Clarence High School...and also aims to engage with business and industry in Tasmania by linking...

Clarence High School

Curriculum Guide – 2019

Years 9 and 10

Building Relationships Inspiring Learning Achieving Potential

2 | P a g e Curriculum Guide – Year 9 and 10 - 2019

TABLE OF CONTENTS

INTRODUCTION .........................................................................................................................................................................5

ASSESSMENT ....................................................................................................................................................................................6

HOMEWORK ...................................................................................................................................................................................6

BUILDING RESPECTFUL COMMUNITIES .............................................................................................................................7

INDIVIDUALISED PROGRAMS ..................................................................................................................................................8

MY EDUCATION ............................................................................................................................................................................8

EXTENSION AND ENRICHMENT ...........................................................................................................................................9

GUIDELINES FOR COURSE CONSTRUCTION FOR YEARS 9 AND 10 ............................................................... 10

MAKING COURSE SELECTIONS........................................................................................................................................... 11

9 ENGLISH ...................................................................................................................................................................................... 12

10 ENGLISH ................................................................................................................................................................................... 13

9 HISTORY ..................................................................................................................................................................................... 14

10 HISTORY ................................................................................................................................................................................... 15

MATHEMATICS ............................................................................................................................................................................ 16

MATHEMATICS FOR LIFE ........................................................................................................................................................ 18

9 MATHEMATICS ........................................................................................................................................................................ 19

10 MATHEMATICS ...................................................................................................................................................................... 20

MATHS METHODS FOUNDATION 3* ............................................................................................................................... 21

SCIENCE.......................................................................................................................................................................................... 22

9 SCIENCE ...................................................................................................................................................................................... 24

10 SCIENCE ................................................................................................................................................................................... 25

SCIENCE AND TECHNOLOGY ............................................................................................................................................ 26

STEM PROJECTS (SEMESTER) ................................................................................................................................................. 27

HEALTH AND PHYSICAL EDUCATION............................................................................................................................ 28

ATHLETE DEVELOPMENT (AFL MEN AND WOMEN) ................................................................................................ 28


INDIVIDUAL SPORTS ................................................................................................................................................................ 29

INDIVIDUAL SPORTS FOR GIRLS (SEMESTER) ............................................................................................................... 30

OUTDOOR EDUCATION ....................................................................................................................................................... 31

TEAM SPORTS .............................................................................................................................................................................. 32

TEAM SPORTS FOR GIRLS (SEMESTER) ............................................................................................................................. 33

TEAM SPORTS FOR BOYS (SEMESTER) .............................................................................................................................. 34

PURE FITNESS (SEMESTER) ...................................................................................................................................................... 35

ART – CRAFT AND FASHION (SEMESTER)...................................................................................................................... 35

ART – DRAWING (SEMESTER) .............................................................................................................................................. 37

ART - FASHION (SEMESTER) .................................................................................................................................................. 38

ART – PAINTING AND MIXED MEDIA (SEMESTER) ..................................................................................................... 39

ART – PHOTOGRAPHY AND GRAPHIC DESIGN (SEMESTER) ............................................................................... 40

ART – SCULPTURE (SEMESTER) ............................................................................................................................................ 41

3D GRAPHIC DESIGN (SEMESTER) ...................................................................................................................................... 42

BIG HISTORY – HUMAN SOCIETY AND THE NATURAL WORLD (SEMESTER) ............................................. 43

BUSINESS MANAGEMENT AND ENTERPRISE (SEMESTER) ....................................................................................... 44

CREATIVE WRITING (SEMESTER) ........................................................................................................................................ 45

DESIGN - ENTERPRISE (SEMESTER) ..................................................................................................................................... 46

DESIGN AND APPLIED TECHNOLOGY ........................................................................................................................... 47

DESIGN AND DIGITAL TECHNOLOGIES A (SEMESTER) .......................................................................................... 48

DESIGN AND DIGITAL TECHNOLOGIES B (SEMESTER) ........................................................................................... 49

DRAMA (YEAR-LONG OR SEMESTER) ............................................................................................................................... 50

FOOD STUDIES (YEAR-LONG OR SEMESTER) .............................................................................................................. 51

FRENCH (SEMESTER) ................................................................................................................................................................. 52

HOSPITALITY & CATERING (YEAR-LONG OR SEMESTER) ...................................................................................... 53

HUMAN INTERACTIONS (SEMESTER) ............................................................................................................................... 54


HUMANITARIAN STUDIES (SEMESTER) ............................................................................................................................ 55

INDONESIAN (SEMESTER) ...................................................................................................................................................... 56

JOURNALISM (SEMESTER) ....................................................................................................................................................... 57

MEDIA – MOVIE MAKING (SEMESTER) .............................................................................................................................. 58

MUSIC – GENERAL STUDIES .................................................................................................................................................. 59

MUSIC – PROJECT-BASED LEARNING (SEMESTER) ..................................................................................................... 60

PERSONALISED LEARNING (YEAR-LONG & SEMESTER) ........................................................................................... 61

SPORT SCIENCE .......................................................................................................................................................................... 62


INTRODUCTION

Building Relationships Inspiring Learning Achieving Potential

Welcome to the 2019 Clarence High School Year 9 and 10 Curriculum Guide. This guide has been

put together in order to help students make wise course selections. We have designed a curriculum

structure that will support each student to fulfil their potential while maintaining a balanced curriculum over their senior years at Clarence High. We strongly encourage students to plan their course over

two years as some courses may only be offered every second year. Students are encouraged to select

a broad program that will meet their current and future needs and interests.

Clarence High School is a school where we aspire to reach our full potential and contribute in a

respectful and purposeful way when working within our community. Staff, parents/carers and

students demonstrate courage and respect as we work together to grow and improve the learning

outcomes of our students. We care about all people in our community and encourage all students

to try their best as they access and participate in the opportunities available both in and outside of

the classroom.

Clarence High School’s programs will continue to be reviewed and remodelled over coming years to

further incorporate the requirements of the Australian Curriculum. There will continue to be a focus

on building positive relationships, inspiring learning and high expectations for all students to achieve

their potential. Authentic learning and assessment tasks and positive behaviour supports underpin

our work in encouraging the best from all of our students.

The Curriculum Expo on Thursday 18 October 4.30pm – 6.00pm will provide students

currently in years 7, 8 and 9 and their parents or guardians with the opportunity to find out more

about each program so that they can decide which is the most suitable for the individual student.

Clarence teachers look forward to the opportunity to assist students make these important decisions.

Representatives from Rosny College, Tas TAFE and the University of Tasmania will also be attending.


ASSESSMENT

The main purpose of assessment is to improve student learning. Assessment is an ongoing process

of gathering and using evidence of student achievement.

Effective assessment enables:

Students to better understand their progress towards goals and become more

knowledgeable and self-directed in their learning Teachers to make more informed judgements about student progress and design more

effective teaching programs

Parents and carers to better understand and support students’ learning and achievement

Mathematics, Science, English, History, Geography, Digital Technologies, Music and Health and

Physical Education will be assessed against the Australian Curriculum Achievement Standards.

Other programs will continue with school-based assessment.

ICT literacy over the whole curriculum will be assessed against a skill’s checklist at the end of year

10.

Years 9 and 10 students will also be given a Clarence High School Employability Skills document

at the end of the year.

HOMEWORK

Students will be asked to do work outside school time for a variety of reasons.

Students may be asked to:

reflect on their thinking and learning

discuss various topics with their families

investigate family opinion or history

research information from their local environment

share their learning and enthusiasm with family and friends

complete tasks begun in class

engage in challenges as part of particular learning sequences

attempt assignments

practise skills as appropriate

review and extend their learning and understanding

The purpose of this is to help students to develop independent learning skills which will be so vital

to their future as life-long learners. Teachers will monitor homework and provide feedback to

students.

Students benefit enormously when families actively engage together in discussion of this process.

Student learning is enhanced when school and home value both the student and their learning.


BUILDING RESPECTFUL COMMUNITIES


INDIVIDUALISED PROGRAMS

Tasmanian Government schools are committed to providing a quality education at your

neighbourhood school that is inclusive of the learning needs of all students. Students may have more

individualised needs due to psychiatric, intellectual or physical factors.

At Clarence we work with all students to develop a course for each individual that best suits their

needs. For most students these courses are made up of programs described in this Curriculum Guide. Some students, as identified by their learning achievements, future plans or behaviour, will

be provided with alternative learning opportunities. Examples of these are numeracy and literacy

support and community access opportunities. These alternative offerings are supported by the

school and as such are considered to be part of our wider curriculum. For some students a more

flexible, negotiated program will be necessary. We recognise that each individual is unique and we

will attempt to work with each and every student to meet their unique learning needs.

The Learning Centre also provides an individualised program for identified students. Our skilful

team of teachers and teacher assistants works daily with students and parents in the delivery of a

supportive yet appropriately challenging curriculum. Liaison with other agencies such as Disability

Services, Clare House and Youth Justice ensures an appropriate program is provided tailored to the

learner’s need. Affirmation and celebration of improvement in positive relationships is a high

priority. Regular liaison with other service providers ensures individual programs are appropriate

and transition planning for education and life beyond Clarence High is provided.

