1: The mole concept; structure of the atom; chemical balancing. SEMESTER 2: More chemical balancing; organic chemistry (the chemistry of Carbon); Acids, bases & metals.

ASSESSMENT: This is done through extended experimental investigations, responses to stimulus material and tests.

OTHER INFORMATION: Pre-requisites are an interest in Chemistry and an aptitude for Mathematics, since many concepts have a strong mathematical basis. Students should have at least a high ‘B’ in Science, Mathematics & English.

To provide students with a balanced perspective of Chemistry which will enable them to understand and interpret the chemistry of their surroundings, and to appreciate the impact of chemical knowledge on technology and society. Chemistry is also a pre-requisite for many tertiary courses.

CCN CONSTRUCTION CORE LEARNINGS: This unit is influenced by the units of competency from the Certificate I in Construction (CPC10111). UNIT DESCRIPTION: In this unit, students will be introduced to a range of trades from the construction industry. Students will be using a wide range of materials and processes, including:  marking out  use of hand & power tools  related safety

ASSESSMENT: Students will be assessed using three (3) criteria:  Knowledge & Understanding – recall of information relating to tools, materials and safety.  Applied Processes - problem solving, applying processes, communication and group work.  Practical Expertise – demonstrated skills in practical tasks and simulated activities. ACTIVITIES: Students will be involved in the investigation and research of a range of trades within the construction industry to expand their general knowledge and awareness of construction trades. Students will be involved in practical activities including:  Concreting  Paving  Tiling  Brick/block laying  Profiles and set-outs  A drawing unit ADDITIONAL INFORMATION: This course in Construction is designed as an introduction to the Certificate I in Construction (CPC10111) offered in Years 11 and 12. This unit is designed to be primarily a “hands on” practical unit with a small theory related component.

Students will be encouraged to complete a “White Card” – Work Safely in the Construction Industry (CPCCOHS1001A), to enable them to complete work placements within the construction industry.

DNC DANCE CORE LEARNINGS: This unit has been influenced by the learning outcomes in the Arts Year 1-10 Syllabus. The assessment of these units will be based around the following outcomes:  DA 6.1 Students draw on ideas from current dance practice to create and adapt sequences.  DA 6.1 Students perform in a range of genres, adapting their dance to suit various performance situations.  DA 6.3 Students analyse current dance practice from various contexts using an analysis model.

COURSE CONTENT: Throughout this year long course, students will explore various styles and origins of dance from a range of cultures and genres. They will be required to learn, rehearse and perform teacher-devised routines, as well as choreograph their own dances in a range of different styles from contemporary to hip hop. Students will also gain an appreciation of the importance of dance both professionally and culturally and will be required to respond to these.

ASSESSMENT:  CHOREOGRAPHY - in various small groups, students will be asked to choreograph short sequences of dance in a variety of dance styles. - in small groups, students will be asked to choreography short contemporary dance sequences in response to a variety of stimuli.  PERFORMANCE - in small groups, students will be asked to perform a variety of different teacher devised dance sequences in many different dance styles as well as to perform their own group choreography piece. - in small groups, students will perform their own choreography.  APPRECIATION - individually analyse and interpret dance works. - research dance styles and present.

ACTIVITIES: WORKLOAD:  Participate in safe dance practices. Students will be expected to complete some  Learn and rehearse movement sequences in choreographic, performance and appreciation many styles. activities in their own time. Students will need to be  Choreograph short movement sequences in a motivated and enthusiastic to achieve well in this variety of styles and based on various stimuli. subject.  Practice performance and audience etiquette.

OTHER INFORMATION:  Students work individually and collaboratively, for a specific audience and purpose.  Students improvise with movement components in the creation and performance of dance sequences.  Students analyse dance using appropriate terminology, and through various methods such as writing and talking.  Students will need suitable pants for dance as well as a notebook for written work.

DRA DRAMA CORE LEARNINGS: This unit has been influenced by the learning outcomes in the Arts Years 1-10 Syllabus. This module will be assessed on the following outcomes:  DR 5.1 Students structure dramatic action, both individually and in groups, using elements and conventions appropriate to the selected dramatic form, style and purpose.  DR 5.2 Students present selected roles using performance skills appropriate to the selected dramatic form, style and purpose.  DR 5.3 Students identify and evaluate the application of dramatic elements and conventions used in their own work and that of others, communicating an awareness of the selected form, style and purpose.

COURSE CONTENT: Students will be taken through an experience of theatre across the ages. From Ancient Greece, Commedia del’Arte and Shakespeare to the Modern Day Soap Opera, Contemporary Physical Theatre and Theatre for Young People, students will develop a well-rounded experience of world theatre. Students will be required to work creatively and collaboratively to develop scripts, performances, seminars and workshops. Students will be required to respond and reflect on theatre they have viewed verbally and through extended analytical writing.

The study of Drama is the study of life. Studying Drama will exercise and develop invaluable life skills and character qualities that will serve the students very well in their future endeavours – and its fun!

ASSESSMENT:  Forming - Blocking a Script (Group devised).  Responding - Reflective Journal/Analysis of professional production.  Presenting - Excerpt of Greek play.

Term 3Term 4  Script.  Story (Child Audience)  Performance.  Performance (individual)  Process Drama  Artistic Statement (reflective-individual)

ACTIVITIES: WORKLOAD: Students will: Students will be expected to complete some  Physical Theatre Activities on spatial awareness, presentational tasks and homework in their own time. group awareness, view points and Suzuki Students will need to be enthusiastic and motivated to Training. achieve well in this subject.  Characterisation through movement.  Voice Work - posture, breathing, link voice, text and movement.  Script Work - Elements of Drama.  Workshop - Blocking a Scene.  Chorus Work.  Voice & Movement with Mask.

OTHER INFORMATION: Students, individually and in groups, apply dramatic elements to build, shape and manage dramatic action drawn from issues, concepts and stories. They present devised and scripted drama with awareness of specific audience and space. They consider elements of stagecraft when preparing work for presentation. Students use drama terminology when making critical judgments about the manipulation of dramatic elements in drama processes and presentation.

ECH EARLY CHILDHOOD COURSE CONTENT: Semester 1: This unit will introduce the skills and knowledge related to the care and development of baby and the young child. Students will learn how to relate the environmental and inherent factors in a child’s life to their safety and positive interaction with society.

Semester 2: Students will look at the nutritional needs of baby and the young child and the safety, hygiene, storage and preparation of foods in the diet. They will develop games and activities that encourage development in early childhood and contribute to a healthy diet and exercise pattern for later life.

