Podcasting 201 - From Planning To Publishing, Podcasting In Action
FULL COURSE HALF COURSE...• Video Game Analysis • Television Drama • Radio and Podcasting •...
Transcript of FULL COURSE HALF COURSE...• Video Game Analysis • Television Drama • Radio and Podcasting •...
FULL COURSE
HALF COURSE
23/08/2017
INTRODUCTION
The Year 10 curriculum is composed of compulsory (core) areas and specialist areas. Students will study five
periods of English, Humanities, Mathematics and Science; one period of RAPS, one period of Health and three
periods of Physical Education each week. In addition, students have the opportunity to select two or three
specialist courses, we offer Full and Half courses all of which run over the whole year. Full courses are studied
for four periods per week for the full year. Half courses can be thought of as broadening courses or taster courses
and are studied for two periods per week. Students may select two full courses or one full course and two
half courses. Students will be expected to study one area in detail, hence the requirement for one full course to
be studied.
In order to allow students greater specialization, students may select any combinations of specialist courses
available on the timetable with the only restriction being:
Only one Health and Physical Education course may be selected.
Students can only study a particular course once
Once students have submitted their preferences on-line using the Web Preferences System, a timetable grid will
be established, based on student interests and on the competing requirements of other Year Groups.
Unfortunately, it is likely that due to staffing and rooming constraints, not all combinations will be possible within
the timetable.
Specialist courses available for 2020
ARTS
FULL COURSE HALF COURSE
Visual Arts
Drama
Media
Music
Visual Arts - Specialist Sculpture
TECHNOLOGIES FULL COURSE HALF COURSE
Robotics
Food Technology
Design – Creative Design
Textiles
Materials Technology – Metals
and Wood
Robotics
Food Technology
Building & Construction
Textiles
Engineering
LANGUAGES FULL COURSE
French
Japanese
P a g e 2
HEALTH & PHYSICAL EDUCATION
HALF COURSE
Aquatics
Dance
Outdoor Education
Physical Education Studies
HUMANITIES & SOCIAL SCIENCES
FULL COURSE HALF COURSE
Business & Finance
Business & Finance – Dipping your toes into the business world
Law and Order
SCIENCE
FULL COURSE HALF COURSE
IGSCE Chemistry
Students will be asked to indicate their interest using the Web Preferences on-line system. Students have
received information on accessing the system during a briefing session at school. Each student will receive a
personalised access code and pin number via email. This is the same system that students used last year.
Once preferences have been entered, Parents are requested to print off two copies of the receipt and sign one
copy. Students are asked to bring this receipt to Administration. Where there is a pressure for places in any
particular course, the date that the receipt is submitted to Administration may be used to assist with the allocation
of places. Date stamping of receipts will start on Tuesday, 3 September. There is no advantage to students in
submitting these receipts earlier than this date. This is to enable students and parents time to give these decision
due consideration.
In Term 4 students will receive a Course Confirmation Notice or new grid selection form when grids and classes
have been finalised. This is likely to happen during Week 1 of Term 4. Where initial preferences are available,
students will receive a Course Confirmation Notice. Where students need to reselect one or more courses where
necessary due to timetable constraints a Selection Grid will be provided.
The timetable for developing the 2020 Year 10 Specialist Grid is as follows:
Tuesday, 27 August Students briefed at School
** Friday 6 September Final date for preliminary selections
Wednesday 16 October Proposed date for Selection Grid & Selections distributed
Monday 21 October Final Selections due
November Course Confirmation
* The Preliminary Selections are used to generate the timetable. Students should identify two full Specialist courses or one full or
two half courses. ** If students’ interests do not match the timetable they may be asked to make a new selection based on the developing timetable.
This booklet gives a brief outline of the subjects which may be available in the 2020 Year 10 specialist courses.
The first part of the booklet describe the ‘full courses’ that are available. These courses run for four periods per
week. A student can select one or two full courses. The second part of the booklet describes the half courses
available. These courses run for two periods each week. A student may select two half courses if they have only
selected one full course.
