2022 2023 stage 5 subject selection
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Transcript of 2022 2023 stage 5 subject selection
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Index HSC Minimum Standard .................................................................................................................... 4
What is the NSW Record of School Achievement (RoSA)? ................................................................ 5
Stage 5 ............................................................................................................................................... 5
Students with Special Needs ............................................................................................................. 6
Descriptions of Mandatory Courses for the Year 10 RoSA ................................................................ 7
Satisfactory completion of a course ..................................................................................................... 8
ROSA Grading ...................................................................................................................................... 8-9
Mandatory Courses - Subjects ........................................................................................................... 10
English ............................................................................................................................................... 10
Geography ......................................................................................................................................... 11
History ................................................................................................................................................ 12
Mathematics ....................................................................................................................................... 13
PDHPE ............................................................................................................................................... 14
Science .............................................................................................................................................. 15
School Course – Citizenship .............................................................................................................. 16
Elective subject information .................................................................................................................. 17
Making the right choice ........................................................................................................................ 17
Factors which should not influence your choice of subject .................................................................. 17
The process by which your electives will be decided ......................................................................... 18
Associated costs of subjects being offered ........................................................................................ 19
Aboriginal Studies .............................................................................................................................. 20
Child Studies ........................................................................................................................................ 20
Commerce ............................................................................................................................................ 21
Dance ................................................................................................................................................. 21
Design and Technology ....................................................................................................................... 22
Drama ................................................................................................................................................ 22
Fashion and Design ............................................................................................................................. 23
Food Technology .................................................................................................................................. 23
Geography Elective .............................................................................................................................. 24
History Elective ..................................................................................................................................... 24
Industrial Technology – Engineering .................................................................................................... 25
Industrial Technology – Metal .............................................................................................................. 25
Industrial Technology – Timber ............................................................................................................ 26
Information and Software Technology ................................................................................................. 26
iSTEM ................................................................................................................................................ 27
International Studies .......................................................................................................................... 28
Japanese ............................................................................................................................................ 28
Music .................................................................................................................................................. 29
Photographic and Digital Media ......................................................................................................... 29
Physical Activity and Sports Studies .................................................................................................... 30
Visual Arts .......................................................................................................................................... 30
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HSC MINIMUM STANDARD What is the HSC minimum standard?
NSW Education Standards Authority (NESA) has implemented the HSC minimum standard to help ensure that students have the key literacy and numeracy skills for life after school. Students in New South Wales will need to demonstrate a minimum standard of literacy and numeracy to receive the HSC credential. The HSC minimum standard is set at level 3 of the Australian Core Skills Framework (ACSF). These skills are essential for everyday tasks and learning after school such as writing a letter for a job application or understanding a mobile phone plan. The standard is assessed through online tests across three areas: reading, writing and numeracy. The minimum standard online tests are 45 minutes long and include a multiple choice reading test, a multiple choice numeracy test and a short writing test based on a choice between a visual or written prompt. Examples of the tests are available on the NSW Education Standards Authority (NESA) website.
Students who do not meet the HSC minimum standard can still:
Sit the HSC exams. Receive an ATAR for University applications Receive a ROSA Receive a HSC minimum standard report.
Students WILL NOT be eligible to receive the HSC if they do not achieve the minimum standard There are no pre-requisites for choosing subjects for stage 5 or stage 6. Students do not need to achieve the minimum standard to choose a subject they will study in stage 5 or 6.
Practice tests
Practice tests are available for students to sit at school to help them become familiar with the online test structure and for schools to help determine student readiness to meet the minimum standard. Students will have two opportunities per year to sit the minimum standard online tests in each area of Reading, Numeracy and Writing, in Year 10, 11 and 12. Students will also have up to 5 years from the time they start the HSC courses to sit the minimum standard online tests. The tests must be administered by schools via a lockdown browser.
Disability provisions and exemptions
Students with additional learning needs may be eligible for extra provisions for the minimum standard online tests or be exempt from meeting the HSC minimum standard in order to receive their HSC. Students taking four or more Life Skills courses can be exempt from meeting the HSC minimum standard. Students studying Life Skills English will be exempt from the Reading and Writing minimum standard tests. Students studying Life Skills maths will be exempt from the Numeracy minimum standard test. Further Information NSW Education Standards Authority (NESA) https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-minimum-standard
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What is the NSW Record of School Achievement (RoSA)? The RoSA is an academic credential issued to students by the NSW Educational Standards Authority (NESA).