ASSESSMENT: Term 1 Written Test Term 2 Storybook and presentation Term 3 Written investigation and cookbook Term 4 Activity and Written Test ACTIVITIES:  Games and Activities  Working with dolls  Role Play/Scenarios/Discussion  Team Work and Individual work presentations OTHER INFORMATION: Students considering Early Childhood teaching or a career in Child Care should be looking at this subject as a stepping stone for entering the senior Early Childhood course or the Certificate III in Children’s Services course or both.

If the student is unsure as to whether this is an area of consideration for study in Senior or a possible career avenue, then it is a subject to consider a trial in Year 10 to aid in the decision making process for Senior subject choices and career direction.

ECO ECONOMICS Students interested in studying any Business qualification at university are encouraged to study Economics. Nearly every business course has Economics as a first year subject and studying this at school greatly improves your ability to perform well in the subject at University. WHY STUDY ECONOMICS? Economics is a study of how to use scarce resources in the best way possible. Households, businesses and governments are confronted with the economic problem of alternative uses of their limited resources. This course of study stresses the desirability of understanding the significance of economic events as well as the implications of individual, business and government economic decision making. The emphasis is on the application of economic skills and concepts to the problems and issues facing Australian society. It helps senior students gain key employment skills and competencies and to participate effectively in, and contribute to, economic decision making WHAT IS STUDIED? Economics offers a range of core and elective topics. 1. Markets and models The general nature of economics and the economic problem of what, how and for whom to produce. 2. Contemporary micro-economic issues The best use of scarce resources comes from using the cost-benefit model and rational economic behaviour can result from using this model. 3. Contemporary macro-economic issues How governments and central banks implement economic policies and initiatives. 4. International economics International economics, external trade relations, the balance of payments, and the connection between the domestic and external sectors of the economy.

HOW DO STUDENTS LEARN? Economics is designed to encourage and challenge students to develop critical thinking and problem- solving skills. Learning experiences involve: • interpreting information; for example, being able to extrapolate or summarise economic information provided in written, graphic or other visual form • identifying trends, patterns, similarities and differences in economic data or other information • assessing the appropriateness of economic decisions or policies for a variety of purposes and social groups • expressing opinions on various viewpoints about solutions to economic problems, using specific criteria • developing a commitment to the application of economic principles in solving personal economic problems and in exercising influence as a citizen and a voter • demonstrating an empathy with the socially and economically disadvantaged as well as with those responsible for making economic decisions.

EGS ENGINEERING CORE LEARNINGS: This unit is influenced by the learning outcomes stated in the Technology Syllabus (2003) STRANDS Technology Practice, Materials and Systems and the Industrial Skills Study Area Specification.

UNIT DESCRIPTION: In this unit, the students will be introduced to manufacturing processes such as marking out, hand tools, power tools, workshop safety and materials processes including sheet metal work, fitting and fabrication and machining skills.

ASSESSMENT: Students will be assessed using three criteria:  Knowledge and Understanding - recall of information relating to tools, materials and safety.  Reasoning Process - problem solving, evaluations, applying processes.  Practical Expertise - demonstrated skills in manufacturing of projects.

ACTIVITIES: WORKLOAD: Students will be involved in the manufacture of Students will do all the practical work during class articles such as a Tool Box, Drill Gauge, Centre time, in addition, there will be a short assignment Square and Plumb Bob. There will be a related to each project which shall be completed at component of Oxy Acetylene welding and cutting home. and some other welding processes and an Introduction to Small Engines. Greater emphasis will be placed on the procedures used in industry for accuracy and quality control.

ADDITIONAL INFORMATION: This unit is designed to be primarily a “hands on” practical unit with a small theory related component. Industrial Skills - Engineering is a subject which will lead directly to the senior course in Engineering Studies and as such will provide basic introduction to the metal trade areas and various other professions.

ENC PREPARATORY ENGLISH COMMUNICATION INTRODUCTION: Preparatory English communication focuses on practical literacy skills that are key to being a successful member of a community and workplace. This course is offered by the Special Education Program in consultation with the English Department. It caters for students with special needs including students with disabilities and /or learning difficulties.

The learning experiences in this subject will be activity based as much as possible allowing students when possible to present topics in practical and oral forms. The learning environment will emphasise group work and cater for the individual disabilities while providing key literacy skills.

COURSE CONTENT: Preparatory English Communication allows students to enhance their skills in literacy in order to access work and the community.

Topics Covered  Literacy skills  Communication for various audiences  Persuasive argument in written and oral form  Imaginative writing  Response Essay

ASSESSMENT: Assessment will be in the form of written assignments and oral presentations with an emphasis on participation. Where possible, assessment will be through oral presentation and portfolios.

OTHER INFORMATION: This subject will provide an opportunity for students and teachers to identify whether they will take English communication or Functional English in year 11 and 12.

CONTACT PERSON: Head of Special Education Services

FTV FILM & TELEVISION

INTRODUCTION: Film and Television introduces students to Film, Television and New Media Studies. The course is excellent for anyone thinking of doing Film and Television in Senior. The skills learned in Film and Television are applicable across most subject areas such as using lighting, computers, microphones, cameras, video editing and presentation skills – skills that are not limited to the film industry.

Students taking Film and Television would be expected to have an interest in the area as well as an open and accepting attitude towards different cultures and opinions. Film and Television is considered a precursor to Senior Film, Television and New Media. There are no pre-requisites, however experience in the Performing Arts is encouraged and good marks in English is a MUST. CORE LEARNINGS:  An understanding of the changing nature and variety of technologies used to create media products.  An informed appreciation of the range of expressive forms and techniques that Film & Television employs to communicate meaning.  Self-discipline and independent learning, responsibility, a sense of personal worth, confidence and team work skills, all of which are transferable to a range of work options and life paths.  An informed and enduring involvement with Film & Television.  An appreciation of a range of cultures and ideologies within Australia and in the rest of the world.

COURSE CONTENT: Term 1: The Moving Image Term 3: Eastern Eye History According to Hollywood Advertising Term 2: All About Me Term 4: Propaganda Australia Through the Lens ASSESSMENT: Term 1: Exam Media Analysis Term 2: Pre-Production Documents and Production (Individual) Term 3: Exam and Production Documents Term 4: Media Analysis & Group Production

ACTIVITIES: WORKLOAD:  Reading  Work to be completed in class and school  Viewing time.  Visual Analysis  Essay Writing  Camera Work  Editing OTHER INFORMATION:

FUR FURNISHING CORE LEARNINGS: This unit is influenced by the learning outcomes stated in the Technology Syllabus (2003) STRANDS Technology Practice, Information, Materials and Systems and the Industrial Skills Study Area Specification.

UNIT DESCRIPTION: This unit is designed around tools, materials, processes and safety. Students will be brought into contact with various hand and machine tools, so that they can expand their skills in the design and manufacture of articles using a range of materials eg. wood, plastic and sheet materials.