K E Chiera Deputy Head (Academic)
FULL COURSE
FULL COURSES
ARTS
Visual Arts
Drama
Media
Music
TECHNOLOGIES
Robotics
Food Technology
Design – Creative Design
Textiles
Materials Technology – Metals and Wood
LANGUAGES
French
Japanese
HUMANITIES & SOCIAL SCIENCES
Business & Finance
P a g e 2
FULL COURSE
ARTS LEARNING AREA
DRAMA
MEDIA
MUSIC
VISUAL ARTS
P a g e 3
FULL COURSE
DRAMA
The Drama course aims to develop students’ confidence, expression and leadership skills through the
techniques, principles and practices of theatre and drama. Through participation in both individual and group
based activities, students will explore various methods for using voice and body in performance.
OBJECTIVES:
Students gain an understanding of the development of theatre through history, from ritual to Greek,
Medieval and Elizabethan Theatre.
Students will examine the impact of historical theatre on Modern Performance Theory, including
Grotowski’s Poor Theatre and Postmodernism.
Students will have the opportunity to gain practical experience in the use of technology in the theatre,
ranging from sound and lighting to cutting edge multimedia techniques.
This course is designed as a prerequisite to studying Drama in Senior Secondary School.
ASSESSMENT:
Use of voice and body in performance.
Development of a variety of performances using elements specific to style.
Practical demonstration of the safe use of theatrical technologies.
Application of lighting in a performance context.
Folio containing all written evidence of task work.
A practical examination in which students will be required to create an entirely original group devised
performance using the principles studied throughout the year. This is a fully realised piece incorporating
technical aspects of sound, lighting and costume.
P a g e 4
FULL COURSE
MEDIA COURSE STRUCTURE
The students will complete four units of study for the year:
• Video Game Analysis
• Television Drama
• Radio and Podcasting
• Feature Film Study
OBJECTIVES
This course aims to develop the students’ ability to communicate using Media Studies skills and processes. This
course is designed to prepare students for the Media Production and Analysis course in Year 11. Students will
engage in activities concerned with both the production and analysis of media texts. In doing so, the students will
use communication, organisational and technological skills; take into account the relationship between the media
and the audience; and learn to respond to and evaluate a wide range of media texts. They will also begin to
consider the role of media in society and its influence on all aspects of our culture.
ASSESSMENT
Creation – the generation of ideas, research and writing of scripts.
Production – creating media texts using a range of technologies.
Analysis – describe, interpret and evaluate meanings created in their own media texts and those of
others.
Students will have the opportunity to work both individually or in a group when creating media texts.
P a g e 5
FULL COURSE
MUSIC
Year 10 Music will enable students to develop their musical potential through a wide range of activities. It is
essential that students electing to take Year 10 Music are currently receiving tuition on an instrument or voice as
50% of assessment is completed through performance. It is desirable, but not essential, that students
contemplating Music at Year 11/12 level select to study Music in Year 10.
COURSE STRUCTURE
Year 10 Music will focus on:
The eras of music - how music has developed from 500AD to the present day.
Musical theatre - from its beginnings in opera through to the present day.
Composition and song writing using technology.
Performance
ASSESSMENT
Assessment will be continuous throughout the year and each of the following skill areas will be assessed:
Aural: the elements of rhythm, pitch, tempo, texture, form and timbre will be studied including dictations,
chord and interval recognition.
Cultural and Historical Analysis: aural and score analysis, listening activities to help students recognise,
reflect on and critically evaluate music.
Theory and Composition: including melody writing, harmonisation and orchestration.
Performance: solo and ensemble, technical exercises and prepared repertoire.
VISUAL ARTS
Students will continue to further develop and enhance their art skills in Visual Arts. Ample scope for free,
imaginative interpretation and experimentation with materials is encouraged. Students discover ways to compile
and record their experiences through a range of art activities such as painting, printmaking, 3D and drawing.
These projects will aim to promote a fundamental understanding of visual language. Students acquire various
skills using processes of experimentation and discovery. Imaginative picture making is primarily concerned with
experiences of the self and of the immediate environment, including aspects of family life, social activities,
communal occasions and other shared activities. Students will investigate different styles of art, International and
Australian, traditional and contemporary to influence their Art Making. Analysis of artworks will further enhance
student’s use of art language and terminology. The course will prepare students for Year 11 Visual Arts ATAR or
General Visual Arts courses.