It is a cumulative record of student achievement from Year 10 to the HSC Schools provide individual assessments for students from Year 10 onwards. Grades are
based on course performance descriptors In order to qualify for the NSW Record of School Achievement, a student must complete
Year 10 Students who leave school prior to receiving an HSC but complete Year 10 will receive a
record of achievement (RoSA) This credential is cumulative and recognises student achievements until the point when
they leave school This credential reports on student achievement in Year 10 and Year 11 (Preliminary) by
assigning grades A-E All courses completed in Years 10 and 11 are shown on this credential The RoSA can be compared state-wide If a student leaves midway through Year 11, the NSW Record of School Achievement will
outline the student’s courses in Year 11 and include the Year 10 courses and grades Upon completion of the HSC, a student receives the HSC testamur and the Preliminary and
HSC results would also be recorded on the credential When a student has achieved competencies in a vocational course, they also receive a
VET Statement Of Attainment/Certificate Students can request transcripts of their results at any time after the completion of Year 10 Alternately, they can download their transcripts from their NESA students online account NESA will monitor school assessment marks to ensure consistency across all schools NESA makes available an online literacy and numeracy test to school leavers. These will
be optional for students
Stage 5
Stage 5 is the formal curriculum studied in Year 9 and Year 10. The RoSA is awarded to those who successfully complete this stage.
Completing Year 10 will provide a formal credential for students who do not complete Year 12 (Stage 6). The start of Stage 5 (Year 9) marks the point at which students have the opportunity to make educational choices according to their interests and abilities. The law requires students to not only complete Year 10 but to then continue with Year 11/12 OR full-time TAFE OR full-time work (at least 25 hours per week) until they are 17 years old.
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What subjects are included in Stage 5
There are certain subjects which must be studied in the stage. These are mandatory subjects.
In this stage you will also be able to select two (2) courses of your choice, from those offered and run by the school. These are elective subjects.
Subjects offered in elective lines are governed by three factors:
1. Staff expertise to teach the subject 2. Sufficient student interest to make up a class, comparable in numbers with other classes to
be run on that line, or which will maintain curriculum breadth 3. Adequate school resources to enable effective teaching of that course
There are elective courses associated with most mandatory courses, thus enabling students to select elective subjects in which they have a talent or according to interest. Vocational Education and Training (VET) Students may access VET courses through two curriculum pathways. Stage 5 VET Board Endorsed courses Early commencement of Stage 6 VET courses All Stage 5 VET courses are classified by NESA as Board Endorsed Courses and contribute 100 hours to the student’s pattern of study. Work placement is not compulsory for these courses.
Students with Special Needs
All Year 7-10 syllabuses are inclusive of the learning needs of the full range of students.
Most students with special education needs will participate fully in learning experiences and assessment activities provided by the regular syllabus outcomes and content, although they may require additional support, including adjustments to teaching and learning activities and/or assessment tasks. However, for a small percentage of these students, particularly those with an intellectual disability, the Life Skills outcomes and content in each syllabus can provide a more relevant, accessible and meaningful curriculum option.
The decision to access Life Skills outcomes and content should be a collaborative one that involves parents, caregivers, teachers and support staff.
A student who follows a Life Skills course of study in one subject is not precluded from the regular outcomes and content of another syllabus. The decision should be made on a subject by subject basis with consideration to the needs, interests, strengths and goals of the individual student.
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Descriptions of Mandatory & Elective Courses for the Year 10 RoSA Overviews of both the mandatory and elective subjects are available on the NSW Educational Standards Authority website https://www.educationstandards.nsw.edu.au/wps/portal/nesa/home
Key Learning Area Mandatory Courses English Mathematics Science
All students study English, Mathematics and Science in Years 7, 8, 9 and 10. By the end of Year 10 all students must complete 400 hours of each of these subjects.
Creative Arts All students study 100 hour courses in each of Visual Arts and Music. In this school, this requirement is completed during Stage 4.
Human Society and its Environment (HSIE)
In Stage 4 (Years 7-8) all students study 100 hour courses in each of History and Geography. In Stage 5 (Years 9-10) all students study 100 hours each of Australian History and Australian Geography. By the end of Year 10 all students must complete 400 hours of History and Geography combined.
Languages (studied in Year 8) All students must study 100 hours in one language over one continuous 12 month period at some stage during Years 7-10
Personal Development, Health and Physical Education (PDHPE)
All students study PDHPE in Years 7, 8, 9 and 10. By the end of Year 10 all students must complete 300 hours of PDHPE.
Technological and Applied Studies (TAS)
All students study Technology (mandatory) for 200 hours, usually in Stage 4 (Years 7-8) in this school, the mandatory experience is completed during Stage 4.
Key Learning Area School Course Citizenship Studied in Years 9 and 10
Key Learning Area Elective Courses Creative Arts Dance
Drama Music
Photographic and Digital Media Visual Arts
Human Society and its Environment (HSIE)
Aboriginal Studies Commerce Geography Elective
History Elective International Studies
Languages Japanese Personal Development, Health and Physical Education (PDHPE)
Physical Activity and Sports Studies
Technological and Applied Studies (TAS)
Child Studies Design and Technology Fashion and Design Food Technology
Industrial Technology Engineering Industrial Technology Metal Industrial Technology Timber Information and Software Technology
iSTEM Elective
Elective course that have embedded Science, Technology, Engineering, Mathematics
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Satisfactory Completion of a course Course completion criteria
A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has
a. Followed the course developed or endorsed by NESA: and b. Applied themselves with diligence and sustained effort to the set tasks and
experiences provided in the course by the school: and c. Achieved some or all of the course outcomes
Poor school or class attendance may have significant impact on the ability to achieve the above criteria and could therefore put the satisfactory completion of one or more courses at risk.