ASSESSMENT: Students will be assessed using three criteria:  Knowledge & Understanding - recall of information relating to tools, materials and safety.  Reasoning Process - problem solving, evaluations, applying processes.  Practical Expertise - demonstrated skills in manufacturing of projects.

ACTIVITIES: WORKLOAD: Students will be involved in the design, Students will do all of the practical work during manufacture and evaluation of articles such as the class time, in addition, there will be a short Plant Stand, Jewellery Box, Ladder Stool, assignment related to each project which shall be Carpenters Carryall, woodturning, staining and completed at home. surface finishing.

ADDITIONAL INFORMATION: This unit is designed to be primarily, a ‘hands on’ practical unit with a small theory related component. Industrial Technology is a subject which will lead to a future in the trade areas of trade Carpentry, Cabinet making and various other trades and professions and provide skills for the home handyperson.

GEO GEOGRAPHY Studying Geography at school provides a fantastic background for students wishing to study either science or social science at University. Geography regularly appears as a subject in many first year University courses ranging from Engineering to Business to Journalism. WHY STUDY GEOGRAPHY? Geography is about the study of human and natural characteristics of places, and the interactions between them. It is a rich and complex discipline which includes two vital dimensions: • the spatial dimension, which focuses on where things are and why they are there • the ecological dimension, which considers how humans interact with environments.

Geography prepares students for adult life by developing in them an informed perspective. This perspective will develop through a range of scales, including local, regional, national and global scales. Geographically informed citizens understand the many interdependent spheres in which they live, and make informed judgments to improve their community, state, country and the world. To meet the challenges of the future, a geographically informed citizen should be able to: • know and understand facts, concepts and generalisations about Geography • apply geographic skills to observe, gather, organise, present and analyse information • use geographic perspectives to evaluate, make decisions about, and report on issues, processes and events.

Geography is of benefit for tertiary study and employment in the following areas: defence forces, urban design, journalism, education, real estate, mining, meteorology, public service, public relations, agriculture, anthropology, architecture, environmental studies, engineering, economics and commerce, geology, psychology, social work, surveying, and tourism. WHAT IS STUDIED? The senior Geography syllabus is designed around four themes. These are: • Theme 1: Managing the natural environment • Theme 2: Social environments • Theme 3: Resources and the environment • Theme 4: People and development

HOW DO STUDENTS LEARN? Learning is achieved through activities such as case studies, debates and discussions, interviews and polls, community investigations, field trips, statistical analyses, simulation activities and interacting with guest speakers. These activities will often relate to particular issues and situations in local communities involving real-life experiences.

Learning in Geography takes place in a variety of settings, including classroom, library, school grounds, local community, and field study excursions. Students will be involved in a wide range of learning activities, including fieldwork; statistical calculation and analysis; interpretation and transformation of satellite imagery and photographs; creation of maps, diagrams and graphs; and extrapolation of spatial and ecological information. Fieldwork is especially important in Geography because it enables students to develop skills to find out about environments first hand.

Generally, geographers ask and seek to answer the following key questions: • What and where are the issues or patterns being studied? • How and why do these issues and patterns develop? • What are the impacts of these issues and patterns? • What is being done or what could be done to sustainably manage these impacts?

In dealing with questions such as these, students use a wide range of data as the basis of their studies. Sources of data include the use of spatial and information technologies, as well as library and field research.

GPH GRAPHICS CORE LEARNINGS: This unit is influenced by the learning outcomes stated in the Industrial Technology and Design Education Subject Area Syllabus (2003) STRAND Graphical Communication and the Senior Graphics Syllabus (2007).

UNIT DESCRIPTION: This unit focuses on the nature of graphical information through the underlying principles of two dimensional and three dimensional viewing systems and the techniques for manipulating and presenting information by both manual and computer aided drafting methods.

ASSESSMENT: Students will be assessed using three criteria:  Knowledge and Understanding - recall and familiar application of graphical information.  Reasoning - applying principles, problem solving.  Presentation - drafting and presentation techniques that reflect attention to detail, clarity, aesthetics and precision.

Assessment will be across all areas of work including classwork, homework and formal tests.

ACTIVITIES: WORKLOAD: Students will be involved in the following Students will complete most tasks during class elements of drawing: time. However, students will need to complete  Diagrams, graphs and charts some presentational tasks and homework in their  Pictorial drawings own time.  Orthographic projections  Logos and plane geometrical constructions  Developments  Research  Presentation Techniques  Sketching & developing design concepts

Students will be introduced to subject matter through foundation studies and then complete two contextual units: Built Environment and Project Design/Business Graphics.

Each contextual unit will draw from as many of the above areas of study as possible to allow for an integrated approach to learning experiences. The contextual units will be designed to integrate, expand upon and apply the areas of study in situations that are as close to industry practice as possible.

Students will produce graphical images both manually and using CAD (AutoCAD 2013, INVENTOR and/or Pro/DESKTOP).

ADDITIONAL INFORMATION: Students are allowed to install a copy of Pro/DESKTOP (3D Modelling Software), INVENTOR and AutoCAD2013 on their home computer to enable them to practice and further develop their skills.

HEC HOME ECONOMICS COURSE CONTENT: Semester 1 This unit focuses on the well-being of individuals and families in everyday activities. There are three (3) areas of study covered - food, textiles and living environments. Students will analyse and evaluate diets using computer software, produce a textile article and examine the challenges facing Australian families today.

Semester 2 This unit focuses on making economical, sustainable and ethical consumer choices. Students will learn how to make informed choices about food, textiles and other household items. They will evaluate food choices available, recycle an old item of clothing and examine how their personal choices impact globally.

ASSESSMENT: Knowledge Test Research Task Practical Activity

ACTIVITIES: WORKLOAD:  Weekly Practical Cookery Students will participate in practical cookery tasks  Practical Sewing and sewing tasks as well as theoretical based activities.

OTHER INFORMATION: School provides most ingredients for cooking activities and fabric and sewing notions for sewing tasks. This is a great insight into what can be expected of Home Economics in Year 11 and 12 and where Home Economics can take you.

HOR HORTICULTURE INTRODUCTION: This unit introduces students to the processes involved in crop production. Students should develop the basic skills to plant, manage and harvest a range of crops. These skills include the ability to safely apply chemicals and drive a tractor.

Students will be involved in a number of aspects of horticultural production and will undertake to grow and manage a horticultural crop. At the same time they will be challenged to consider the future of Australia’s water resources and how they could best be used. Irrigation is discussed and a range of system analysed.

COURSE CONTENT: Students will undertake a range of field and classroom based activities. These will include:-  Planting, managing and harvesting a range of horticultural crops.  Safe tractor operation.  Applying chemicals or foliar fertilisers using a backpack sprayer.  Safe working practices as an integral part of all activities  Soil preparation, planting, care and harvesting of a field crop.  Garden design, planting and maintenance.