MY EDUCATION

My Education is a coordinated whole-school approach to career and life planning. It supports

students to identify their personal interests, values, strengths and aspirations, and teaches them how

to use this knowledge to make decisions about their future learning, work and life opportunities. My

Education is a partnership between the student, parents and carers, the school and the community,

and also aims to engage with business and industry in Tasmania by linking education with a student’s future employment options.

In years 9 and 10 this curriculum is delivered in the Work Studies course. In planning their future

pathway, year 10 students also have access to regular support from Rosny College staff.


EXTENSION AND ENRICHMENT

At Clarence we value diversity and excellence and so we provide a curriculum that caters for

students of all abilities. Gifted and talented children in our school require and enjoy extension and

enrichment in their programs. This is provided in the following ways:

o Integrated and differentiated classroom curriculum which provides appropriate support and

challenge for all students

o Encouraging and supporting students to enter a number of extension activities. These are listed

in the Extension and Enrichment booklet published early in the school year

o Lunch time activities such as Language Club, STEM maker space, the bands program and

lunchtime sports roster

These extension and enrichment programs will be advertised through Student News and relevant

subject classes. If you would like any further information about any of these options then please

contact the office on 6244 2544.

Leadership

In the latter part of year 9, students have the opportunity to apply for leadership positions including

Peer Supporter, Prefect Board member and House Captain. All students are encouraged to apply

for these roles. Students from years 9 and 10 can also apply to work on the student IT Help Desk.

Peer Supporters undertake two days training for their role to help year 6 students experience a

successful transition to year 7. Peer supporters are included in the orientation program for year 6,

go on year 7 activity days and work throughout the year with a year 7 home group.

Students who become Prefect Board members or House Captains will undertake training for

these leadership roles giving them an opportunity to clarify their purpose and learn skills such as

time management, event management and marketing to enable a successful year’s work. These

roles require an extra commitment to participate during time outside of regular school hours;

however, the rewards in terms of personal development are considerable.

Students applying to work on the Student IT Help desk will also undertake specialised training.


GUIDELINES FOR COURSE CONSTRUCTION FOR YEARS 9

AND 10

Students have a wide range of choice within the following guidelines:

Students should choose a course made up of year-long and semester programs to a total of 7 lines

per semester.

English, History, Science and Mathematics must be studied in a year-long program.

Students wanting to pursue pre-tertiary Science and Maths studies should study Year 9 Science and

Mathematics followed by Year 10 Science and Year 10 Mathematics or Maths Methods.

It is a requirement that students study at least a semester of Health and Physical

Education in year 9.

Students are encouraged to select a balanced program that will meet their current and future

needs. Students should give some consideration to which subjects they might want to study in

future years and so ensure they have completed any prerequisites where necessary. Some

programs will be offered every second year so students should plan their course over two years.

All students will be involved in the Work Studies program.

KEY FOR PROGRAM OUTLINES

Programs denoted by 3* or 4* in the ‘Pathways beyond high school’ section refer to

pre-tertiary subjects.


MAKING COURSE SELECTIONS

Entering course selection preferences is to be completed electronically.

Students will receive an access code and password to the Web Preferences Student Portal as well as the link to

follow to find this space online.

This is what you can expect to see after entering the link in the address bar:

Students are then required to rank their preference from 1 (most) to 12 (least) preferred subject. We shall

do our best to accommodate students where we can but please be aware that popularity of a subject may

result in students not having their first choice. Students who return and complete their option selection form

first will be given priority in assigned classes.

All courses outlined in this options booklet have the potential to run; however, they will be greatly influenced

by the number of students selecting the course. It is unlikely for a course to run with 25 or less students.

Please be aware that all option selections should be made and entered into this portal by no later than

Wednesday, 24 October 2018.


9 ENGLISH

Time allocated: 3 periods per week, year-long

The English curriculum reflects the key elements of the Australian curriculum. This means that we

have an explicit focus on language, literature and literacy.

Learning Intentions

Students are learning to …

Explore experiences, interpersonal relationships, persuasion and prejudice through understanding

the lives of others as part of our year 9 program. We will focus on a range of texts connected to

the theme of diversity.

Success Criteria

Students are able to …

Analyse roles and relationships

Create text structures and language for specific purposes

Analyse symbols, icons and myth

Compare representations of people and cultures

Experiment with language features

Apply and expand vocabulary

Review and edit writing

Assessment

Student learning in this program will be assessed against the Australian Curriculum English

Achievement Standards for the appropriate year level.

Homework

Students will be required to complete any outstanding assessment tasks that have not been

completed in the allocated class time.

Pathways beyond high school: English Applied 2, English Pathways 2, English 3*, English Writing

3*, English Literature 3*

NOTE: Students who are considering attempting pre-tertiary English in year 11 will, as a guide,

need to achieve an Australian Curriculum English rating of B or higher at the end of year 10.


10 ENGLISH


The English curriculum reflects the key elements of the Australian Curriculum. This means that we

have an explicit focus on language, literature and literacy.

Learning Intentions


Explore human experience, cultural significance, relationships and ethical dilemmas from different

perspectives as part of our year 10 program. We will focus on a range of texts connected to the

theme of power.

Success Criteria


Evaluate how text structures can be used in innovative ways by different authors

Explain how language features, images and vocabulary influence an audience

Develop and justify interpretations of text

Analyse different viewpoints, attitudes and perspectives

Create a range of texts to articulate complex ideas

Contribute to discussions actively and respectfully

Accurately use spelling, punctuation and grammatical conventions

Assessment

Student learning in this program will be assessed against the Australian Curriculum English 10

Achievement Standard.

Homework

Students will be required to complete any outstanding assessment tasks that have not been

completed in the allocated class time.

Pathways beyond high school: English Applied 2, English Pathways 2, English 3C,

English Writing 3*, English Literature 3*

NOTE: Students who are considering attempting pre-tertiary English in year 11 will, as a guide,

need to achieve an Australian Curriculum English rating of B at the end of year 10.


9 HISTORY

Time allocated: 3 periods per week, year long

The Making of the Modern World and Global Patterns and Connections

The year 9 curriculum provides a study of the history of the making of the modern world from

1750 to 1918.

History is a disciplined process of inquiry into the past that develops students' curiosity and

imagination. History will provide opportunities for individual student inquiry projects. History will

include a focus on the skills associated with thinking, communication, inquiry and concept based

learning.

Learning Intentions


Build on writing, analysis and research skills

Enhance general knowledge through the process of inquiry

Develop ICT literacy skills

Become an active citizen

Debate, discuss, reflect and think critically

Develop and explore their own personal beliefs and values

Success Criteria

Student are able to …

Conduct guided generic, philosophical and historical inquiries on significant issues

Sequence events in chronological order

Pose questions, gather sources, evaluate credibility and relevance of information and draw

conclusions that can be supported by evidence

Understand Australia’s political system and how it enables change.

Understand bias and perspective and develop reasoned arguments

Construct effective bibliographies

Develop ICT skills allowing them to find, analyse, assess and present information effectively using

historical terms and concepts.

Assessment

Student learning in these programs will be assessed against the Australian Curriculum History

Achievement Standards for the relevant year level.

Pathways beyond high school: History and the Environment, Legal Studies Foundation, Ancient

History, Legal Studies, Modern History, Philosophy, Geography, Asian Studies (University

Connections Program), Introduction to Tourism (Cert II in Tourism – SoA) Cert II/III Tourism

NOTE: Students who are considering pre-tertiary Humanities and Social Sciences subjects in year

11 will, as a guide, need to achieve an Australian Curriculum rating of B in History and/or English.


10 HISTORY


The Modern World and Australia, Global Environmental Challenges and Global Well-being

The year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the

present, with an emphasis on Australia in its global context and Asia-Pacific relationships. History is a

disciplined process of inquiry into the past that develops students' curiosity and imagination. History will

provide opportunities for individual student inquiry projects. History will include a focus on the skills

associated with thinking, communication, inquiry and concept based learning.

Learning Intentions


Build on writing, analysis and research skills

Enhance general knowledge through the process of inquiry

Develop ICT literacy skills

Become an active citizen

Debate, discuss, reflect and think critically

Develop and explore their own personal beliefs and values

Success Criteria


Conduct independent generic, philosophical and historical inquiries on significant issues

Sequence events in chronological order to show the relationship between cause and effect

Pose rich questions, gather sources, evaluate credibility and relevance of information and draw conclusions

that can be supported by evidence

Understand Australia’s political and legal systems and evaluate ways they can be active and informed citizens

in different contexts

Analyse and understand bias and perspective and develop reasoned arguments

Construct effective annotated bibliographies

Demonstrate competent ICT skills allowing them to find, analyse, assess and present information effectively

using historical terms and concepts

Explore extension and enrichment opportunities through the participation in competitions such as the

Simpson Prize, The Australian History Competition and the National History Challenge

Assessment

Student learning in these programs will be assessed against the Australian Curriculum History Achievement

Standards for the relevant year level.