Satisfactory completion of a course includes
a. Satisfactory completion of all school elements (e.g. assignments / class work / formal test or exams / fieldwork, etc.)
Information regarding completion and submission of assessment tasks is to be found in the Assessment Policy which can be located on the school’s website.
RoSA Grading Students are awarded a grade for each of the courses they have studies in Years 9 and 10. The grades are based on the course performance descriptors for each course.
Grading Board Endorsed and Content Endorsed Courses
The Common Grade Scale describes performance at each of the five grade levels.
A
The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes skills and can apply these skills to new situations
B
The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C
The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills
D
The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes skills
E
The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills
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Mathematics Grades for RoSA In Mathematics, grades have been further differentiated to nine levels (A10, A9, B8, B7, C6, C5, D4, D3 and E2)
A10
A student performing at this grade uses and interprets formal definitions and generalisations when explaining solutions; generalises mathematical ideas and techniques and selects and uses efficient strategies consistently and accurately to solve unfamiliar multi-step problems; uses deductive reasoning in presenting clear and concise mathematical arguments and formal proofs; synthesises mathematical techniques, results and ideas across the course.
A9
A student performing at this grade uses formal definitions and generalisations when explaining solutions; generalises mathematical ideas and techniques and selects and uses efficient strategies to solve unfamiliar multi-step problems; uses deductive reasoning in presenting mathematical arguments and formal proofs.
B8
A student performing at this grade uses formal definitions when explaining solutions; selects and uses efficient strategies to solve familiar and some unfamiliar multi-step problems; uses some deductive reasoning in presenting mathematical arguments; may require some guidance to determine the most efficient methods.
B7
A student performing at this grade selects and uses appropriate mathematical language, notations and conventions to communicate mathematical ideas and solutions; systematically applies appropriate strategies to solve familiar multi-step problems; constructs appropriate mathematical arguments to prove and justify results; often requires guidance to determine the most efficient methods
C6
A student performing at this grade uses appropriate mathematical language, notations and diagrams to communicate mathematical ideas and solutions; applies appropriate strategies to solve familiar multi-step problems; constructs some appropriate mathematical arguments to obtain and justify results.
C5
A student performing at this grade uses mathematical language, notations and diagrams to communicate mathematical ideas; applies appropriate strategies, often with the assistance of given diagrams and formulae, to solve simple familiar problems; constructs some mathematical arguments to obtain results.
D4
A student performing at this grade uses appropriate mathematical terminology, diagrams and symbols in mathematical contexts; selects and uses appropriate standard strategies to solve simple familiar problems; provides some reasoning to support conclusions that are appropriate to the context.
D3
A student performing at this grade uses mathematical terminology, diagrams and symbols in mathematical contexts; uses appropriate standard strategies to solve simple familiar problems; provides some reasoning to support conclusions.
E2
A student performing at this grade uses some mathematical terminology in mathematical contexts; uses, with guidance, standard strategies to solve simple familiar problems; provides some reasoning in identifying a simple mathematical relationship.
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English in Years 9 and 10 is mandatory and continues to cover the syllabus content areas of:
Prose Fiction Non Fiction Poetry Drama Film Media
Students will further develop their skills of reading, writing, listening, speaking, viewing and representing through a series of challenging and thought provoking units. Each unit builds on skills, knowledge and ideas introduced in Years 7 and 8.
Here is just a taste……
MANDATORY COURSES
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Geography is a mandatory subject in Years 9 and 10.
Students will investigate and learn about:
Sustainable Biomes Biomes Food
Changing Places
Urbanisation Migration
Environmental Change and Management
Environmental Changes Environmental Management
Human Wellbeing
Spatial variations Human wellbeing in Australia
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History is a mandatory subject in Years 9 and 10.
Year 9
Overview – The Making of the Modern World
Students study Depth Study 1 OR Depth Study 2 PLUS Core Study – Depth Study 3
Depth Study 1 – Making a Better World? One of the following is to be studied
The Industrial Revolution Movement of peoples Progressive ideas and movements
Depth Study 2 – Australia and Asia. One of the following is to be studied
Making a Nation Asia and the World
Core Study – Depth Study 3. Mandatory Study
Australians at War
Year 10
Overview – The Modern World and Australia
Students study Core Study – Depth Study 4 AND Depth Study 5 OR Depth Study 6
Mandatory Study
Core Study – Depth Study 4 – Rights and Freedoms. (1945-present)
Depth Study 6 – School-developed topic drawn from either of the overviews.