ASSESSMENT: Students will complete:  Mid Semester Exams  End Semester Exams  Crop Production Report  Garden Design Project Report

OTHER INFORMATION: This unit provides a sound basis for students moving into Senior Agricultural Science and Horticulture. Students will do approximately 50% practical work in this unit.

CONTACT PERSON: HOD – Senior Schooling/Agriculture: Mr Brett Martell. Phone: (07) 4120 8467.

HPH HOSPITALITY COURSE CONTENT: Semester 1 This unit provides an overview of the Hospitality Industry by examining areas such as the kitchen, restaurant service, reservations, front of house, accounts, housekeeping, security, human resources and maintenance. Students will examine careers and develop skills in relation to the Hospitality Industry.

Semester 2 This unit provides an insight into the World of Hospitality by examining different food cuisines and cultures such as French, Italian, Asian and Indigenous practices and the implications for food preparation, cooking skills, presentation and service. Students will sample foods and develop skills involved in preparation of foods from around the world.

ASSESSMENT: Knowledge Test Research Task/Practical Activities.

ACTIVITIES: WORKLOAD:  Practical Cookery Students will be involved in practical tasks and  Site Visits (excursions) theoretical based learning activities.  Food Services Activities.  Powerpoint presentations

OTHER INFORMATION: School provides ingredients for most practical tasks. This subject will be a great introduction to the Hospitality Courses offered in Year 11 and 12. Also valuable knowledge and skills for part time work in local hospitality establishments will be gained.

IFT INFORMATION TECHNOLOGY SYSTEMS (IFT) CORE LEARNINGS: Information Technology Systems is a course of study that combines information technology knowledge, skills and processes with students’ own creativity to produce complex solutions to different IT disciplines. The subject ITS, assumes that students have a basic knowledge of word processing, spread sheeting, use of email and Internet.

COURSE CONTENT: The course involves the study of various strands of IT including:  Multimedia Concepts  Website Development  Digital Sound Production using Audacity  Digital Video Production  Animation  Introducing students to the various applications in the Adobe Suite eg. Photoshop, Illustrator, Premiere Pro, Dreamweaver, Fireworks and Flash.

ASSESSMENT: There are three criteria by which work is assessed. These are:  Knowledge and Communication  Design and Development  Implementation and Evaluation

NP: Students will be taught the requirements for each of these criteria so that they will be able to perform well in the Senior Years.

Assessment techniques used to determine a level of achievement include: objective/short answer response items and extended response items (under exam conditions), major and minor projects (including website building and the production of various multimedia projects including photostories, logos, video clips, animations and audio mixes) and written tasks.

OTHER INFORMATION: Year 10 IFT is an introductory subject which provides practical background knowledge for the senior subject:  Information Technology Systems (ITS)

CONTACT PERSON: Head of Department – Deb PACEY – 4120 8421

JAP JAPANESE CORE LEARNINGS: SEMSETER 1 This unit provides student with a wide range of relevant and interesting learning experiences which will develop the student’s knowledge of the Japanese language and culture. Themes are planned to enhance student’s prior knowledge and current interests. The unit is designed so that students will strive to become highly competent in the reading, writing, speaking and listening areas of the Japanese language. This unit is influenced by the core learning outcomes as stated in the Junior Japanese Syllabus (Comprehending and Composing Levels 3-5)

SEMESTER 2 This unit is designed for students in most stages of Japanese language learning. It is assumed that the majority of students will be in the lower intermediate stage. Syllabus outcomes for students at this stage would be:  Comprehending: 5.1, 5.2, 5.3, 6.1, 6.2, 6.3  Composing: 5.4, 5.5, 5.6, 6.4, 6.5, 6.6

COURSE CONTENT: SEMESTER 1 In the Where’s Wally? Unit the students will learn to use Japanese to give and ask for directions and describe the locations of shops and places. In the Shopping, Shopping, Shopping! Unit students shall learn how to use Japanese for shopping and eating out experiences (both customer and waiter/ess/sales assistant roles). They shall also learn about Japanese expectations concerning consumerism and how to count to 999, 999.

SEMESTER 2 In the “Let’s Go To Japan” Unit, students will learn how to use Japanese in travel and tourism situations, which could be used both here in Australia and in Japan. They will also write their own itinerary for a trip to Japan. Students will also learn to communicate in Japanese about their future plans, dreams and aspirations in the “My Brilliant Future” Unit. ASSESSMENT: SEMESTER 1 The four macro skills listening, speaking, reading and writing are assessed in a variety of interesting and realistic assignments designed to enhance student’s prior knowledge and current interests. In class participation and performance plus exams are also used for assessing students. In addition, completion of regular homework is an important aid to success in Japanese.

SEMESTER 2 Assessment will cover all the four macro skills as listed above and will be both formative (based on in class performance, participation and understanding) and summative assessment (which may include exams, writing and travel itinerary, participating in spoken interviews, etc). ACTIVITIES: LEARNING EXPERIENCES:

SEMESTER 1 SEMESTER 2 A variety of language and cultural activities will be On completion of this unit, students should be able to undertaken, determined by students needs, interests and converse on a limited range of topics relating to travel and abilities, including: tourism, and future plans, including:  Various script learning games, such as Katakana  Saying where and how they want to go Snap, Memory, Katakana Whispers, etc.  How long it would take  Writing a shopping skit (to be compiled into a video) and travel itinerary.  What they should try and do/see  Various conversations, surveys, reading and writing  Where they will stay and booking accommodation tasks  Tourist attractions  Reading and ordering from Japanese menus  Buying train tickets  Writing/Reading directions for around the school and  Talking about departure and arrival times around Maryborough City  Research to produce a travel itinerary  Comparing and contrasting typical Australian and Japanese city scapes  Senior School subjects  Pair and Group Work  University/TAFE choices, occupations  Origami, Calligraphy, Songs  Marriage, etc WORKLOAD: Occasional homework will be given and students should frequently revise their Japanese skills. When students have assignments it is expected that they are working on them at home to meet the due date. ADDITIONAL INFORMATION: SEMESTER 1 It is preferable that students undertaking this Unit have completed one or both of the Japanese Units offered in Year 9. If students have not studied Japanese in Year 9, advice from the Japanese teacher should be sought. If you intend studying Japanese in Year 11 it is highly recommended that you study this Year 10 unit.

SEMESTER 2 It is advisable that students have studied Japanese in Semester 1 of Year 10. If students have not studied Japanese in Year 10, Semester 1, advice from the Japanese teacher should be sought. If you intend studying Japanese in Year 11, it is highly recommended that you study this this Year 10 unit.