ASSESSMENT: Art Making = 60%
Art Responding = 40%
P a g e 6
FULL COURSE
TECHNOLOGIES LEARNING AREA
ROBOTICS
DESIGN – CREATIVE DESIGN
FOOD TECHNOLOGY
MATERIALS DESIGN TECHNOLOGY – METALS & WOOD
TEXTILES
P a g e 7
FULL COURSE
ROBOTICS
In this course students will develop skills in a wide range of digital technologies including Image and Video Editing,
Web Design using HTML and Animation. This will be a project-based learning approach, enabling secondary
students to improve critical-thinking, problem-solving, and collaboration skills. Students will create programs and
build robots with LEGO MINDSTORMS Education EV3 core sets, enabling students to build, program and test
their solutions based on real life robotics technology. Students will learn to control motors and collect sensor
feedback using intuitive icon based programming and data logging software. In the latter stages of this course
students will be asked to create a project brief and solution to a real life problem using the skills that they have
acquired in an area of their interest.
DESIGN – CREATIVE DESIGN
This course will further develop student skills in creative design, through the study of photography and graphic
design.
Students will get the chance to develop skills in the studio, look at alternative photographic and graphic
techniques through the study of modern and postmodern design concepts and improve their creative and
technical software skills.
Design tasks will include, but is not limited to:
creating design work for bands (graphic work / album art work / photographic shoots)
designing advertising posters using graphic design and layout skills
pure photography based skills in the form of:
o landscape photography
o portraiture based studio photography
Collaboration is an integral part of creating better solutions to design based problems. Students will get the
opportunity to work collaboratively in groups to help improve their designs, as well as compete against each other
in short, fun, creative design based challenges.
Students will develop the skills to present their work to an exhibition quality, possibly exhibiting at the School’s
annual Art & Technology Exhibition and relevant design and photography based competitions.
There are no prerequisites for this course, but if you like the idea of learning how to create cool graphics, love
taking photos or want to develop high level skills in this area, then this could be the course for you.
P a g e 8
FULL COURSE
FOOD TECHNOLOGY
Throughout the duration of this course students will have the opportunity to develop the skills required to produce
more exciting and demanding culinary projects. At the same time, students will be gaining some insight into the
challenge and interest to be gained from continuing studies in this area beyond Year 10. This course provides a
useful background for any student wishing to pursue a career in the Hospitality Industry.
The Technology Process (Investigating, Devising, Producing, and Evaluating) is an integral part of this course.
This process provides students with the opportunity to have an input into the selection and design of recipes.
Students identify their personal food requirements and the influence of food choice on health. They use strategies
to identify the cultural values of their peers and the sensory characteristics of food that impact on their food
preferences and food choices.
They identify trends in the food industry that influence their food selections. Properties such as colour, texture
and aesthetics of a variety of foods are discussed when preparing food products that meet individual needs.
Students use the technology process and develop food preparation techniques when working with familiar
equipment and a variety of familiar fresh and processed foods.
They follow and adapt recipes to prepare healthy meals and snacks that meet individual needs. Students evaluate
the processes used and identify product improvements.
They demonstrate safe food handling procedures and work individually and in teams to generate and
communicate ideas when producing and storing food products.
The year is divided into the following four units:
Food for Health
The focus of this unit is the investigation of and preparation of staple foods and foods conducive to good health.
The nutrients and their role in the body are also examined.
International Food
In this unit students are helped to appreciate and respect other cultures through the preparation, cooking and
serving of a variety of foods from other countries.
Journey through the Menu
This unit investigates each aspect of the formal menu. Students prepare a selection of dishes from each section
of the menu from hors d’oeuvres, right through to desserts and cheese boards.
Social Aspects of Food
This unit examines food as a symbol of hospitality. Students are involved on the planning and preparation of
food for social occasions and celebrations, including Christmas Cookery.
P a g e 9
FULL COURSE
MATERIALS DESIGN TECHNOLOGY (METALS AND WOOD)
The Year 10 Materials Technology course extends the work undertaken at the Year 9 level in this subject. It is
highly desirable for students to have previously studied the Year 9 subject beforehand. This subject is heavily
practical in nature, with associated theory. It focuses on vocational skills and knowledge which students would
encounter in various employment fields. It also caters for recreational and hobby interests.
The focus for this unit is Production Fundamentals. It is an introductory unit that embraces the manufacturing
of products through the principles of design. Students learn to implement the Technology Process (Investigating,
Devising, Producing, and Evaluating); and provides students with the opportunity to plan, design, and construct
their own projects. Students learn about materials and suitability for use.