Pathways beyond high school: History and the Environment, Legal Studies Foundation, Ancient History,

Legal Studies, Modern History, Philosophy, Geography, Asian Studies (University Connections Program),

Introduction to Tourism (Cert II in Tourism – SoA) Cert II/III Tourism

NOTE: Students who are considering pre-tertiary Humanities and Social Sciences subjects in year 11 will, as

a guide, need to achieve an Australian Curriculum rating of B in History and/or English.


MATHEMATICS

The Mathematics program reflects the key elements of the Australian Curriculum, explicitly focusing

on understanding, fluency, problem-solving and reasoning. Students are taught to value the

numeracy skills required in order to function effectively as a citizen in our society. The programs

focus on the development of students as confident and effective users of the language, concepts and

methods of Mathematics in a variety of contexts. Students will learn how to work mathematically to

solve various types of problems. They will also learn how to be critically aware of how mathematics

is used in our world.

All students in years 9 and 10 will study Mathematics for the whole year. Enrolment in particular

Mathematics programs will be negotiated between students and their current Mathematics teacher;

it will be guided by each student’s achievements and progress as well as each student’s aspirations

and career and/or further education goals. Invitations will be sent out in Term 4 for these students

to enrol into Maths for Life and Maths Methods Foundations 3.

Mathematics pathways for students in year 9 through to year 12, from less demanding to more

demanding mathematics, are outlined in the mathematics pathways map. Progress through these

pathways is dependent upon a student demonstrating competence at particular levels in order to

progress.

What opportunities are there for extension and enrichment?

Students are challenged to extend their capabilities in the classroom, with rich, problem solving

tasks throughout the course. All students have the opportunity to participate in a range of

competitions and challenges from organisations including the Australian Mathematics Trust and the

Mathematical Association of Tasmania.


MATHEMATICS FOR LIFE


Learning Intentions


Develop critical problem-solving skills

Create a budget

Understand how credit can affect their lives

Investigate the relationship between perimeter, area and volume

Understand different forms of income and domestic finances

Learn to read tables and graphs, specifically travel time tables

Calculate time periods

Success Criteria


Engage in active inquiry and ‘hands on’ problem-solving activities

Engage in and contribute toward a structured, supportive and inquisitive atmosphere which

values rigorous mathematical thinking

Justify and explain their reasoning to others

Engage in focussed learning of specific skills and strategies

Engage in learning activities from each of the following strands: number and algebra, statistics

and probability, measurement and geometry

Use information technologies to investigate and analyse data, patterns and relationships

Develop skills in recording their findings and communicate using acceptable mathematical

conventions

Develop a portfolio of work which demonstrates emerging understanding

Assessment

This mathematics subject is for those students who are working well below the standard expected

for their year level. Students will have individual learning plans so that the teaching is targeted to

their individual needs. Students may receive an assessment rating at a lower year level or, with

parent approval, not receive an Australian Curriculum rating in Mathematics. Students will be

offered invitations to enrol into this program.

Pathway to year 10: Mathematics for Life

Pathways beyond high school: Essential Skills Maths 2, Workplace Maths 2.


9 MATHEMATICS


Learning Intentions


Solve problems involving simple interest

Interpret ratio and scale factors in similar figures

Explain similarity of triangles

Use statistical concepts to critically analyse data

Find probabilities of events using various techniques and visual representations

Apply the index laws to numbers and express numbers in scientific notation

Manipulate algebraic expressions and equations

Use graphs to represent and solve algebraic relationships and real-world situations

Use relevant formulae to calculate areas of shapes and the volume and surface area of right

prisms and cylinders

Use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles

Success Criteria




Justify and explain their reasoning

Focus on the development of abstract thinking, deduction and interpretation and the application of these skills

Use information technologies to investigate and analyse data, patterns and relationships


Assessment

Student learning in this program will be assessed against the Australian Curriculum Mathematics

Year 9 Achievement Standard.

Pathway to year 10: Year 10 Mathematics, Maths Methods 3*

Pathways beyond high school: General Mathematics 2 or 3*; Maths Methods 3* or 4*; Maths

Specialised 4*


10 MATHEMATICS


Learning Intentions


Develop their abstract thinking capacity and learn about the power of algebra to generalise and

solve problems

Use new techniques for factorising and manipulating quadratic algebraic expressions.

Recognise the connection between simple and compound interest

Solve problems involving linear equations and inequalities

Solve surface area and volume problems relating to composite 3D solids

Apply their understanding of geometry to solve problems

Describe statistical relationships, evaluate reports and calculate quartiles and inter-quartile

ranges from data sets

Solve simple quadratic equations and pairs of simultaneous equations with and without

technology

Use trigonometry to calculate unknown angles in right-angled triangles

Success Criteria




Focus on the development of abstract thinking, deduction and interpretation and the application

of these skills

Use information technologies to investigate and analyse data, patterns and graphical relationships

Develop skills in recording their findings and communicate using acceptable mathematical

conventions


Assessment

Student learning in this program will be assessed against the Australian Curriculum Mathematics

Year 10 Achievement Standard.

Pathways beyond high school: General Mathematics 2 or 3*; Maths Methods 3* or 4*; Maths

Specialised 4*


MATHS METHODS FOUNDATION 3*

Time allocated: 3 +3 periods per week, year long

Year 10 students studying Maths Methods will need to enrol in Personalised Learning to enable

them to have enough time to complete the course.

This program is available for students who have achieved an A in Year 9 Mathematics. Students who have

achieved a B rating may also be considered. It is designed for students who intend to undertake tertiary

studies involving mathematics. Students will be offered invitations to enrol into this program.

Learning Intentions


Understand the concepts and techniques to solve problems in the areas of algebra, function study,

differential and integral calculus, probability and statistics

Use reasoning skills in mathematical contexts and in interpreting mathematical information

Communicate in a concise and systematic manner using mathematical language

Success Criteria


Organise and undertake activities including practical tasks

Explain key concepts and techniques used in solving problems

Solve problems using algebra, functions, graphs, calculus, probability and statistics

Apply reasoning skills in the context of algebra, functions, graphs, calculus, probability and statistics

Interpret and evaluate mathematical information and ascertain the reasonableness of solutions to

problems

Communicate their arguments and strategies when solving problems

Demonstrate appropriate use of digital technology in solving problems

Learners will be given opportunities to demonstrate the following in line with Australian Curriculum

General Capabilities: literacy skills; numeracy skills; information and communication technology skills;

critical and creative thinking skills; ethical and intercultural understanding

Assessment

Student learning in this program will be assessed against the Australian Curriculum Mathematics Year 10A

Achievement Standard. Students will also be assessed against the criteria for Maths Methods Foundations 3 as

directed by TASC. Part of this assessment will involve an external exam at the end of the year. Their results

will be included on their TCE Certificate.

To achieve at a high standard in this subject, commitment in terms of homework, private

study and attendance, requiring minimal absences from class for other activities such as

camps, will be necessary.

Pathways beyond high school: Maths Methods 4*; General Mathematics 3* Maths Specialised 4*


SCIENCE

The Science curriculum reflects the key elements of the Australian Curriculum. This means that we

focus on inquiry, understanding and science as a human endeavour. All students in years 9 and 10

will study Science for the whole year. Enrolment into the Science and Technology program will be

negotiated between students and their current Science teacher: it will be guided by each student’s

achievements and progress as well as each student’s aspirations and career and/or further education

goals. Invitations will be sent out in Term 4 for these students to enrol into Science and

Technology.

Year 9 Science and Year 10 Science are academically more challenging and can lead to pre-tertiary

Science programs. If intending to undertake any of the pre-tertiary Science courses offered at

college in year 11, it is necessary for students to take Year 9 Science then Year 10 Science.

Alternatively students wishing to extend their science and inquiry skills may also choose to study

the courses STEM projects (semester) or Science and Technology (year-long) as an option. Students

should use the Science Pathways map to ensure that they follow the pathway that reflects their

goals for future study.


Students are challenged to extend their capabilities in the classroom, with rich, problem solving and

inquiry tasks throughout the course. All students have the opportunity to participate in a range of

competitions and challenges including ICAS and the Australian Science Innovations Big Science.