The current study is School developed and is the study of ‘The Holocaust’.
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Mathematics is a mandatory subject in Years 9 and 10.
Year 9 and 10 Mathematics is referred to as Stage 5 Mathematics. Students begin Stage 5 Mathematics after the satisfactory completion of Stage 4. For many students this completion occurs at the end of Year Eight, however there are always individual needs of students which can vary this time frame.
In order to meet the needs of all students, the Stage 5 Mathematics course is presented at three levels, Stage 5.1, Stage 5.2 and Stage 5.3. These stages are designed to reflect the varying needs of students in terms of mathematical development by providing different endpoints for students to work toward.
Stage 5.1 Mathematics (“Standard”)
Students who have experienced some difficulty in reaching the Stage 4 outcomes by
the end of Year 8 are recommended to complete Stage 5.1. Students are presented with materials that consolidate their learning of Year 7 and Year 8 work, as well as opportunities to engage in additional learning experiences in line with some of the Stage 5 outcomes.
Stage 5.2 Mathematics (“Intermediate”)
Stage 5.2 Mathematics builds on and includes the content of Stage 5.1 and is
designed to assist in meeting the needs of students who have achieved Stage 4 outcomes generally by the end of Year 8 or early in Year 9.
Stage 5.3 Mathematics (“Advanced”)
Stage 5.3 content builds on and
includes the content for 5.1 and 5.2 and is designed to assist in meeting the needs of students who have achieved Stage 4 outcomes probably before the end of Year 8.
The Mathematics Faculty will use student records to enroll students in the appropriate level.
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Personal Development, Health and Physical Education is a mandatory subject in Years 9 and 10.
Students must satisfactorily complete 300 hours of PDHPE in Years 7 – 10 including actively participating in the compulsory practical component of the course.
The syllabus is shaped by five propositions, organised into three content strands, with a focus on three PDHPE skill domains. The following diagram provides an illustrative representation of these elements and their relationship.
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Science is a mandatory subject in Years 9 and 10. This is a requirement for eligibility for the award of the Record of School Achievement.
Science develops students’ knowledge, understanding and skills to explain and make sense of the biological, physical and technological world, enabling them to make informed choices and responsible decisions as individuals and part of the community
The modern world would not be modern at all without the understandings and technology enabled by Science. Students will have opportunities to work both individually and in groups to research, design, plan and carry out investigations. Please note: Order of units may be subject to change. Year 9 students explore and investigate: Unit 1 : Coordination and Response
Unit 2 : Atomic Theory
Unit 3 : Electricity, Light, Sound and the Electromagnetic Radiation
Unit 4 : Plate Tectonics and Cycles
Year 10 students explore and investigate: Unit 1 : Chemical Reactions
Unit 2 : Genetics and Evolution
Unit 3 : Universe and Motion
Unit 4 : Forensic Science
Science incorporates both theory and practical components involving Science inquiry
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Citizenship provides students with the skills and knowledge to make better decisions and choices in everyday life in the future. It also looks at building empathy and understanding, utilising social justice principles.
Year 9
Term 1: Celebrating Culture (10 weeks) – focuses on diversity and understanding why people form views and opinions on groups. It also challenges the ‘us vs them’ mentality and culminates in students presenting something at Harmony Day. Term 2: Financial Literacy 101 (10 weeks) – this is an introduction to financial literacy pertaining to budgeting, looking at expenses, savings goals and finishes with students putting into practice what they learn by researching a mobile phone plan that is the cheapest in meeting their needs. Term 3 & 4: Sustainability and Consumerism (15 weeks) – using the documentary film 2040 as a stimulus, students analyse the current problems within our environment and society, looking at sustainable options to reduce our environmental impact, using technologies and practices that already exist today. Students finish the unit by organising a buy, swap and sell stall in their classes to raise money for a charity of their choice. Term 4: Planning for the future (5 weeks) – students consider options for further study and jobs in the future, researching information and completing activities that help align them towards jobs that suit their interests. How to apply for jobs is also included in this unit.
Year 10
Term 1: Social Justice (10 weeks) – the unit focuses on developing students understanding of social justice principles and the barriers we face trying to achieve equity. It also looks at the influence of privilege and entitlement. Term 2: Community Engagement (10 weeks) – students put together a plan to engage with a specific group within the community and meet their needs with the allocated resources. Term 3: Financial Literacy Making Money – looks at pays slips, earning an income, setting up bank accounts, paying invoices, budgeting, buying or renting a house, buying cars, saving money on household expenses like electricity/gas. The unit peaks with students presenting their findings to parents in a ‘Money Making Stall’ Term 4: Politics, Media and Spin (5 weeks) – introduces the major political parties in Australia and where they stand on key issues, including the influences of media and fake news.
SCHOOL COURSE
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Welcome to the first steps in choosing some of your subjects for Years 9 and 10. In addition to the mandatory (compulsory) subjects undertaken, you will also be able to choose two other subjects (electives).