Students may use a range of workshop and power tools and materials to help them complete their practical and
theoretical activities. This includes the use of a computer based drafting and design software such as. AutoCAD
and Google SketchUP. Students have opportunities to work using a range of materials that include plastic, wood,
metal, ceramics, glass and fabric, etc.
Some areas that may be covered throughout the course include:
Personal Project designing and construction.
Wood turning on a wood lathe and metal lathe machining, milling machine use.
Free form wood work, carving, and joinery construction.
Small furniture and box construction, model making.
Toy making and design that may incorporate aspects of craft and recreational game projects.
Jewellery design and fabrication.
Plastic fabrication – i.e. PVC and acrylic projects, Polyester Casting resin embedding.
Sheet metal work, folding, bending, assembly.
Oxy-Acetylene welding, tube bending, forging, grinding, Arc and MIG welding.
Computer Assisted Drafting and Design skills (introductory).
Graphical communication skills and techniques, drawing and sketching
Occupational Health and Safety practice and procedures.
Wrought Iron products, furniture, and candelabras.
Home products e.g. shelving, cabinets, utensils, tools, picture frames.
Camping and outdoor products, portable BBQs, fold away shovels.
Fine woodworking & metalworking products.
Portable power tool use and specialisation.
Students, who are considering studying Materials Design Technology in Senior Secondary School, should
consider enrolling in the Year 10 Materials Technology subject to give them sufficient pre-requisite background.
P a g e 10
FULL COURSE
TEXTILES
Discover Textiles is a year-long course which looks at continuing to improve the students’ sewing skills as well
as developing their skills in manipulating textiles in order to decorate clothing or sewn items. Students will be
actively involved in the design and selection of materials and equipment, to produce a range of articles.
The focus for this unit is production fundamentals. Students are introduced to principles and practices of design,
and the fundamentals of design required to manufacture products for themselves. They learn to communicate
various aspects of the design process within the structure of ‘design, make and appraise’. This involves learning
to draw sketches of their own designs, and understanding the information they need to gather in order to design
and produce their own textile items.
Students will learn how to make a variety of textile items using many different sewing techniques. They will also
embellish or make their own fabrics using dyes, stitching, beading, printing, machine embroidery and other
techniques.
It is highly recommended that students take this course if they intend to study Textiles in Senior Secondary
School.
Some highlights of the course:
• Fashion drawing and sketching
• Making a variety of textile projects
• Learning different embellishment techniques like beading, dying, patchwork, applique, lace, machine
embroidery, etc.
• Learn to use a variety of equipment/technology to enhance their work.
• Become confident joining and manipulating textiles for an end use.
• Become confident with the use of a
o Sewing machine
o Overlocker
o Embroidery machine
P a g e 11
FULL COURSE
LANGUAGES LEARNING AREA
FRENCH
JAPANESE
P a g e 12
FULL COURSE
FRENCH
Year 10 French builds on and expands upon the topics and language covered in Years 8 and 9.
As in Year 9, the four primary language skills of listening, speaking, reading and writing will continue to be
developed. We will consolidate and expand students’ knowledge of essential vocabulary for practical, every day
communication, while developing their fluency and understanding of the patterns and structure of French.
At BCGS the emphasis is on students acquiring basic communication skills. Our courses are communicative in
methodology and aim to engage the students in meaningful/purposeful language development.
Through learning a language, students will be actively engaging in multiculturalism. Students will have a better
understanding of French and francophone customs, culture and language and they will be able to draw
meaningful comparisons between their own culture and the French culture. In this way, students will value the
diversity and difference in our BCGS community.
This year, students will be given the opportunity to apply for the annual, four week student exchange trip to
Reunion Island, run by the Western Australian La Reunion Island Committee (WALRSE) which departs in July
and is open to all Year 10, 11 and 12 students of French. They will also be hosting for four weeks in
December/January. Information and application forms are available at WALRSE.org.
Students who take this course will be well placed at the end of the year to commence Senior Secondary French,
with the aim of proceeding to French: Second Language ATAR in Year 11.
Languages are awarded a 10 % bonus which is added to the final ATAR languages score. This 10% is included
in the final ATAR calculation, even if the course is not one of the top four courses the student has studied.
The Year 10 course will focus on the following topics:
The environment
Holidays
Travel project
The world of work
Leisure, fun and going out
Eating well
Being fit
Music
Film
P a g e 13
FULL COURSE
JAPANESE
Year 10 Japanese is a continuation of the Year 9 learning program in Japanese. Students will further develop
their Hiragana and Katakana reading and writing skills, whilst developing skills in Kanji. In addition, students will
have the opportunity to extend their speaking and writing skills in a range of topics.