9 SCIENCE

Time Allocated: 3 periods per week, year-long

Learning Intentions


Explain chemical processes and describe examples of important chemical reactions

Describe models of energy transfer and apply these to explain phenomena

Explain global features and events in terms of geological processes and timescales

Analyse how biological systems function and respond to external changes

Describe social and technological factors that have influenced scientific developments and

predict how future applications may affect people’s lives

Design questions that can be investigated using a range of inquiry skills while considering ethics

and safety

Analyse trends in data, identify relationships between variables and reveal inconsistencies in

results

Use appropriate language and representations when communicating their findings and ideas to

specific audiences

Success Criteria


Develop a sound understanding of various scientific concepts and begin to develop high-level

inquiry and communication skills

Design scientific investigations

Develop an understanding of the interactions of biological systems and ecosystems

Develop theoretical and practical understanding of chemistry and chemical substances, earth

science and geological processes

Develop an understanding how energy is transferred

Develop an understanding of the relevant scientific concepts involved in human use of energy

Assessment

Student learning in this program will be assessed against the Australian Curriculum Science Year 9


Pathway to year 10: Year 10 Science, Science and Technology

Pathways beyond high school: Physical Sciences 2/3*, Physics 4*, Chemistry 4*; Electronics

2/3*, Life Sciences 2, Environmental Science and Society 3*, Biology 3*


10 SCIENCE


Learning Intentions


Analyse how the periodic table organises elements and use it to make predictions about the

properties of elements

Explain how chemical reactions are used to produce particular products and how different

factors influence the rate of reactions

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

within systems

Apply relationships between force, mass and acceleration to predict changes in the motion of

objects

Describe and analyse interactions and cycles within and between Earth’s spheres and analyse

how the models and theories have developed over time

Evaluate the evidence for scientific theories that explain the origin of the universe and the

diversity of life on Earth

Explain the processes that underpin heredity and evolution

Develop questions and hypotheses, and independently design and improve appropriate methods

of investigation, including field work and laboratory experimentation

Construct evidence-based arguments and select appropriate representations and text types to

communicate science ideas for specific purposes

Success Criteria


Develop an understanding of the conservation of energy

Learn features of the universe and the evidence for the Big Bang theory

Develop an understanding of interactions between global systems

Develop an understanding how elements are organised by their properties

Describe conditions to change the rate of chemical reactions

Use genetic concepts to understand heritable characteristics

Describe and predict the movement of objects using the Laws of Motion

Design scientific investigations

Be able to explain how they have considered reliability, safety, fairness and ethical actions in their

methods

Assessment

Student learning in this program will be assessed against the Australian Curriculum Science Year 10


Pathways beyond high school: Physical Sciences 2/3*, Physics 3*, Chemistry 3*

Electronics 2/3*, Life Sciences 2, Environmental Science and Society 3*, Biology 3*


SCIENCE AND TECHNOLOGY


This program has an interdisciplinary approach which allows students to make connections between the areas

of Science, Mathematics and Technologies and real world problems. This program will suit students who like

solving practical problems, want a hands-on science subject and like to innovate and think creatively.

Students may study this course as an extension, alongside Year 9 or 10 Science. They are also able to study

this as their core Science subject. Students should use the Science Pathways map to ensure that they follow

the pathway that reflects their goals for future study.

Learning Intentions


Use skills and knowledge from science, technology, engineering and mathematics to solve real world

problems

Collaborate and use the skills of the team to solve problems

Create sustainable and ethical solutions to help reduce our impact on the environment

Plan, select and use appropriate investigations methods

Communicate our scientific results effectively

Success Criteria


Develop project management skills to complete inquiries

Make connections with current learning and local, national and global contexts

Create innovative solutions to a problem following a specific design brief

Understand the ways social, economic and environmental systems interact to support and maintain

human life

Be able to explain how they have considered reliability, safety, fairness and ethical actions in their

methods


Students will have the opportunity to participate in the Science and Engineering Challenge, F1 Competition

and other competitions.

Assessment

This program is pitched at the Australian Curriculum Science Year 9C

Achievement Standard. Any student wishing to achieve a higher rating is

strongly advised to enrol in Year 9 Science or Year 10 Science as appropriate.

Students learning in this program as an extension to their core science will be

assessed against the Vocational and Applied Learning (VALC) standards.

Clarence High School provides basic materials to enable the

completion of this course. Students wanting to make or use more

costly materials will need to cover these additional costs.

Pathways beyond high school: Life Sciences 2, Physical Sciences 2, Electronics 2


STEM PROJECTS (SEMESTER)

Time allocated: 3 periods per week, semester

This course focuses on combining the disciplines of science, technology, engineering and maths to

tackle real world problems. This course caters to a wide range of abilities. Students who would like

to extend their understanding and skills in engineering would benefit from this program.

Learning Intentions


Use skills and knowledge from science, technology, engineering and mathematics to solve real

world problems

Collaborate and use the skills of the team to solve problems

Create sustainable and ethical solutions to help reduce our impact on the environment

Plan, select and use appropriate investigations methods

Communicate our scientific results effectively

Success Criteria


Develop an understanding of aerodynamics, material science, electronics and control

technologies, as required, to apply to projects

Develop project management skills to complete inquiries

Make connections with prior knowledge and real life situations

Create innovative solutions to a problem following a specific design brief

Work both individually and as part of project teams


Students will have the opportunity to participate in the Science and Engineering Challenge, F1

Competition and other competitions.

Assessment

Students learning in this program will be assessed against the Vocational and Applied Learning

(VALC) standards. If students have successfully completed this subject previously in year 9, they

may choose to be assessed against the Australian Curriculum (Technologies) Standards for the

relevant year level.

Clarence High School provides basic materials to enable the completion of this course.

Students wanting to make or use more costly materials will need to cover these

additional costs.

Pathways beyond high school: Design and Production 2, VET Construction and Engineering

programs, Electronics 2 & 3*


HEALTH AND PHYSICAL EDUCATION

ATHLETE DEVELOPMENT (AFL MEN AND WOMEN)


Learning Intentions


Improve their skills and knowledge about Australian football. The course will focus on developing

and refining skills, fitness and tactics related to Australian football. There will be both practical and

theoretical components to this course.

Success Criteria


Demonstrate their knowledge of coaching and training

Understand and analyse fitness levels and performance measurement

Demonstrate their knowledge of tactics and systems

Understand how to physically prepare to achieve best performance

Describe processes used in fitness testing

Set personal performance goals, outline ways in which these can be achieved and monitor their

progress towards meeting their goals

Prepare and maintain a detailed personal training program

Describe the basic dietary requirements for athletes

Implement strategies to reduce the incidence of injury and describe ways of managing injury

Assessment

Student learning in this program will be assessed against the Australian Curriculum Health and

Physical Education Years 9 and 10 Achievement Standard. Students may also be assessed against the

TASC Athlete Development criteria. This will contribute 15 points towards their Tasmanian

Certificate of Education (TCE).

Pathways beyond high school: Physical Recreation 2, Athlete Development 2, Personal Health

and Wellbeing 2, Sport Science Foundation 2, Sports Science 3*, Health Studies 3*, VET Sport &

Recreation programs.


INDIVIDUAL SPORTS


The emphasis in this program is on maintaining wellbeing and enhancing individual and group

wellbeing. For students who want to be physically challenged, then Individual Sports is a great

option.

Learning Intentions


Participate in individual sports (e.g. squash, badminton, tennis, lawn bowls, indoor climbing) and

minor games including indoor hockey, ultimate frisbee, frisbee golf and more, designed by you!

Negotiated activities: gymnastics, aerobics, dance

Undertake outdoor activities including a bush walk, archery, orienteering and kayaking

Evaluate risks, develop strategies and plan interventions to enhance health, safety and wellbeing

of themselves and others

Evaluate own and others’ performance and apply feedback to improve outcomes

Success Criteria


Devise ways to create balance between all the activities in their lives

Take responsibility for their own health, fitness and safety

Note: Students undertaking this course are not permitted to also select Teams Sports in the same

year. They may enrol in the semester course Pure Fitness.

Assessment


Physical Education Years 9 and 10 Achievement Standard.

Pathways beyond high school: Health Studies 3*, Personal Health and Wellbeing 2, Physical

Recreation 1, Athlete Development 2, Outdoor Education 2, VET Recreation programs


INDIVIDUAL SPORTS FOR GIRLS (SEMESTER)


The emphasis in this program is on maintaining wellbeing and enhancing individual and group

wellbeing. For students who want to be physically challenged, Individual Sports is a great option.

Learning Intentions


Participate in a range of activities including:

Dance

Gymnastic

Kayaking

Badminton

Tennis

Squash

Indoor rock climbing

Success Criteria


Develop ways to take responsibility for their own health, fitness and safety

Evaluate risks, develop strategies and plan interventions to enhance health, safety and wellbeing


Evaluate own and others’ performance and apply feedback to improve outcomes

Note: This course will run for one semester. If you want to be active all year choose Team Sports

for Girls or Pure Fitness for another semester.

Assessment



Pathways beyond high school: Health Studies 3*, Personal Health and Wellbeing 2, Physical

Recreation 1, Outdoor Education 2, VET Recreation programs


OUTDOOR EDUCATION


Learning Intentions


• Develop navigation skills including map reading and compass use

• Learn the basics of urban and remote area first aid

• Participate in a range of outdoor challenge activities such as bushwalking, kayaking, rafting,

orienteering, climbing, abseiling and camping

• Study and develop an appreciation of the natural environment, including flora and fauna

• Plan, prepare and evaluate each stage of a trip or camp

• Select food, clothing and equipment to best suit the expedition conditions

• Maintain and assemble a variety of outdoor gear

• Evaluate and plan to minimise risk

• Study weather interpretation for Tasmanian conditions

Students must be prepared to undertake a number of walks and/or camps ranging

from half day to three day camps in the bush environment.