This is the first time you are able to make any choices about what you will learn.
Making the right choice Your choice is YOUR choice…. not your friends’ Consider the subjects you like or are good at
o This is a good place to begin as you are more likely to enjoy an additional subject in the same area you already enjoy or are good at
o In addition, you will find it easier to complete assignments and class work if you are interested in the subject. This should lead to better marks and eventually, a RoSA which reflects your interests and abilities.
Carefully read the information about each course contained in this booklet. Discuss the courses, in which you are interested with your parents. There may be costs
associated with the courses you choose, that your parents will be required to pay for!
Factors which should NOT influence your choice of subject The subjects your friends want to study
o There will be plenty of time at recess and lunch to catch up with friends o It is not worth sitting in classes with your friends if you do not enjoy the subject o Your friendship with the students who ‘choose’ your subject for you may not last the
two years needed to complete the course The teachers you ‘think’ or ‘hope’ might be teaching the elective
o Current teachers do not know, until long after the elective process is completed, which classes they will teach the following year
o Teachers can move to another school o New teachers may be appointed
The type and number of excursions offered in each course o No excursions are organised until the course is underway o They may vary from year to year
You think the subject may be an ‘easier’ option o All subjects require the completion of class work and assignments
Elective Subject Information
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The process by which your electives will be decided
1. Head Teachers are asked to identify appropriate expertise and resources for the subjects they wish to offer
2. The Subject Selection handbook is prepared for current Year 8 students and distributed
3. A Subject Selection Evening for students and parents will take place where Subject
Selection instructions are given
4. Students identify two (2) subject choices plus 2 subject reserves. Using the online link (that will be provided) students make their subject selections, print the form and take it home for a parent to sign. The form must then be returned to the front office
5. Student choices are fed into a computer program to determine ‘best fit’ of subjects that
enable the highest number of students to be allocated the subject they choose
6. A follow up with a small number of students may be required where they may be asked
to make changes to their choices
7. The subjects and the total number of classes for the following year will then be finalised
Students will follow both elective courses throughout both years of Stage 5. Students must select their courses carefully as this is a two year commitment
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Associated costs for subjects being offered in 2022/2023
Subject Additional cost per year
Aboriginal Studies ............................................................................................................ $ NIL
Child Studies ................................................................................................................. $30
Commerce ....................................................................................................................... $NIL
Dance (students will need to purchase appropriate dance clothing) .................................... $15 + costumes
Design and Technology (excluding major work and project materials) .......................... 30
Drama .............................................................................................................................. $20
Fashion Design (excluding major work and project materials) ....................................... $30
Food Technology ............................................................................................................. $60
Geography Elective ....................................................................................................... $NIL
History Elective .......................................................................................................................................................................... $NIL
Industrial Technology – Engineering ............................................................................... $50
Industrial Technology – Metal .......................................................................................... $50
Industrial Technology – Timber ..................................................................................... $50
Information and Software Technology ............................................................................. $20
iSTEM .............................................................................................................................. $50
International Studies ........................................................................................................ $NIL
Japanese ....................................................................................................................... $20
Music ................................................................................................................................ $25
Photographic and Digital Media ..................................................................................... $45
Physical Activity and Sports Studies .............................................................................. $NIL
Visual Art ....................................................................................................................... $40
Costs shown reflect the cost of materials and other resources required for successful completion by each student and are compulsory
Not all subjects which have been offered, will necessarily run Classes will be formed in subjects where an effective number of students have selected that
subject, or where a particular course is needed, to enable a broad curriculum, even though it may have a smaller than average class size
Numbers in elective classes are usually smaller than in most core subject classes
Overviews of the syllabus for all elective subjects are available on the NSW Educational Standards Authority (NESA) website:
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k‐10/years/stage‐5
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Aboriginal Studies
How much do you know about the original people of our country?
Aboriginal and Torres Strait Islanders were the original residents of Australia. They have lived here for tens of thousands of years. The history of Indigenous people in Australia is something that all Australians should be aware of. Choosing Aboriginal Studies is a great step in becoming an Informed Australian Citizen.
In Aboriginal Studies you will have the chance to study:
History Culture Organisations Visual and performing arts Technologies and the environment People and sport Interactions with political and legal systems
Aboriginal Studies can be an extremely rewarding subject that will expose you to a fascinating aspect of Australian history.
Child Studies
Would you like to work with children when you leave school? In child studies the following modules are studied:
Preparing for parenthood Conception to birth Family interactions Newborn care Growth and development Play and the developing child Health and safety in childhood Food and nutrition in childhood Children and culture Media and technology in childhood Aboriginal cultures and childhood The diverse needs of children Childcare services and career opportunities
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Commerce
Money makes the world go round. Learn how to make money work for you.
Earn it! Save it! Spend it!