The Year 10 course will focus on the following topics:
Neighbourhood
My Home
Out and About
About Me
School and Daily Life
Networking with Friends
Students graduating with skills in languages are now considered to have a distinct advantage in all facets of the
workforce, particularly in the fields of tourism, aviation, hospitality, teaching, tertiary education, business, mining,
customs, military services, community services and government departments.
Students enrolling in this year long course should have completed Year 9 Japanese successfully, however all
committed and motivated students can apply.
Students who successful complete the Year 10 Japanese course will gain their Certificate II in Applied Language
(22149VIC) from Central TAFE. A nationally recognised qualification.
Languages are awarded a 10 % bonus which is added to the final ATAR languages score. This 10% is included
in the final ATAR calculation, even if the course is not one of the top four courses the student has studied.
Students who take this course will be well placed at the end of the year to commence Senior Secondary School
Japanese, with the aim of proceeding to Japanese: Second Language ATAR in Year 11.
P a g e 14
FULL COURSE
HUMANITIES & SOCIAL SCIENCES LEARNING AREA
BUSINESS & FINANCE ‘FOR THE FUTURE BUSINESS TYCOONS & INNOVATORS’
P a g e 15
FULL COURSE
BUSINESS & FINANCE - “FOR THE FUTURE BUSINESS TYCOONS & INNOVATORS!”
“I knew that if I failed I wouldn’t regret that, but I knew the one thing I might regret is not trying.” — Jeff Bezos, Amazon founder and CEO During Semester 1, students will increase their personal finance skills and get involved in the “Project Gen Z”
entrepreneurial program.
The Project Gen Z program takes engaged learning to the next level through exploration, discovery and creativity.
The program gives students the opportunity to work in a real life environment with experienced mentors who can
help them take an idea from concept to product and create a viable technology powered start-up.
The Project Gen Z program will endeavour to open student minds to new pathways, offer new opportunities and
teach them skills that will carry them confidently into the unknown crazy world that lies ahead of us all. The finale
of the program involves a “Shark Tank style” group presentation and an opportunity to advance to the Perth
semi-finals. A successful group could see their start up business progress to the real market.
During Semester 2, the students will investigate the importance of small business to modern society. Topics
covered will include not-for-profit organisations, business operations, types of ownership, business financial
record keeping, and entrepreneurship. The students will also have the opportunity to run a business enterprise
at a School event.
The focus is accounting for small cash entities. Students learn about financial record keeping on a cash basis
for small entities, as well as the main financial documents and reports used in the financial transactions of small
incorporated entities. Students will also the elements of business success and failure.
Students studying a Year 10 Business and Finance course allow themselves the opportunity to follow this line of
study in the related Senior Secondary courses of Accounting & Finance and/or Business Management &
Enterprise in Year 11.
FULL COURSE
HALF COURSES
(Two Periods per week for the full year)
ARTS
Specialist Sculpture
TECHNOLOGIES
Robotics
Food Technology
Textiles
Building & Construction
Engineering
HEALTH & PHYSICAL EDUCATION
Aquatics
Dance
Outdoor Education
Physical Education Studies
HUMANITIES & SOCIAL SCIENCES
Business - Dipping your toes into the business world
Law and Order
SCIENCE
IGCSE Chemistry
P a g e 2
HALF COURSE
ARTS
SPECIALIST SCULPTURE
Students will extend their knowledge of contemporary sculptural by exploring a variety of sculptural studio areas,
such as, wearable art, public sculptures, installations and environmental sculpture. Adaptation, manipulation,
deconstruction and reinvention of sculptural materials will extend the students’ understanding of a variety of
sculptural styles and techniques. Students will develop greater understanding of how contexts of culture, time
and place impact on the development of ideas and production of sculptural forms in the artistic process. They
continue to explore artistic influences, while being encouraged to express greater individualism in their application
of ideas and materials. Students are provided with opportunities to reflect on traditional and contemporary artwork
using a breadth of critical analysis frameworks, incorporating visual art language, art terminology and
conventions.