Success Criteria


• Understand what is meant by the term ‘minimal impact’ bushwalking or camping

• Effectively plan a three day outdoor experience for a group of people and what factors need to

be taken into account

• Understand when and why a team or group is more important than the individual

Assessment

Student learning in this program will be assessed against school based standards.

Pathways beyond high school: Outdoor Leadership 3*, Outdoor Education 2, VET Recreation

programs

Students participating in Outdoor Education will be charged a $120 levy to cover

maintenance and hire of equipment. Students wishing to undertake any non-

compulsory aspects of this course will also need to cover these additional costs.


TEAM SPORTS


This course can be studied in years 9 and 10 with different topics addressed each year.

This is a course for students who enjoy team sports!

Learning Intentions


• Focus on behaviours to improve team effectiveness such as being fair and being empathetic

• Learn to build relationships to work as an effective team member

• Participate in team sports such as super sevens cricket, AFL nines, games creation, netball,

soccer, lacrosse, volleyball, speedball, touch and beach sports. Negotiated activities: indoor

hockey, badminton, gymnastics

• Participate in school cross country and athletics carnivals

• Evaluate risks, develop strategies and plan interventions to enhance health, safety and wellbeing


• Evaluate own and others’ performance and apply feedback to improve outcomes

Success Criteria


Be a more effective team member by actively participating in sports and co-operative games

Improve their personal fitness level and assess their personal development

Develop their physical skills

Play safely as an individual and team player

Take responsibility for their own safety and the safety of other team members

Note: Students who undertake this course are not permitted to select Individual Sports in the

same year. They may enrol in the semester course Pure Fitness.

Assessment



Pathways beyond high school: Physical Recreation 1, Athlete Development 2, Sport Science 2

& 3*, Outdoor Leadership 3, Personal Health and Wellbeing 2, Health Studies 3*, VET Recreation

programs


TEAM SPORTS FOR GIRLS (SEMESTER)



Learning Intentions








Success Criteria


• Be a more effective team member by actively participating in sports and co-operative games

• Develop their physical skills

• Play safely as an individual and team player

• Take responsibility for their own safety and the safety of other team members

Assessment



Note: This course will run for one semester. If you want to be active all year, choose Individual

Sports for Girls or Pure Fitness for another semester.


and Wellbeing 2, Health Studies 3*, VET Recreation programs, Sport Science 2 & 3*, Outdoor Leadership 3*


TEAM SPORTS FOR BOYS (SEMESTER)



Learning Intentions








Success Criteria


• Be a more effective team member by actively participating in sports and co-operative games

• Develop their physical skills

• Play safely as an individual and team player

• Take responsibility for their own safety and the safety of other team members

Assessment



Note: This course will run for one semester. If you want to be active all year, choose Pure Fitness

for another semester.


and Wellbeing 2, Health Studies 3*, VET Recreation programs, Sport Science 2 & 3*, Outdoor Leadership 3*


PURE FITNESS (SEMESTER)


This is a physically challenging and demanding course, focussed on individual improvement in fitness.

Sports are not played in this course.

Learning Intentions


• Measure personal physical fitness

• Develop a personal fitness program

• Apply fitness training methods to their individual fitness plan

• Understand the principles of fitness

• Participate in one cardiovascular and one strength session every week

• Participate in a range of fitness activities aimed at improving their fitness

Success Criteria


• Understand fitness training methods and principles

• Develop a fitness program and adjust it as their fitness improves

• Develop a fitness program suited to their sporting interests

Assessment

Student learning in this program will be assessed against school-based standards.

Students may enrol in Team Sports or Individual Sports as well as Pure Fitness.

There may be opportunities for extension work at a local fitness centre. Any such

extension visits will be on a user pays basis.


and Wellbeing 2, Health Studies 3*, VET Recreation programs, Outdoor Education 2


ART – CRAFT AND FASHION (SEMESTER)

Note: Students choosing this option are encouraged to also choose ART- FASHION


The year 9/10 Art - Craft and Fashion course reflects the key elements of a school based Vocational

and Applied Learning (VALC) framework. Students with the opportunity to develop skills, refine

techniques and demonstrate the capacity to work in craft media. The course is aimed at motivated

students from all ability levels. Consistent class focus is for students to be fully engaged in creating a

portfolio of craft works, supported by planning and evaluation in sketch books. Pride in work and

individual achievement is reinforced through displays and exhibitions.

Learning Intentions


• Use Craft and Fashion media in an increasingly competent manner

• Learn skills, techniques and processes that are utilised in Craft and Fashion projects

• Visually appraise and make aesthetic choices regarding their own and others’ work

• Develop a portfolio of Craft and Fashion works

• Support practical work with sketch book evidence of the capacity to plan, evaluate and review

practical projects

Success Criteria


Present a portfolio of craft work that could include:

Mixed media craft work on a canvas

Textiles and traditional crafts

Decorative on-trend craft works using paper and fabrics

Book making

Tie dye

Stencilling

Fabric stitching and embellishment

Complete a visual diary with supporting evidence of their planning, idea and skill development

and evaluation

Assessment

Student learning in this program will be assessed against a school based Vocational and Applied

Learning (VALC) standard.

Pathways beyond high school: Art Studio Practice 3*, Art Production 3*, Visual Art 2, VET

Creative Arts programs, Textiles 2, Housing and Design 3*, Workshop Techniques (Textiles) 1,

Design and Production (Textiles) 2C.


ART – DRAWING (SEMESTER)

Note: Students choosing this option are also encouraged to choose

ART – Painting and Mixed Media

Time Allocated: 3 periods per week, semester

Learning Intentions


• Incorporate the elements of design and drawing techniques into their work

• Utilise the elements of design through a series of exercises

• Develop print-making skills by choosing one of the following processes: lino printing, collagraphs,

silkscreen or stencil printing. Students will be expected to produce one major print from a topic

determined by the teacher

• Use various media such as pencil (grey lead and coloured), fine felt tip pens, charcoal, pastel, conte, pen

and ink and markers

• Exhibit their work as displays

• Study the work of other artists and art movements

• Research and reflect on their ideas and progress and have ongoing dialogue with their teacher and peers

• Use visual diaries as a record of their planning and development of ideas

Success Criteria


• Present a portfolio of art work that could include:

o Figurative drawing

o Still life

o Personal exploration

o Print making

• Present an art journal that shows a record of their planning and development of ideas and skills

• Complete 2 research projects that identify and explain, using appropriate visual language, how various

artists make art work and audiences interpret them

• Communicate their artistic intentions through artist statements

• Identify influences of other artists in their own artworks

• Manipulate materials, techniques and processes to represent ideas and subject matter in their artworks


Students will have the opportunity to exhibit their work and participate in competitions such as the Young

Archies.

Assessment

Student learning in this program will be assessed against the Australian Curriculum Arts (Visual Arts) Years 9

and 10 Achievement Standard.

Pathways beyond high school: Art Theory and Criticism 3*, Art Studio Practice 3*, Art Production 3*,

Art Practice 2, Visual Art 2, VET Creative Arts programs


ART - FASHION (SEMESTER)

Note- students choosing this option are also encouraged to choose Art - Craft and

Fashion


The year 9/10 Art - Fashion course reflects the key elements of a school based Vocational and

Applied Learning (VALC) Framework. Students with the opportunity to develop skills, refine

techniques and demonstrate the capacity to work in fashion media. The course is aimed at

motivated students from all ability levels. Consistent class focus is for students to be fully engaged

in creating a portfolio of fashion works, supported by planning and evaluation in sketch books. Pride

in work and individual achievement is reinforced through displays and exhibitions.

Learning Intentions


• Use the elements of colour, form, line and texture in creating fashion accessories

• Use textile skills and processes including stitching, dyeing, painting and embellishment

• Visually appraise and make aesthetic choice regarding their own and others’ work

• Develop a portfolio of Fashion works

• Support practical work with sketch book evidence of the capacity to plan, evaluate and

review practical projects

Success Criteria


• Produce several major fashion works

• Develop technical skills and express their creativity through involvement in practical projects

• Decorate and embellish fabrics using paints, dyes and markers

• Use techniques in hand stitching and using a sewing machine

• Research ideas and reflect on their own ideas

• Use sketch books as a record of their planning and the development of ideas

• Exhibit their work as displays

Assessment



Pathways beyond high school: Art Production 3*, Design and Production (Textiles) 2, Art

Practice 2.