Commerce will provide you with skills and knowledge to:
Make wise choices Get the best deal when shopping Avoid getting ripped off but knowing what to do if it does happen Manage your finances Understand borrowing, how the law works, taxation and the world of work
Students learn about
Investing Marketing How to cope when you leave home Setting up and running a business
How the economy works Buying and selling over the internet How to get politicians working for you The world of travel, etc
Dance
This subject provides students with opportunities to experience and enjoy dance as an art form as they perform, compose and appreciate. In an integrated study of the practices of performance, composition and appreciation, students develop both physical skill and aesthetic, artistic and cultural understandings. The course enables students to express ideas creatively and to communicate physically, verbally and in written forms as they make, perform, and analyse dances and dance forms. The aim of the Dance syllabus are to develop in students the ability to
Express themselves through dance Compose, perform and appreciate dance Develop skills and techniques of dance with an understanding of anatomy and movement Appreciate dance as a performing art Understand and accept a variety of dance styles Obtain knowledge of dance in a historical contexts Promote an understanding of themselves and others by providing opportunities for them to
work in cooperative circumstances Classes in this subject combine both practical and theoretical learning experiences.
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Design and Technology
Are you finding it difficult to choose between all the different technology subjects?
Well then this is the subject for you!
Experience a taste of some of these focus areas and create a portfolio and project.
Food Fashion Interior Jewelry Graphical Structural Digital media
A student-negotiated focus area of design provides for flexibility and allows students to develop a design project of interest and to work independently.
Drama
Drama is a fun subject suitable for anybody. It caters for many interests whether your strengths lay in performing, creating, designing, appreciating, reviewing or writing, there is something in drama for you!
There are three areas in drama that are equally important. They are making, performing and appreciating. Drama involves practical and theoretical understandings of dramatic forms and performance styles. This is done through individual and group work.
It is compulsory for all students to complete study in play building. This is where you get the chance to devise a group performance.
Topics you could study over Years 9 & 10 include Small Screen Drama, Physical Theatre, Design, Creative Movement, Scripted Drama, Aboriginal Performance, Medieval Drama, Ancient Greek Drama, Mime, Puppetry, Commedia Dell’arte, Clowning/Comedy, Vaudeville, Mask, Realism, Shakespeare, Melodrama, Street and Environmental Theatre.
Not only does drama provide you with confidence and a range of skills, there are many job opportunities, and not just for those after a spotlight! Actor, Actress, Director, Producer, Scriptwriter, Stage Manager, Costume or Set Design, Sound/Lighting Technician or Design, Arts Administrator, Critic, Drama Teacher, a range of areas in television, film and radio.
In Drama, students can communicate in complex and powerful ways how they perceive the world. They can investigate, shape and symbolically represent ideas, interests, concerns, feelings, attitudes, beliefs and their consequences
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Fashion and Design
The Year 9 Fashion and Design course requires students to complete several projects using a variety of materials they will be required to purchase from craft stores during the delivery of the course.
You will learn about: Apparel - Clothing and accessories such as shoes, hats, jewelry and belts Furnishings - Cushions, curtains, bedspreads, lampshades, quilt overs, bed linen,
chair coverings, table linen and bean bags Costume - Theatre costumes, masks, head dress, folk and traditional costumes, fancy dress
costumes and dance costumes Textile Arts - Wall hangings, fabric-based
artworks, embroidery and wearable design Non-Apparel - Book covers, toys, bags,
umbrellas, tents, backpacks and sleeping bags
You will: Create a portfolio which displays the steps involved in creating your design projects Use computers to support the development of your portfolio Design and create clothing, costumes and toys Make some decisions about what project you work on
Food Technology
The study of Food Technology provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationships, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe work practices and legislation in the production of food. It also provides students with a context through which to explore the richness, pleasure and variety food adds to life. If you select Food Technology you will study:
Food in Australia – From bush food to multi-cultural influences Food Equity – Why do some people not have enough to eat? Food Product Development – How and why to develop a new
product Food Selection and Health – The role of food and its nutritional
components in the body Food Service and Catering – What’s on the menu? Food for Specific Needs – Eat well, live well Food for Special Occasions – Plan and prepare safe food for special
occasions Food Trends – What’s in?
You will also Learn to prepare food – safely, skillfully and make it scrumptious Work individually or in groups to solve food design problems Prepare food using the latest technology You will be investigating, designing, producing and evaluating projects related to food
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G Geography Elective
This course targets those who are fascinated by the world, how the developed world operates and
how people and the environment interact.
You can select to study five (5) of the following
Oceanography - The features and importance of the world’s oceans and issues associated with them
Primary Production - The patterns, functions and issues associated with primary production
Developmental Geography - The spatial patterns and causes of global inequality and the need for appropriate development strategies to improve quality of life
Australia’s Neighbours - The environments of Australia’s neighbours and specific geographical issues within the Asia–Pacific Region
Political Geography - The nature and distribution of political tensions and conflicts, and strategies towards effective resolutions.