GENERAL There are opportunities to host visiting students from our Sister School/Friendship City in Japan. In addition, a visit to Japan is offered every two years. These exchanges provide students with a great chance to make friends, practise their Japanese skills and gain an insight into the rich and fascinating Japanese culture.

LES LEGAL STUDIES INTRODUCTION: Legal Studies focuses on the legal issues which arise out of common social situations and community matters rather than knowledge of the law as such. Legal Studies is designed for students who, whatever their post-school destinations, wish to develop understandings, skills, abilities and attitudes about legal situations.

In this subject, students will become familiar with Australia’s legal system and be challenged to address the problems associated with developing legislation and criminal behaviour. During the course of their work, students will actively participate in role-plays, moots, group work and discussions about current laws that govern their society.

Students will also understand the differences between civil law and criminal cases as well as understanding the area of tort law. Students will gain a good understanding of the court hierarchy, police powers and rights, consumer law, technology, sport and the law and responsibilities of citizens.

COURSE CONTENT: The topics of study are: Term 1: The Legal System Term 2: Crime and Society Term 3: Choice of Topics – either: - Sport and the Law - Tort Law - Environmental Law - Consumer Law - Technology and the Law Term 4: Choice of Topics – either: - Sport and the Law - Tort Law - Environmental Law - Consumer Law - Technology and the Law ASSESSMENT: Assessment techniques used to determine a level of achievement include: short response tasks, inquiry tasks, extended responses and non written presentations. Students will be assessed in the following three dimensions: Knowing and Understanding the Law, Investigating Legal Issues and Responding to the Law.

OTHER INFORMATION: Most activities will be completed in class time however students will be required to complete homework when necessary.

This subject provides a good basis for those students wishing to do Legal Studies in Years 11 & 12. Where possible, students will have the opportunity of going on an excursion to the Court House.

Legal Studies provides a good basis for careers as: Articled Clerk, Legal Practitioner, Legal Officer, Social Worker, Teacher, Police Officer and Corporate Lawyer.

JMA PREP MATHEMATICS A CORE LEARNINGS: Prep. Mathematics A focuses on the application of Mathematics to everyday and practical situations.

COURSE CONTENT: Topics include: 1. Managing Money: - compound interest of bank accounts - home loans and affordability - taxation - buying and selling shares 2. Linking Two and Three Dimensions: - plans of buildings - quoting on house repair 3. Maps and Compasses: - reading longitude and latitude - navigation and fixing position 4. Geometry: - area and volume calculations - trigonometry - gradients 5. Data Exploration and Analysis: - reading graphs and tables - summarising data 6. Statistics and probability: - calculating probability

ASSESSMENT: Students will be assessed using three criteria: 1. Communication and Justification - setting out of solutions - use of mathematical terms - clarity of explanation - justifying decisions 2. Knowledge and Procedures - solving questions similar to everyday classroom exercises - using mathematical equipment 3. Modelling and Problem solving - solving problems, modelling mathematical situations and constructs -investigations

The assessment instruments may include: - supervised exams - practical assignments

PRE-REQUISITE KNOWLEDGE & SKILLS: A good Sound Achievement or better in Year 9 Mathematics is recommended.

OTHER INFORMATION:

CONTACT PERSON: Head of Department – Steve Whitaker

JMB PREP MATHEMATICS B CORE LEARNINGS: Prep. Mathematics B develops advanced mathematical skills which form the basis for further studies involving mathematics. The modes of thinking developed provide ways of modelling situations in order to explore, describe and understand the world’s social, biological and physical environment.

COURSE CONTENT: Topics include: 1. Introduction to functions - tables, graphs and relations - applications of linear and quadratic functions - algebraic and graphical solutions 2. Rates of change - derivative functions - interpretation of rates of change - gradient functions 3. Periodic functions and applications - trigonometric - periodic - applications of periodic functions 4. Exponential and logarithmic functions - index laws - algebraic models - applications of functions 5. Optimisation - applications of derivatives 6. Integration - definite and indefinite integrals - area under curve calculations 7. Applied Statistical Analysis - summary statistics

ASSESSMENT: Students will be assessed using three criteria: 1. Communication and Justification - setting out of solutions - use of mathematical terms - clarity of explanation - justifying decisions 2. Knowledge and Procedures - solving questions similar to everyday classroom exercises - using mathematical equipment 3. Modelling and Problem solving - solving problems, modelling mathematical situations and constructs -investigations

The assessment instruments may include: - supervised exams - practical assignments

PRE-REQUISITE KNOWLEDGE & SKILLS: WORKLOAD: A High Achievement or better in Year 9 extension Mathematics is recommended. OTHER INFORMATION: CONTACT PERSON: Head of Department – Steve Whitaker

JMV PREVOCATIONAL MATHEMATICS INTRODUCTION: Prevocational Mathematics provides students with relevant, practical numeracy skills that are basis for life after school. This course is offered by the Special Education Program in consultation with the Mathematics Department. It caters for students with special needs including students with disabilities and /or learning difficulties.

COURSE CONTENT: The course will allow the students to enhance their ‘everyday’ mathematical skills. They will focus on a mixture of practical and in class work related to the following topics.  Basic Numeracy Skills  Measurement and Geometry  Data Collection  Finance  Probability and Statistics

ASSESSMENT: The assessment for Prevocational Mathematics will be related to practical activities and is designed to enable students to demonstrate learning useable mathematical skills. It will evolve from learning experiences and where possible assessment pieces will be through projects, portfolios and investigation. Traditional examinations will be kept to a minimum.

OTHER INFORMATION: This subject will provide an opportunity for students and to identify whether they will take Prevocational Mathematics or Functional Mathematics in year 11 and 12.

CMS MEDIA STUDIES CORE LEARNINGS:  An understanding of the changing nature and variety of technologies used to create media products.  An informed appreciation of the range of expressive forms and techniques that Media Studies employs to communicate meaning.  Self-discipline and independent learning, responsibility, a sense of personal worth, confidence and team work skills, all of which are transferable to a range of work options and life paths.  An informed and enduring involvement with Media Studies.  An appreciation of a range of cultures and ideologies within Australia and in the rest of the world.

COURSE CONTENT: Term 1: The Moving Image Soundtracks Term 2: Instructionals Special Effects Term 3: Censorship/Film Social Networking Term 4: Games Multi-media Production

ASSESSMENT: Term 1: Exam and Production Term 2: Media Analysis & Group Production Term 3: Essay & Podcast Term 4: Assignment & Production

ACTIVITIES: WORKLOAD:  Reading  Work to be completed in class and school  Viewing time.  Visual Analysis  Essay Writing  Camera Work  Editing  Compositing  Exporting OTHER INFORMATION: It would be advantageous if students had a USB and headphones.