ART – PAINTING AND MIXED MEDIA (SEMESTER)

Note: Students choosing this option are also encouraged to choose

ART – Drawing

Time allocated: 3 periods per week, semester 1

The year 9/10 Art – Painting and Mixed Media course reflects the key elements of the Australian

Curriculum. Painting and Mixed Media Art provides students with the opportunity to further

develop artistic skills, refine techniques and demonstrate the capacity to increasingly express artistic

ideas. The Art course is aimed at motivated students from all ability levels. Consistent class focus

is for students to be fully engaged in creating a portfolio of art works, supported by journal

challenges and artist statements. Pride in work and individual achievement is reinforced through

displays and exhibitions.

Learning Intentions


Use paint media in an increasingly competent manner

Use a range of art media to create desired effects

Express artistic ideas with creativity and imagination

Make aesthetic choices that improve the quality of their art work

Develop a portfolio of art works, supported by the capacity to plan, evaluate and use relevant

artistic terminology

Success Criteria


Create a portfolio of major works including; landscape, portraiture, abstraction, fantasy

Personal exploration

o Present their work with purpose

o Have an understanding of the work of some influential artists and art movements as

relevant to their practical work

o Have supporting evidence of understanding in sketchbook drawings and challenges

o Have written artist statements that support their major art works

Assessment

Student learning in this program will be assessed against the Australian Curriculum Arts (Visual

Arts) Years 9 and 10 Achievement Standard.

Pathways beyond high school: Art Theory and Criticism 3*, Art Studio Practice 3*, Art

Production 3*, Art Practice 2, Visual Art 2, VET Creative Arts programs


ART – PHOTOGRAPHY AND GRAPHIC DESIGN (SEMESTER)


Learning Intentions


• Use a digital cameras

• Manipulate images using “hands on” and computer generated techniques to create original

works and to improve the quality of images. Software may include Gimp, Paint, PowerPoint,

Word and PhotoShop

• Design a range of items including original artworks, invitations, catalogues, labels, books,

posters, cards, logos and clothing/textile designs

• Apply the principles and elements of design to their own work

• Interpret and appraise the works of others using artistic/industry vocabulary and consider the

ethics of digital manipulation

• Mount their own work and to appreciate the importance of well-presented work

• Exhibit their work

Success Criteria

Students will be able to …

Understand the features of a digital camera and how it works

Present a portfolio of their work

Refine their personal aesthetic

Complete 2 projects which identify and explain, using appropriate design language, how and why

designers create the work they do and how audiences interpret them.

Identify influences of other designers in their own designs

Manipulate materials, techniques and processes to represent ideas and subject matter in their

designs

Assessment



Pathways beyond high school: Computer Graphics and Design 2 or 3*, Art Production 3*, VET

Media


ART – SCULPTURE (SEMESTER)

Time Allocated: 3 periods per week, semester

The Art curriculum reflects the key elements of the Australian Curriculum. The 9 & 10 Art -

Sculpture course is focused on the consolidation of skills, techniques and artistic ideas in the

formation of sculptural artworks. This course is aimed at all ability levels. Students are motivated

and encouraged to spend class time fully engaged in their own work. They are also expected to be

engaged in reflective thinking about the meanings of their art and to increasingly develop their

artistic voice, reflecting on intention and purpose. Pride in work and individual achievement is

reinforced through displays and class discussions. Students will produce major sculptural works that

may include the following: ceramics, papier maché, wall decoration and mixed media.

Learning Intentions


Work with a range of materials suited to creating 3D and sculptural artworks, including: clay,

wire, papier maché, wall decoration and mixed media

Design and construct artwork for display

Use the process of design to develop an understanding of aesthetics, marketability, packaging

and use this knowledge to decorate 3D objects

Use a visual diary as a record of planning and development of ideas

Use artist statements as a form of self-assessment

Success Criteria


Increase their confidence in individual artistic ability

Increase their capacity to work in a range of art media

Demonstrate increased knowledge in construction processes

Design, create and present three dimensional artworks

Assessment

Student learning in this program will be assessed against the Australian Curriculum Arts (Visual Art)

Years 9 and 10 achievement Standard.

Pathways beyond high school: Art Theory and Criticism 3*, Art Studio Practice 3*, Art

Production 3*, Visual Art 2, VET Creative Arts programs


3D GRAPHIC DESIGN (SEMESTER)


Learning Intentions


Convey graphical information using a computer

Present information visually for maximum effect

Investigate the impact 3D graphics has on our visual world

Store reproduce, transfer and manipulate graphical information

Present 3D CAD objects using a variety of available hardware

Investigate employment opportunities offered in 3D modelling and graphic design

Success Criteria


Use the conventional principles and elements of design and apply their understandings to their

own work

Design a range of 3D items which may include, signage, puzzles, furniture, jewellery, housing, and

virtual models

Use a range of graphic 3D modelling programs such as Google SketchUp, Blender and the

AutoDesk suite of programs as well as a variety of Freeware software available

Critique graphical works

Locate and manage ICT resources and keep an electronic portfolio of their work

Complete graphical tasks such as layering, scale drawing, lighting and rendering

Design and 3D print, cut and machine CAD objects using a variety of available hardware

Assessment


If students have successfully completed either this subject or Design-Enterprise previously in year 9,

they may choose to be assessed against the Australian Curriculum Design and Technologies and

years 9 and 10 Achievement Standard.

Pathways beyond high school: Art Production 3*, Computer Graphics and Design 2 or 3*, VET

Media, Design and Production 2


BIG HISTORY – HUMAN SOCIETY AND THE NATURAL

WORLD (SEMESTER)


NOTE:

This course is History on the largest scale. Beginning with Big Bang cosmology and continuing all the

way through to the future, Big History is an attempt to put everything into perspective. As an

astronomer, a geologist, a geographer, a biologist and an historian, students will trace the fundamental

forces shaping change and continuity across time. Students will become conversant with the major

eras and turning points in the history of the universe, planet, life on earth and humanity. They will

examine the relationships between resources; climate change; interaction with other species through

disease, domestication, harvesting, migration and the development of human societies.

Learning Intentions


Identify and explain the techniques geographers, historians and scientists use to better understand

our world

Explain the events and forces that shape our world

Know and explain how we can identify and solve human created problems

Success Criteria


Use key concepts to integrate knowledge from the natural sciences, social sciences and humanities

and to build on their broad and holistic understanding of the world

Gain the understanding and ability to question why the world is the way it is

Reflect on their relationships with and responsibilities to the world

Actively participate in identifying and problem solving the issues that are shaping sustainable futures

Think critically about the methods used to obtain information and analyse and interpret

information to communicate their findings

Assessment

Student learning in this program will be assessed against school based standards relevant to the

Australian Curriculum Geography Achievement Standard.

Pathways beyond high school: History and the Environment 2, Australia in Asia and the Pacific

3*, Geography 3*, Environmental Science and Society 3*, Asian Studies 3*, Introduction to Tourism 2,

VET Tourism


BUSINESS MANAGEMENT AND ENTERPRISE (SEMESTER)


The Business Management and Enterprise course teaches students how a business operates, what it

takes to run a small business and what it means to be enterprising.

Learning Intentions


Develop their understanding of economics and business concepts

Identify and explain what it means for Australia to be part of the Asia region and the global

economy

Know and understand the responsibilities of participants operating in a global workplace

Identify and explain what it means to be an entrepreneur

Success Criteria


Use the language and explain the processes of business

Demonstrate the fundamentals of accounting, managing cash flow and basic economics

Write a basic business plan

Apply project management skills, including the solving of problems and design solutions using innovation, creativity and imagination

Understand the role of sales and marketing in a business

Apply their knowledge to develop a small enterprise from inception to planning and running or

testing their business idea as a pilot

Please note: As part of this course there is an expectation that students in this option class will

participate in the illuminate:nextgen Business Challenge. During this week long experience, students

will work in small teams to develop their own company. Three of the five days are based at the

University of Tasmania with a concluding presentation evening on the Friday night.

Assessment

Student learning in this program will be assessed against the Australian Curriculum.

Pathways beyond high school: Business Studies 2 or 3*, Accounting 3*, Economics 3*, VET

Retail Services or Business programs


CREATIVE WRITING (SEMESTER)


Learning intentions


This Creative Writing course aims to encourage students to write confidently and effectively. They

will develop writing techniques appropriate to specific purposes and audiences, while creating a

range of text types. They will have opportunities to explore new authors and texts while developing

their own ideas in journals and visual diaries.

Success criteria


Present a portfolio of written work

Formulate new and original ideas for writing projects

Understand what makes an effective piece of writing

Understand the process of creating a range of written texts

Display evidence of the writing process, including: drafting, editing and proofreading

Apply strong structural forms to their written work

Assessment


Pathways beyond high school: English Writing 3*


DESIGN - ENTERPRISE (SEMESTER)


Learning Intentions


Create designed solutions and create functional items that meet the needs of individuals

Communicate and document projects, including marketing for a range of audiences

Independently select and use appropriate tools and materials skilfully and safely to produce high-

quality designed solutions suitable for the intended purpose

Success Criteria


Design and create craft projects using a range of materials, systems, components, technologies

and equipment to develop their design ideas

Plan and manage projects individually and collaboratively taking into consideration time, cost, risk

and production processes

Work flexibly and safely to select and use appropriate hand and power tools to make individually

designed items

Assessment



programs



additional costs.