Physical Geography – The geographical processes that form and transform the physical world Patterns Along Continental Transect - The factors responsible for causing variation in spatial
patterns across a continent from one specific location to another School Developed Topic
History Elective
This course targets students who are passionate about History and already have a well-developed record in personal organisation and initiative.
History, Heritage and Archaeology – This topic focuses on the development of students’ understanding of the nature of history and the ways in which different perspectives and interpretations of the past are reflected in a variety of historical constructions. The class may examine a single option or explore a range of options to broaden students’ understanding of the various ways that historical meaning can be developed.
Archaeological Sites Local History Film as History Family History Heritage and Conversation History and the Media History websites Oral History Historical Fiction Historical Reconstructions Museum and/or Archives Studies
Ancient, Medieval and Modern Societies – this unit offers an opportunity to study in depth the major features of an ancient, medieval or early modern society. Some topics from the following will be studied.
Africa The Americas The Pacific Europe The Middle East Asia Australia
Thematic Studies – this unit offers the opportunity to enjoy the study of history for its intrinsic interest. Students should begin to work more independently and to apply the historical skills so far acquired. 3 topics from the following will be studied.
Children in History Crime and Punishment Heroes and Villains Music through History Gender in the past World Myths and Legends Economy and society Slavery Sport and Recreation in History
War and Peace Power and political unrest Religious Beliefs and Rituals through the Ages
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Industrial Technology ENGINEERING
The engineering focus area provides opportunities for students to develop knowledge, understanding and skills in relation to engineering and its associated industries.
Core modules
Structures and mechanisms
Specialist modules
Control systems (including robotics) Alternative energy
Practical Projects
Small structures involving construction and testing of bridge and tower designs Design and testing various mechanisms Mechanical control systems Design and testing of alternative energy systems (eg, solar and wind power) Robotics projects incorporation integrated circuits Electronic control systems computer command software
Small vehicles involving automotive components
Industrial Technology METAL
If you select Metal Technology you will learn to plan, fabricate and machine a variety of projects using a variety of materials used in the metal Industry.
Some of the projects will be:
Tool box Centre punch Screwdriver Hammer Mechanics creeper
You will have an opportunity to develop skills and techniques relating to the following specialised metal equipment:
Metal lathe Drill mill MIG welder Oxygen-Acetylene welding Stock and die set Variety of specialised measuring devices
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Industrial Technology TIMBER
If you select Timber Technology you will learn to plan and construct a variety of projects from timber.
Some of the projects will be:
Chopping board Tool box Honey dipper Small table Grandmother clock And more….
You will have the opportunity to develop skills and techniques relating to the following specialised timber tools, machinery and equipment:
Portable router Timber lathe Hollow chisel mortiser Pedestal drill Disc Sander
Dowelling jig Bandsaw Biscuiting machine And many more….
IST Information and Software Technology
A future focused subject that shows you the progression of technology and how it drives societal development. Understand your phone, computer, and digital content better by exploring their origins and evolutions. You’ll be learning the past, present and future of the following:
Robotics o Explore emerging drone technology and how it can be
used in civilian, military and industrial fields
o Create, build and control your own robot using Lego. In Robotics we will learn about the science and the use of robots. DARPA / Raytheon /Ironman, it’s all robotics.
Multimedia o Gaming / anime / movies are the future, we’ll teach you
how to make binge worthy content through animation and game design
Digital Media o Learn and discover the future. Discover and explore VR, 3D animation, digital
music, and computer communications. Learn to edit your own game footage and the video editing skills needed to be a Youtuber
Internet and Website Development o Learn key marketing and website design skills through the production of
your own web shop Establish an online presence and learn how social media and web design generate billions of dollars
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iSTEM The iSTEM program utilises a practical integrated approach with engineering and technology being used to drive interest in science and mathematics, through the development of technical skills, scientific, mathematical and engineering knowledge. This stage 5 iSTEM School Developed Board Endorsed Course is an attempt to provide an innovative curriculum which will engage and inspire students to take up the challenge of a career in STEM. Students will develop:
- Inquiry and project based learning skills appropriate to STEM practice - Knowledge and understanding of scientific and mechanical concepts - Knowledge and understanding of STEM principles and processes - Skills in solving STEM based problems and meeting STEM challenges using mechanical,
graphical and scientific methods - Skills in communicating and critical evaluation - Problem solving skills in a range of STEM contexts
Course structure
The course structure will be based upon the iSTEM School Developed NESA Endorsed Course. This course covers a number of STEM based fields, including; Fundamentals, Aerodynamics, Motion, Mechatronics, Surveying, Aerospace, Statistics, CAD/CAM and Biotechnology. These specific modules are not reflected together in any existing NESA Syllabus document. There are four core modules:
STEM Fundamentals 1 (10 hours) STEM Fundamentals 2 (15 hours) Mechatronics 1 (10 hours) Mechatronics 2 (15 hours)
There are ten elective modules:
Aerodynamics\Motion CAD/CAM1 CAD/CAM2 STEM PBL Minor STEM PBL Major Surveying Design for Space Statistics in Action Biotechnology
The Stem course is designed around 100 hours in each school year i.e. 100 hours in Yr 9 and 100 hours in Yr 10.