MHS 10 MODERN HISTORY INTRODUCTION: The discipline of History has a strong focus on developing research and writing skills and compliments the Senior English course with its emphasis on critical literacy. It is important for Australian students to understand their cultural and historical heritage. COURSE CONTENT: The following units will be covered over four (4) terms.  Developing Skill / The Language of History  JFK – Students investigate the assassination of JFK. They considering the verdict of the Warren Commission’s finding that Lee Harvey Oswald was guilty of assassinating President Kennedy This is a genuine inquiry using the same evidence available to the jury that convicted Oswald.  Hitler Youth – Students take on the role of a year 10 student living in Nazi Germany. For assessment students write a letter from the perspective of a teenager, either condemning or supporting the changes that occurred on the pre-war years.  Background Study. Students will study the cultural and historical differences between Japan and America prior to the War in the Pacific. Including the role of geography in history, the Samurai, the role of the Emperor and American Imperialism.  The Atomic Bomb. “Was America justified on dropping the Atomic bomb”? Students investigate the same evidence that was available to the army, navy and president, before the decision to drop two atomic bombs on Japan.  Popular Culture. After WW2, Australia produced many famous individuals, music groups and films that were influenced by overseas political, social and cultural movements and cultures. Australia also influences other countries through film sport and music. Students develop their own inquiry topic .

ASSESSMENT: Assessment tasks will be highly structured. Teacher assistance will be available for all assessment items. The emphasis will be on developing research skills, critically analysing sources and building confidence in writing high quality essays and assignments. These skills will help students improve achievements levels in other subjects in year 10 and in their senior schooling. Assessment Items include:  Short Response Test  Written Assignment  Multi- Modal Presentations  Response to Stimulus Test

OTHER INFORMATION: The units have been developed with a focus on using ICT effectively in a classroom setting.

CONTACT PERSON: Head of Department Social Science – Mr Errol Greiner 41208443

MUS MUSIC CORE LEARNINGS:  MU5.1/6.1  MU 5.2/6.2  MU5.3/6.3 This subject has been developed with a combination of outcomes from the junior and senior syllabus in order to prepare students for senior music. COURSE CONTENT: SEMESTER 1 – JAZZ/MUSICALS This unit looks at Jazz and Musicals. Through the physical dimension of the arts, students develop skills and techniques relevant to the styles of Jazz and Musicals.

SEMESER 2 – WORLD AND AUSTRALIAN MUSIC This unit looks at Australian and World music. Through the physical dimensions of the arts, students develop skills and techniques relevant to our music heritage and the cultural diversity of world music. ASSESSMENT: SEMESTER 1 Students will be required to complete two to three pieces of assessment per term. Possible forms of assessment include a written examination, Seminar Presentation, aural skills practical demonstration, group performance and composition; and analysis of music scores and recordings.

SEMESTER 2 Assessment includes tasks demonstrating the following skills:  Performance: Small and large groups and individual.  Composition: Using written notation and/or digital media.  Analysis: Of music scores and recordings. ACTIVITIES: WORKLOAD: SEMESETER 1 Students will have the opportunity to complete tasks in class Activities include: time however, it is important to understand that there are  Improvising and composing music. tasks that will need to be completed as part of homework  Deconstruction and evaluation of repertoire. and assignment preparation. Music is a developmental  Studying different forms of Jazz and Musicals. discipline that requires individual preparation from students  Integrated ICT tasks. at home. Students who wish to do music in the senior years should take this into consideration. SEMESETER 2 May include the following:  Individual and ensemble performance.  Improvisation and composition using appropriate vocal and instrumental skills.  Written and digital notation.  Analysis of written texts and sound sources.  Research Assignments.

OTHER INFORMATION: SEMESTER 1  This subject is open only to those students who have completed semester one or two of Year 9 music or with permission from the music coordinator.  Students should also be aware that in order to choose music as a senior subject they must have completed at least one (1), preferably two (2) semesters of Year 10 music. Students who do not meet these requirements will have to obtain permission from the music coordinator.

SEMESTER 2  This subject is open to students who have gained at least a satisfactory (C) grade in Semester 1 of Year 10 Music “Jazz/Musicals” or have successfully completed Semester 1 or 2 or Year 9 Music.  It is a PREREQUISITE that students who ELECT TO TAKE SENIOR MUSIC have at least a satisfactory (C) grade from either Semester 1 or 2 of Year 9 Music.

CAREER OPPORTUNITIES Music is an extremely useful subject to study for those students who wish to explore careers in the entertainment industry. Many occupations require a sound knowledge of music. These include performance, technical support, arts administration, education officer, theatre and orchestra management and music librarian. Related fields include media, particularly radio and selected print publications. Music is beneficial for those who plan to enter into early childhood, primary and secondary education. Music has strong educational links to other performing arts subjects such as Dance, Drama, Film and Television as well as history subjects such as modern history. HPE PHYSICAL EDUCATION INTRODUCTION: This unit is influenced by the senior Physical Education syllabus. This syllabus implies that learning in Physical Education can best be achieved from engaging in physical performance. This course will involve students in closely integrated physical, written and oral learning experiences based on their performance in physical activity.

Students will also be involved in highly personalised studies of physical activity. Learning experiences will relate to the students involvement in physical activity and will encourage students to reflect on their own personal development; whether it be in the acquiring of sports skills; the improvement of personal fitness levels; or as an informed observer of social issues affecting physical activity in Australia and globally.

**Course Alternative: If numbers are adequate, an alternative Physical Education – Volleyball unit will be timetabled at the same time as the Physical Education unit. Please see the following description on the next page for Physical Education – Volleyball.

IF YOU WISH TO DO THE VOLLEYBALL COURSE – YOU MUST ENROL IN PHYSICAL EDUCATION.

COURSE CONTENT: It is anticipated students will complete: Term 1: Softball and Badminton. Evaluation of your ability to acquire the hitting skills required in these sports. Term 2: Basketball and Touch. Understanding how the body can produce energy and applying that to Basketball and Touch. Term 3: Volleyball and strength training. Study of the Biomechanical Principles that underlines successful force application in the Volleyball Spike. Analysis of how specific strength training can improve performance of the volleyball spike. Term 4: Aerobic Endurance Training. Involves the participation in a range of activities designed to improve endurance capabilities. These activities will mainly focus on swimming, cycling and running. Research physiological changes that may occur as a result of aerobic training.

ASSESSMENT: Apart from ongoing appraisal of performance in physical tasks, students will also produce a variety of assessment items to determine a level achievement for the unit of work. These include pod-cast (oral analysis of the application of biochemical principles in the volleyball spike); Journal report (report based on information gathered during your learning of a specific badminton skill); Short answers (paragraph length responses related the energy systems and their use in touch/basketball); Research assignment (analysing physical changes caused by aerobic exercise).