DESIGN AND APPLIED TECHNOLOGY


Learning Intentions


Design and create unique solutions for specific markets and environments

Create and connect design ideas and processes of increasing complexity and will learn to

evaluate the effectiveness of their designs

Communicate and document projects and independently and collaboratively apply sequenced

production and management plans when producing designed items

Select and use appropriate tools and technologies to skilfully and safely produce high-quality

designed items in a workshop environment

Success Criteria


Design and make original, high quality objects such as containers, storage devices, furniture,

powered vehicles, boats, tools and electronic devices using a range of materials, systems,

components, technologies and equipment to develop their design ideas

Plan and manage projects individually and collaboratively taking into consideration time, cost, risk

and production processes while developing mathematical understandings through measurement,

estimation, scale, costing and orthographic drawing

Work flexibly, independently and safely to select and use appropriate hand and power tools to

make individually designed items

Students across the range of skill levels can achieve success in this program. Design and Applied

Technology emphasises the design and making of set projects as well as student choice projects.

Assessment


If students have successfully completed either this subject or Design-Enterprise previously in year 9,

they may choose to be assessed against the Australian Curriculum Design and Technologies and

years 9 and 10 Achievement Standard.


programs



additional costs or provide their own materials.


DESIGN AND DIGITAL TECHNOLOGIES A (SEMESTER)


Learning Intentions:


Explain the workings of networked digital systems and the security implications of the interaction

between hardware, software and users

Evaluate use of hardware devices such as phones, tablets and personal computers and gain

knowledge into how this technology can be used to solve problems via utilisation of

programming skills

Success Criteria:


Develop computer programming skills within the Python language environment and create

solutions to programming problems

Examine the world of gaming and be exposed to a variety of game making software platforms

Be exposed to game design concepts and create their own game. Some more advance students

will be offered experiences in building 3D games

Conduct investigations into the effects Artificial Intelligence will have on their futures

Examine the use of computer devices and social networking and the implications around cyber

safety

Conduct an individual investigation into their chosen interest area where students identify

problems and create computer based solutions

Assessment:

Students will be assessed against the Australian Curriculum Years 9 and 10 Digital Technologies Achievement Standard.


DESIGN AND DIGITAL TECHNOLOGIES B (SEMESTER)


This is a stand-alone course. Students may enrol in this semester subject without first completing

Design and Applied Technologies A.

Learning Intentions:


Explain the workings of networked digital systems and the security implications of the interaction

between hardware, software and users

Evaluate use of hardware devices such as phones, tablets and personal computers and gain

knowledge into how this technology can be used to solve problems with networking and

collaboration methods

Success Criteria:


Create 2D images with both sketching and photo editing packages.

Develop 3D models using software such as Blender and then create real world examples of their

work using the 3D printer or 4 axis cutter

Create their own website using the Wordpress software package on the school’s local server.

Visual media skills shall be showcased in this work

Rebuild computers and install operating systems as part of learning about computer and network

hardware

Use network hardware to create a small local network

Be exposed to the rapidly growing area of embedded programming through using the Arduino

programmable chipset

Learn about the World Wide Web, information validation and cybersafety

Conduct an individual investigation into their chosen interest area where students identify

problems and create computer based solutions

Assessment:

Students will be assessed against the Australian Curriculum Years 9 and 10 Digital Technologies



DRAMA (YEAR-LONG OR SEMESTER)

Time allocated: 3 periods per week year-long or semester

Learning Intentions


Develop confidence and performance skills through presentations to a variety of live audiences

Maintain focus and manipulate space and time, language, ideas and dramatic action

Experiment with mood and atmosphere, use devices such as contrast, juxtaposition and

dramatic symbol and modify production elements to suit different audiences

extend the use of voice and movement to sustain belief in character

Perform both major and minor roles in a variety of scripted and improvised plays

Develop the ability to write, produce and perform original works

Use journals to reflect and improve on performances

Maintain safety in drama and interaction with other actors

Understand how an actor connects with written text, including script, prose and poetry, to

express the thoughts and feelings of the characters

Act in a range of contemporary and historical performance styles

Develop the ability to stage performances using light, sound, costume and set design

Develop improvisation skills by working as a team and engaging in theatre sports activities

Success Criteria


Collaborate with others to plan, direct, produce, rehearse and refine performances

Select and use the elements of drama, narrative and structure in directing and acting to engage

audiences

Refine performance and expressive skills in voice and movement to convey dramatic action

Increase confidence in drama


Students will have the opportunity to perform for public performances at eisteddfods, assemblies

and Masterworks.

Assessment

Student learning in this program will be assessed against the Australian Curriculum Arts (Drama)

Years 9 and 10 Achievement Standard.

Pathways beyond high school: Drama 2 or 3*, Theatre Performance 3*, Media Production 2 or

3*, VET Live Production programs, Technical Theatre Production 2


FOOD STUDIES (YEAR-LONG OR SEMESTER)

Time allocated: 3 periods per week, semester or year-long

Lessons are divided into:

a) A cooking demonstration in the demo kitchen

b) A practical cooking session to produce a quality food product

c) A theory lesson in which students produce a kitchen notebook and conduct one inquiry project

each term

Units: A range of units is offered depending on the interest level of each class:

1. Food safety (obligatory)

2. Advanced baking

3. ‘What’s hot’ food trends

4. Cooking from around the world

5. Food truck special

6. Bowl of soup for one (focussing on low cost

and zero food waste)

7. Street food Asia

8. Students negotiate an area of food research

according to interest

Learning Intentions


Set up a work station in a kitchen (mise en place)

Work in pairs or in teams

Follow safe and hygienic food practices

Develop a tool box of basic cookery skills

Develop customer service skills

Develop strategies for zero food wastage

Develop food literacy skills by reading, comprehending and interpreting written texts

Use correct measurement in recipes and be able to modify recipes according to personal taste

Success Criteria


Follow the steps of simple and easy recipes to produce a quality food product

Expand their taste profiles to encompass a wide range of foods

Create a kitchen notebook

Use ICT skills to complete two inquiry projects

Modify recipes according to personal taste

Assessment

Student learning in this program will be assessed against the Australian Curriculum.

Pathways beyond high school: Health Studies 3*, Food and Nutrition 3*, Food, Cooking and

Nutrition 2, Food, and Hospitality Enterprise 2, VET Hospitality programs.


FRENCH (SEMESTER)


Learning Intentions


Communicate and interact in the French language

Use and negotiate the rules and patterns of the French language and how they have been

influenced by other languages and cultures

Share their understanding of a second language in order to foster intercultural understanding

Success Criteria


Develop a deeper understanding of France’s diverse culture and way of life

Learn how to meet and greet, order at a restaurant, ask for directions, and have a general

conversation

Read, write and speak French with developing competence

Investigate a range of interesting and informative French texts with the goal of creating their

own

Use an online programme, Language Perfect, to develop and support vocabulary and sentence

structure skills

Assessment

Students learning in this program will be assessed against school based standards.


HOSPITALITY & CATERING (YEAR-LONG OR SEMESTER)


Students will be required to attend an interview and sign a contract to commit to all aspects of the

course.

Learning Intentions Students are learning to …

Follow food safety and hygiene procedures to prepare, present, serve and store food and

beverages

Identify the dietary needs of clients when planning menus and devising products

Produce and present food and beverages for hospitality events

Select and use appropriate utensils, equipment and processes to prepare and serve food and

beverages to clients

Communicate with clients and team members using appropriate protocols

Work as a member of a team during hospitality events

Success Criteria


Acquire a toolbox of basic cookery skills

Participate in a coffee enterprise and a community enterprise Food Connections Clarence

preparing packaged meals and setting up a calendar of events for the year

Develop customer service skills

Use an event-design brief to plan, implement and appraise hospitality events and product

development using success criteria

Contribute to recipe development and event planning

Provide 20 hours of food service outside of class time for student-led activities and functions

Assessment

Student learning in this program will be assessed against school based-standards.

Students who complete all areas of the course may obtain statements of attainment for:

Food hygiene and food safety

Barista course

Basic cookery skills

Pathways beyond high school: Health Studies 3*, Food and Nutrition 3*, Food, Cooking and

Nutrition 2, Food and Hospitality Enterprise 2, VET Hospitality programs


HUMAN INTERACTIONS (SEMESTER)


The Human Interactions course reflects the introductory elements of high school psychology,

sociology and neuroscience.