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International Studies
This course targets those students who are fascinated by the world and the various cultures, traditions, sports, beliefs and foods. The subject is an excellent introduction to Society and Culture, Senior Geography, Legal Studies and studies of Religion.
You can select to study five (5) of the following:
Culture and Beliefs Culture and Gender Differences Culture and Media Culture and Travel Culture and Sport Culture and Family Life in India
and China Culture and Food Culture Science, Technology and Change
Students will acquire an appreciation of working independently, the intricacies of cultures and how they relate to everyday life, culture as an everyday experience and the opportunity to be an informed citizen.
Japanese
Studying a second language helps improve literacy skills. It also promotes the development of cross cultural understanding, diversity, respect and acceptance. Students become more aware of the problems faced by those around them with language difficulties.
Japan is a country of rich cultural tradition. Japan is one of the global community’s most technologically advanced societies and economies. It is also one of Australia’s leading trading partners. Many Japanese tourists and business people travel to Australia each year.
By studying Japanese you will be improving your communication skills and improving your future job prospects. Any job where you need to talk to people, being able to speak another language is an advantage.
Year 9 Japanese students will also be given the opportunity to participate in future Exchange Programs.
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kills by listening to a range of diffe
materials, experience a wide variety
Music Technology and performance studies are at the heart of Music Elective where compositional activities and performance tasks allow students to learn to write their own music using the latest equipment including Jam-Hubs, Electronic Drum Kits and Music Recording Software.
In stage 5 Music students will learn to be versatile musicians, learning the basis of playing the keyboard, the guitar and singing. Students focus on one particular instrument which may also include the voice!
Students will learn to read music and improve their aural s rent styles on given topics such as:
Popular music Film music Classical music Australian music
During the year students will be given the opportunity to be involved in preparing and giving concerts for small audiences where the class will participate in presenting their work in a performance space. Classes will also gain first-hand experience by visiting places such as The ABC, IMAX and the Sydney Opera House.
Many jobs in the entertainment industry require sound knowledge of technology and concepts of music. Careers include:- performer, producer, engineer and manager and session musician.
PDM Photographic & Digital Media
Fancy yourself as a photographer for a well-known magazine, television journalist, film editor, photographic restorer, camera operator, motion picture photographer, graphic artist, cinematographer or just a professional photographer.
Photography is a versatile course consisting of two strands – Wet and Digital Photography. Students will develop a photographic portfolio in the areas of black & white traditional darkroom photography and digital photography. This course allows for students to develop skills in the latest techniques in SLR, digital and darkroom photography including composition, film processing and printing along with digital photographic manipulation.
Students will develop skills in analysis, art language and writing about Photography in addition to exploring the process of developing a body of work.
Students studying this course will use specialist photographic of themes and photographic applications relevant to their contemporary world.
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PASS Physical Activity and Sports Studies
Is this elective for you?
Would you like to learn more about sports and how they are played?
Could you improve your leadership ability through a range of activities designed to improve the sports performance of others?
Would you like to know the science behind how human movement is performed and
improved? Do you enjoy working with others and practical aspects of PDHPE?
In this course students will learn to:
Analyse and appraise the sports performance of others Analyse a range of social issues involved in sports Develop strategies to prevent sports injuries Improve their own sports performance Deliver first aid and sports medicine for sporting injuries Manage and run sporting events Coach a sports team or group
Visual Arts
Do you consider yourself to be a creative individual?
Maybe you dream of one day working in a creative field as an artist, art historian, art critic, architect, art director, film-maker, advertising creative, graphic designer, fashion designer, textile designer, curator, gallery assistant, animator, web designer, illustrator, video game animator, interior architect, landscape architect, set designer, costume designer, film designer, cartoonist, product or toy designer, furniture designer or book designer…
It’s worth noting that the business world is looking for creative people more now than ever before. The new jobs of the future will almost certainly be creative roles, dealing with ever-changing visual technologies and creative approaches to all kinds of problem solving.
Visual Arts is an exciting and challenging course with opportunities to develop your skills as an artist, study and make artworks and learn about the amazing world in which artists practice their artmaking. In Visual Arts we foster creativity, problem-solving, independent learning, development of critical thinking and the ability to think outside the square.
Studying Visual Arts in our well-equipped practical studio you will gain experience and explore artmaking practices that include painting, drawing, sculpture, ceramics and printmaking.
In Critical and Historical studies students will develop skills in analysis and art language. They will engage with critical and historical writing about the arts, explore art history and the contemporary artworld, including visiting galleries and exhibitions.