All student’s work including physical performances will be assessed using three criteria: a) Acquiring of knowledge; b) Application of knowledge; and c) Evaluation (formulate and validate, reflect and appraise, predict and justify).

OTHER INFORMATION: This course of work will provide an excellent lead-in to senior P.E. It will also provide the skills and attitudes that will assist any student interested in improving physical performance in any sport.

CONTACT PERSON - DAVE TREVORROW Phone: 4120 8413.

HPE **PHYSICAL EDUCATION - VOLLEYBALL INTRODUCTION: This unit is aligned with the Physical Education course and as such it implies the notion that learning in Physical education can best be achieved from engaging in physical performance. This course also involves students in closely integrated physical, written and oral learning experiences based on their performance in physical activity. However, the course is a continuation of the Year 9 Extension Volleyball Program and as such, the majority of students physical activity will be volleyball related.

Learning experiences will relate to the students involvement in physical activity (mostly volleyball), and will encourage students to reflect on their won personal development – whether it be in the acquiring of sports skills, the improvement of personal fitness levels, or as an informed observer of social issues affecting physical activity in Australia and globally. COURSE CONTENT: It is anticipated students will complete: Term 1 Volleyball. Evaluation of your ability to acquire the hitting skill required in the volleyball spike. Term 2 Volleyball and Touch. Understanding how the body can produce energy and applying same to Volleyball or Touch. Term 3 Volleyball and Strength Training. Study of the Biomechanical Principles that underlines successful force application in the volleyball spike. Analysis of how specific strength training can improve performance of the volleyball spike. Term 4 Aerobic Endurance Training. Involves the participation in a range of activities designed to improve endurance capabilities. These activities will mainly focus on swimming, cycling and running. Research physiological changes that may occur as a result of aerobic training.

ASSESSMENT: Apart from ongoing appraisal of performance in physical tasks, students will also produce a variety of assessment items to determine a level achievement for the unit of work.

These include:  Pod-Cast - oral analysis of the application of biochemical principles in the volleyball spike.  Journal Report – report based on information gathered during your learning of a specific volleyball skill.  Short Answers – paragraph length responses related to energy systems and their use in touch/volleyball.  Research Assignment – analysing physical changes caused by aerobic exercise.

All students work, including physical performances will be assessed using three (3) criteria: a) Acquiring of knowledge b) Application of knowledge c) Evaluation (formulate and validate, reflect and appraise, predict and justify) OTHER INFORMATION: This course of work will provide an excellent opportunity to further extend students volleyball skills. It will also provide an in-depth introduction to the content focus and literacy skills required in Senior PE.

TO ENROL IN THIS UNIT OF WORK, YOU MUST SELECT PHYSICAL EDUCATION. You will then be placed in the Volleyball unit.

Contact Person: Rob Thiele – 4120 8412

PHY PHYSICS COURSE CONTENT: Physical quantities and measurement; forces and motion; energy and momentum; electronics; wave motion & optics.

WORKLOAD: Regular reading, exercises and problems associated with the text. These are set as classwork and homework. Experiments associated with each topic are performed, written up and submitted on a regular basis. The satisfactory completion of this element is considered an essential skill. Practical skills (using equipment) are checked and performance recorded.

ASSESSMENT: Assessment is by formal examinations and experiment write-ups. Students must have a satisfactory level of practical skills including experiment write-ups to be eligible for Sound Achievement or better.

OTHER INFORMATION: Students should have at least a high ‘B’ in Science and a ‘B’ in Mathematics. An interest in Physical Sciences and the ability to work consistently and seek assistance are major factors leading to success.

The relevance of the subject matter chosen for this course is to: a) Give students a working knowledge of basic laws and principles as preparation for further study. b) Develop familiarity with some physical principles which have applications at home, industry and in commerce. c) Enable students to better understand modern technologies. d) Physics, in year 11&12, is an OP board subject which contributes 4 points towards the QCE.

REC RECREATION STUDIES INTRODUCTION: This unit is influenced by the aims and objectives of our Senior Recreation Studies course. That is to provide students with opportunities to participate in a wide variety of recreational physical activities that encourage healthy lifestyle practices. Students will also be given the opportunity to develop skills in other aspects of physical activity; such as administration, officiating and coaching.

COURSE CONTENT: In accordance with our aim of offering students activities that promote healthy lifestyle choices and an alternative to sports they may already be involved in, it is anticipated that the following recreational activities will be offered: Water Polo, Table Tennis, Badminton, Archery, Orienteering, Golf, Lacrosse, and Weight Training.

ASSESSMENT: A variety of assessment items will be used to determine student’s level of achievement. All assessment tasks will be integrated with the physical activity. Apart from actual physical performance students will also be assessed on other abilities, such as: officiating a Water Polo game, designing and maintaining a weight training program journal, constructing a risk assessment document, organising a Table Tennis tournament, organising a come and try it session for a year 8 class, administrating a class Archery competition, teaching a year 8 student Archery skills.

All students work will be assessed using three criteria. Acquire, Apply, and Evaluate.

OTHER INFORMATION: This subject will provide students with a sample of what Senior Recreation Studies offers. It will also provide students with experiences that will allow them to make informed decisions on how they wish to spend their leisure time in the future

CONTACT PERSON: Dave Trevorrow Ph. 4120 8413

21S SCIENCE 21 COURSE CONTENT: As the name implies the course has many strands of science (biology, chemistry, physics, life skills, environment etc) woven into it. This fabric is designed to give you a general interest science course. A major feature is the inclusion of topics which are relevant to gaining life skills. Some of these topics are:  Forensic Science.  Disease and Society.  The Atmosphere.  Energy.  The Environment

WORKLOAD: For a student interested in a general science and proven ability in year 9 (Sound Achievement or better) the workload is NOT heavy. Students who participate in class and do the set work generally have success in Year 11 Science 21.

ASSESSMENT: Each semester there will be assignments and topic tests.

OTHER INFORMATION: Students should have a ‘C’ in Core Science, English and Mathematics. A student who completes all the work to the best of his/her ability and is prepared to seek assistance as needed should experience success rather than failure.

Multi-Strand Science is an alternative to the separate sciences: Physics, Chemistry and Biology. It caters for those seeking a career not scientifically based. It seeks to develop an understanding of science and technology, so that the student has a better understanding of themselves, and the changes taking place around them.

SSK SOCIAL SKILLS INTRODUCTION: People interact in a variety of social, cultural, economic and environmental contexts, and so it is important for students to understand how their identities are shaped by life opportunities and influenced by factors such as culture, gender, race, class, belief systems and economic status. The Social Skills at Year 10 level deals with some of the skills needed to function efficiently and positively in current and future life roles.