ASSESSMENT: Art Making = 60%
Art Responding = 40%
P a g e 3
HALF COURSE
TECHNOLOGIES
ROBOTICS Students will develop skills in Image and Video Editing, Web Design using HTML and Animation. This will be a
project-based learning approach, enabling secondary students to improve critical-thinking, problem-solving, and
collaboration skills. Students will create programs and build robots with LEGO MINDSTORMS Education EV3
core sets, enabling students to build, program and test their solutions based on real life robotics technology.
Students will learn to control motors and collect sensor feedback using intuitive icon based programming and
data logging software. In the latter stages of this course students will be asked to create a project brief and
solution to a real life problem using the skills that they have acquired in an area of their interest.
FOOD TECHNOLOGY
Throughout the duration of this course students will have the opportunity to develop the skills required to produce
more exciting and demanding culinary projects. At the same time, students will be gaining some insight into the
challenge and interest to be gained from continuing studies in this area beyond Year 10. This course provides a
useful background for any student wishing to pursue a career in the Hospitality Industry.
The Technology Process (Investigating, Devising, Producing, and Evaluating) is an integral part of this course.
This process provides students with the opportunity to have an input into the selection and design of recipes.
Students identify their personal food requirements and the influence of food choice on health. They use strategies
to identify the cultural values of their peers and the sensory characteristics of food that impact on their food
preferences and food choices.
They identify trends in the food industry that influence their food selections. Properties such as colour, texture
and aesthetics of a variety of foods are discussed when preparing food products that meet individual needs.
Students use the technology process and develop food preparation techniques when working with familiar
equipment and a variety of familiar fresh and processed foods.
They follow and adapt recipes to prepare healthy meals and snacks that meet individual needs. Students evaluate
the processes used and identify product improvements.
They demonstrate safe food handling procedures and work individually and in teams to generate and
communicate ideas when producing and storing food products.
The year is divided into the following four units:
P a g e 4
HALF COURSE
Food for Health
The focus of this unit is the investigation of and preparation of staple foods and foods conducive to good health.
The nutrients and their role in the body are also examined.
International Food
In this unit students are helped to appreciate and respect other cultures through the preparation, cooking and
serving of a variety of foods from other countries.
Journey through the Menu
This unit investigates each aspect of the formal menu. Students prepare a selection of dishes from each section
of the menu from hors d’oeuvres, right through to desserts and cheese boards.
Social Aspects of Food
This unit examines food as a symbol of hospitality. Students are involved on the planning and preparation of
food for social occasions and celebrations, including Christmas Cookery.
TEXTILES
Creative Textiles is a chance for students to discover the wide range of handmade articles that can be made
using a variety of materials.
This could include:
Textiles items
Paper/card based items e.g. card marking
Soap making
Macramé
Fabric dying and printing
Recycling and repurposed garments
Machine embroidery
Machine sewing
Paper making
Crochet, knitting
The list goes on ……
The course will also look at sustainability of the cottage and creative industries. Students will be involved in the
selection of the technologies used and studied in this course. If you enjoy making things then come and explore
the world through textiles.
P a g e 5
HALF COURSE
BUILDING & CONSTRUCTION
The new Building and Construction course develops students’ knowledge and practical appreciation of building
technologies. The course provides students with a context in which to practise and integrate their knowledge and
apply it to meet building standards. It allows them to apply and extend mathematical knowledge and strategies
for problem solving. It develops their skills in planning and management, in technical communication and in the
use of information technologies. In achieving the course outcomes, students learn and practise building
processes and technologies, principles of design, planning and management and social considerations. It
develops interaction and communication skills with varied audiences and fosters an understanding of teamwork.
It prepares students to appreciate the continually changing conditions and expectations within building
professions and encourages innovation and creativity. The course requires compliance with the Occupational
Safety and Health Act 1996 and trains students in the principles of occupational safety and health (OSH). The
course is an introduction to further studies in trades, engineering and architecture. The course leads to
employment options, further vocational education and industry training.
It focuses on vocational skills and knowledge which students would encounter in various employment fields. It
also caters for recreational and hobby interests.
Some areas that may be covered throughout the course include:
Personal Project designing and construction.
Free form wood work, carving, and joinery construction.
Concreting
Paving
Framework and form working
Sheet metal work, folding, bending, assembly.
Oxy-Acetylene welding, tube bending, forging, grinding, Arc and MIG welding.
Graphical communication skills and techniques, drawing, plan reading and sketching
Occupational Health and Safety practice and procedures.
Portable power tool use and specialisation.