Learning Intentions


Focus on a range of topics in which they develop an understanding of:

o human motivation

o childhood learning and behaviour modification

o effective parenting

o psychology basics

o general brain physiology/functioning

o trauma awareness

Success Criteria


Study the importance of understanding self and society

Learn and develop an understanding of cultural differences thereby raising awareness of cultural

sensitivities

Learn about children’s development and parenting styles and skills

Learn about motivation and behaviour modification

Study the main schools of psychology including the work of the positive psychologists

Research criminality and deviant behaviour

Develop a research project related to psychology or sociology

Research and present a topic of their choosing relevant to the course being studied

Participate in discussions about social issues facing society today and gain an understanding of

what motivates people and how they conform to social norms

Assessment



HUMANITARIAN STUDIES (SEMESTER)


Humanitarian Studies uses an inquiry approach to integrate knowledge from the natural sciences,

social sciences and humanities to build a more holistic understanding of the world. Students

question why the world is the way it is, reflect on their relationships with and responsibilities to

that world and actively participate in shaping sustainable futures.

Learning Intentions


• Understand their power to make a difference in the world

• Examine the different measures of human wellbeing and the causes of global differences

• Understand causes and consequences of poverty

• Understand the impact of war and natural disasters

• Understand how world organisations work to support others

• Understand the life journey of some significant humanitarians

• Achieve personal and team goals to develop valuable life skills such as teamwork, negotiation,

delegation, leadership, problem-solving and communication

• Develop awareness and build knowledge of global, national and local humanitarian issues

• Volunteer locally and internationally

• Investigate, plan and organise events

Success Criteria


Measure the human impact on the environment

Explain impacts on human wellbeing

Understand what is culture

Help contribute to a fairer world

Encourage them to be a volunteer and why people volunteer

Assessment

Student learning in this program will be assessed against the Australian Curriculum Geography

Achievement Standards for the relevant year level.

Pathways beyond high school: Geography 3*, History 3*, Legal Studies 3*, Business Studies 2 or

3*, Australia in Asia and the Pacific 3*, History and the Environment 2, VET Tourism, Introduction

to Tourism 2


INDONESIAN (SEMESTER)


Why learn Indonesian?

Indonesian – or Bahasa Indonesia as it is known by Indonesian speakers – is spoken by approximately

240 million people throughout the archipelago. Indonesia is one of Australia’s closest neighbours

and also one of our most popular overseas tourist destinations. There are strong relationships in

education and business between Australia and Indonesia.

Learning Intentions


Understand how Indonesians celebrate their diverse cultural and religious heritage

Communicate and interact in the Indonesian language

Use and negotiate the rules and patterns of the Indonesian language and how they have been

influenced by other languages and cultures

Share their understanding of a second language in order to foster intercultural understanding

Success Criteria


Develop a deeper understanding of Indonesia’s diverse culture and way of life

Learn how to meet and greet, order at a restaurant, find the beach and barter for clothes at the

local market

Read, write and speak Indonesian with developing competence

Investigate a range of interesting and informative Indonesian texts with the goal of creating their

own

Use an online program, Language Perfect, to develop and support vocabulary and sentence

structure skills

Assessment

Students learning in this program will be assessed against school based standards.


JOURNALISM (SEMESTER)


The Journalism course reflects the key elements of Australian news and media production. This

means that we have an explicit focus on print journalism, photojournalism, investigative journalism,

news journalism, review journalism and feature journalism.

Learning Intentions


As part of our Journalism course we focus on a range of topics connected to media investigation,

news production and advertising as students explore journalistic ethics, writing conventions, news

media characteristics, print/online media and their role in Australian society.

Success Criteria


Demonstrate an understanding of journalism ethics

Use information and communication technologies effectively to research and produce their own

texts

Research and investigate issues to put forward their findings and views

Work constructively with others on team projects

Create a range of imaginative, informative and persuasive print media – newspaper/magazine

production

Develop writing strategies and techniques appropriate to specific audiences and purposes

Use a range of drafting and revision techniques to create texts of publication quality

Detect bias, rumour and stereotyping in some forms of media presentation

Plan, organise and reflect upon their own learning

Assessment


Pathways beyond high school: English Writing 3*, Media Production 2 or 3*, VET Media

programs


MEDIA – MOVIE MAKING (SEMESTER)


This course may be taken in either year 9 or year 10 but not both.

The Movie Making Curriculum reflects key elements of the Australian Curriculum. This means we

have a focus on making, creating and responding.

Learning Intentions


Build knowledge of narrative structure, film language, genre, symbolism and icons

Identify technical language and concepts of TV advertising and film production Develop skills in filming, story boarding, cartooning, animation, casting, sound effects and film

scoring

Follow a process to complete a major culminating work involving film

Success Criteria


Understand how and why visual messages are conveyed

Understand how visual texts reflect and influence attitudes and values of society

Describe the way media texts are actively used by different individuals, audiences and society for

a variety of purposes

Produce a number of short pieces showing skills in a variety of media genres


Students will have the opportunity to participate in a variety of competitions and to exhibit their

work.

Assessment

Assessment in this program will be against the Australian Curriculum Arts (Media) Years 9 and 10


Pathways beyond high school: Media Production 2 or 3*, VET Creative Industries

https://www.facebook.com/CHSBellerive/photos/pcb.2002817719769928/2002817496436617/?type=3


MUSIC – GENERAL STUDIES


The Music Curriculum reflects key elements of the Australian Curriculum. This means we have a

focus on making, creating and responding.

Learning Intentions


Develop playing skills on at least one instrument and perform individually and regularly in class

Develop listening skills and identify styles by their characteristics

Investigate a variety of styles of music and understand some historical and cultural background

Compose music in a variety of styles and for a variety of purposes

Develop a comprehensive understanding of music theory

Use music notation software to compose and arrange music

Success Criteria


Describe the purpose of music

Discuss how and why the elements of music are used to make meaning

Share ideas and feelings with others through music performance and composition


Students will have the opportunity to perform at assemblies, eisteddfods, competitions and other

events.

Assessment

Assessment in this program will be against the Australian Curriculum Arts (Music) Years 9 and 10


Pathways beyond high school: Music 3*, Music Studies 2, Contemporary Music 2


MUSIC – PROJECT-BASED LEARNING (SEMESTER)


Students may select both Music General and Music Project-Based Learning

This program will suit you if:

You have good independent work skills

You enjoy setting, working on and achieving

goals

You have a specialised interest in music that you

would like to pursue e.g.Style focus

Rock challenge

Song writing

Composition/arranging

Technology

Audio design

Event organising

Ensemble work

Individual performance

Music history study

Soundscaping

Learning a new instrument

A negotiated project

Learning Intentions


Work with music staff to negotiate an individual project around their interests and learning needs

Work at their own pace on their negotiated project. The project will incorporate both theory and

practice

Work both individually and collaboratively

Write a reflective journal keeping track of their exploration of their projects

Develop projects which involve community and real world opportunities

Develop skills in networking, negotiation, time management, resource management, goal setting and

project management

Develop a deep understanding in an area of interest

Success Criteria


Present a substantial piece of work which demonstrates their understanding and exhibits the processes

they undertook to complete the project. This may include performance, recordings, video or written

work


Students will have the opportunity to perform at assemblies, eisteddfods, competitions and other events.

Assessment

Student assessment in this subject will be against the Vocational and Applied Learning (VALC) standards.

Pathways beyond high school: Music Studies 2, Music 3*, Contemporary 2, Music Technology Projects

2/3*


PERSONALISED LEARNING (YEAR-LONG & SEMESTER)


Learning Intentions


In Personalised Learning each student will work with their teachers to negotiate and develop an

individual program based around their interests and learning needs. Students will develop skills to

become independent learners who work at their own pace to achieve agreed upon learning goals.

Students will also be provided with opportunity to complete shadow days or an internship with

employers and mentors in the community. At the completion of Personalised Learning students will

be better prepared to achieve future work and study ambitions.

Success Criteria


Take responsibility for their own learning

Negotiate learning goals for their individual learning program

Investigate and plan future vocational and/or study pathways

Be a valued and responsible employee in a workplace

Document and on learning experiences

Present their work in Personalised Learning to their teachers and peers

Who is best suited to this form of learning?

This program will suit you:

If you have a passion or interest that you would like to pursue

If you are ready to work both at Clarence High School and with experts in your interest area in

the community

If you have good independent work skills

Assessment:


Pathways beyond high school: Student Directed Inquiry 3*



additional costs or provide their own materials.


SPORT SCIENCE


What will students do in this program and what skills will they develop?

Sport Science may be studied in years 9 and/or 10, with different topics addressed each year. This

is an academic, theory based course with some practical laboratories. Sport Science is for

students who have an interest in the science of how sporting performance may be improved. This

course is preparation for those wishing to continue on to pre-tertiary Sport Science in year 11 or

12. It provides a comprehensive study of body systems, how they work and how they relate to

sport. Students will learn about the chemistry of metabolism and the physics of movement.

Learning Intentions


Understand how knowledge of the body systems can assist in improving performance

Analyse techniques to improve movement skills

Apply techniques to optimise the performance of myself and others

Success Criteria


In Sport Science students will explore topics including:

Anatomy (Musculoskeletal and cardio-respiratory systems)

Energy systems

Skill acquisition

Coaching

Biomechanics

Ergogenic aids

Assessment


Pathways beyond high school: Sport Science 2 and 3*, Health Studies 3*, Outdoor Leadership

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