COURSE CONTENT: Social and Community Studies is designed to allow students to become familiar with the nature of the four roles listed above and associated life skills. It covers personal skills related to self awareness, relationships and personal management as well as examining the student’s role in the community. It allows students to achieve a basic understanding of themselves and the structure of identity, group dynamics, personal goal setting and the inquiry process.

The four life roles described are interrelated and interdependent:  Values and Virtues  Work Place Social Skills  Relationship and conflict management  Self destructive behaviours and influences  Skills of independence  Communication

ASSESSMENT: Students will be assessed across three criteria: Knowledge and Understanding, Decision Making Process and Communication Skills. Assessment will be in the form of written assignments, tests and /or oral presentations. Group/team work will be a focus in this subject. Students will be given guidance to complete some tasks while others will be done in small groups.

OTHER INFORMATION:

TES TECHNOLOGY STUDIES CORE LEARNINGS: This unit is influenced by the learning outcomes stated in the Technology Syllabus (2003) STRANDS Technology Practice, Information, Materials and Systems and the Technology Studies Senior Syllabus (2007).

UNIT DESCRIPTION: This unit is primarily aimed at design and manufacturing processes, with the incorporation of tools, materials, processes and safety. Students will be brought into contact with various aspects of the design process, so that they can expand their skills in the design and manufacture of articles using a range of materials, eg. wood, plastics, various metals and electrical components.

ASSESSMENT: Students will be assessed using three criteria:  Knowledge and Understanding - recall of information relating to tools, materials and safety.  Reasoning Process - problem solving, evaluations, applying processes.  Practical Expertise - demonstrated skills in manufacturing of projects.

ACTIVITIES: WORKLOAD: Students will be involved in preliminary Students will complete most of the practical and research and then the design and design work during class time. There will be related manufacturing processes associated with research and design preparation for each project, projects like a Hydraulic Crane, a project some of which shall be completed in their own time. involving electronic circuits, an Occasional Table and Mechanical Toy.

ADDITIONAL INFORMATION: This unit is designed to extend the problem solving abilities of the students and to enhance their understanding of the design process. The subject involves significant related research to be carried out prior to the manufacture of the articles.

TOU TRAVEL AND TOURISM INTRODUCTION: The course of Travel and Tourism provides students the opportunity to learn more about the world around them. The Year 10 course provides a platform for the Senior SAS – non-board Tourism course offered at Aldridge State High School. Throughout the Year 10 course, students will look at many significant tourist areas of the world, both natural and man-made. Students will be exposed to a series of mapping exercises and have a firm understanding of World Heritage sites and their importance and realise how vast the Tourism Industry is. Students will be introduced to the operating sectors of the industry and how they are interlinked.

Tourism can lead to exciting careers such as Events Coordinator, Conference Manager, Human Relations Officer, Reception Manager, Advertising Executive for large tourism organisations, Banquet and Special Functions Manager, Tour Guide, Public Relations Officer and Promotions Coordinator and the list goes on. Due to the fact that the Tourist Industry is so vast and includes many areas, students who undertake this course of study will be advantaged in terms of employment upon leaving school. COURSE CONTENT: Throughout the year, students will cover such areas as:  The importance of tourism in the world economy.  Significant tourist areas of the world.  Major tourist organisations, such as large airlines and five star hotels.  History of travel and tourism.  Changing trends in tourism such as sustainable tourism and eco-tourism.  Case studies on tourism and the costs and benefits of tourism to the host country.  Possible careers in the tourism industry and customer relations. ASSESSMENT: One major piece of assessment will be completed each term. These will include:  Inquiry into tourism – power point presentation (Oral Assessment)  Brochure/Pamphlet – promoting tourist destination.  Persuasive Oral/Dramatic Presentation – with written script.  Design Advertisement to raise profile of Tourism Queensland - power point or brochure.

OTHER INFORMATION: Students will be given the opportunity throughout the year to choose their own topics of interest for assessment items, as well as the mode of assessment. EG. Powerpoint or brochure. There will be flexibility in the way students choose to attempt assessment items, depending on their preferred mode of learning.

ART VISUAL ART INTRODUCTION: In this unit students will use visual language, techniques, processes, materials and technologies to communicate meanings in a range of contexts to make, display and appraise both two dimensional and three dimensional artworks. The course structure will emulate that of the senior program in that students will be asked to research, develop, resolve and reflect on ideas in response to a given concept. Students are expected to work independently, under teacher guidance, to arrive at their own unique solutions to visual problems. They will be given the opportunity to explore a diversity of media, techniques and technologies in order to allow them to identify their areas of strength, in which they can later specialize in their senior course.

COURSE CONTENT:  Students will be required to complete some work independently, approximately 1 hour per week.  Due to the nature of the course it may be necessary for students to do this extra work at school in their own time.  Students will do approximately 65% practical work and 35% theoretical work in this course.

Media Areas include: Drawing, painting, digital imaging, sculpture, ceramics, printmaking.

ASSESSMENT:  Drawing or 2D Artwork: in response to given concept  Sculpture or 3D Artwork: in response to given concept  2D/3D Artwork: (Student Choice) in response to given concept  2D/3D Artwork: (Student Choice) in response to given concept  Exam: Short answer  Written Essay: Appraising the work of an artist.  Visual Diary: documenting research, development, resolution and reflection of design concepts.

OTHER INFORMATION:  This unit is recommended for those students wishing to undertake Senior Board Visual Art. It has a deliberate academic focus that will prepare students for Senior Art.  Students will need to purchase the following materials to complete classroom activities: Visual Diary with blank paper (A4 preferred).

VAP VISUAL ART PRACTICES INTRODUCTION: In this unit students will design, make and display two-dimensional and three-dimensional artworks. The course will follow the year 11 Visual Arts Studies (VAP) format with four separate units that will introduce students to a range of media, techniques, processes and technologies. Students will be required to consider workplace health and safety practices in the production of their work and to document the processes of their problem solving in a visual diary.

Unit 1: Painting Unit 2: Drawing Unit 3: Sculpture Unit 4: Printmaking

COURSE CONTENT:  Students may be required to complete some work independently if class time does not allow for completion of work.

ASSESSMENT: Each unit will involve the following assessment items:  Risk assessment  Short answer test  Minor Folio - Folio of minor works showing experimentation with given media.  Visual Diary- Visual diary documenting problem solving and communication choices, in relation to their major artwork.  Major Artwork - Major artwork drawing on experimental folio.

OTHER INFORMATION:  This unit is recommended for those students wishing to undertake ‘Visual Arts Studies’ in senior, as it introduces students to the activities and approach taken in that course.  Students will need to purchase the following materials to complete classroom activities: Visual Diary with blank paper (A4 preferred).

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