P a g e 6
HALF COURSE
ENGINEERING
SMALL ENGINES (TWO-STROKE AND FOUR-STROKE)
OBJECTIVE:
Introduce students to engine construction and principles of operation.
COURSE OVERVIEW:
Engineering is a subject which provides an excellent link to the Engineering Studies and Physics courses in Years
11 & 12 both vocational and tertiary. It provides opportunities for students to develop knowledge, understanding
and skills in relation to engineering and its associated industries. The course will have a significant practical
focus. Students will explore different types of small engines and then break down and rebuild a small engine.
COMPETENCIES TO BE DEVELOPED:
1. Identify appropriate procedures in the small engine shop
2. Identify appropriate tools used in working with small engines
3. Describe the strokes and their function in a four-stroke engine
4. Describe the strokes and their function in a two-stroke engine
5. Define basic engine terminology
6. Discuss the different fuel systems of small engines and name the parts of those systems
7. Name and identify the different types of carburetors
8. Understand the basic ignition system and its operation
9. Name and discuss the different types of ignition systems
10. Discuss and understand the lubrication system of a small engine
11. Describe the basic functions of the cooling system
12. Break down and rebuild a small engine
P a g e 7
HALF COURSE
HEALTH & PHYSICAL EDUCATION
AQUATICS
DANCE
OUTDOOR EDUCATION
PHYSICAL EDUCATION STUDIES
P a g e 8
HALF COURSE
AQUATICS
This program usually has a focus on surfing and is designed to cater for students wishing to improve their water
skills as well as their understanding of the ocean and the various issues related to safe participation in this
environment. In Term 1 the focus will be on establishing and assessing student’s water competency. This will
involve various practical activities such as swimming, paddling and rescues as well as a theory component and
a written test. By being involved in a variety of aquatic activities it is hoped that students will develop stronger
physical and social skills, an understanding of the value of tolerance and co-operation with regards to individual
differences and will learn about how they can play a part in ensuring the safety of themselves and other group
members.
The majority of the class time in this subject will be of a very vigorous practical nature. Students will be expected
to participate fully in water based activity throughout the year and at times this will mean that it will be necessary
for each student to bring a suitable wetsuit.
Students who select this subject will be better prepared for both the theory and the practical components of the
General or ATAR Physical Education Studies courses in Year 11.
Essential Content (where possible is delivered in a practical setting)
Water competency and fitness activities.
Swimming, paddling, beach runs.
Water competency practical assessment
(SRC). For all students regardless of whether
they have previously completed this in Year 9.
Theory lessons to prepare for SRC. Rescues,
first aid, signals, sports science task.
Water competency theory test (SRC). For all
students regardless of whether they have
previously completed this in Year 9.
Surfing skills instruction and practice. Stand up
surfing, body boarding, stand up paddle
boarding.
Other water based activities, depending on the
interests of the group and staff, may include
canoeing, snorkeling and water polo.
An introduction to sports science (E.g.
Biomechanics of board design, balance and
stability, the principles of training) and
environmental issues.
One day excursion. Location dependent on
weather conditions and group needs.
P a g e 9
HALF COURSE
DANCE
Dance exists today in many forms and is performed for a variety of purposes in differing contexts. Dance involves
the development of physical skill as well as aesthetic, artistic and cultural understanding. Learning in dance and
learning through dance enables students to apply their own experiences to their study of dance. They learn to
express ideas creatively as they make and perform dances.
In this course students will have input into the types of dancing activities chosen, and as it is a new course, we
hope that it will develop as the year progresses to meet the needs and interests of the students involved. Some
examples of the intended outcomes are listed below. There may be the opportunity for this course to lead to
Country Week activities at the end of Semester 1.
build on their awareness of the body and how it is used in particular dance styles
extend their understanding and use space, time, dynamics and relationships to expand their
choreographic intentions
extend the combinations of fundamental movement skills to include dance style-specific movement skills
extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement
and projection
draw on dances from a range of cultures, times and locations as they experience dance
explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia
region
reflect on the development of traditional and contemporary styles of dance and how choreographers can
be identified through the style of their choreography
learn about sustainability through the arts and sustainability of practices in the arts
explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of
dance as they make and respond to dance
evaluate dancers’ success in expressing the choreographers’ intentions and the use of expressive skills
in dances they view and perform
understand that safe dance practices underlie all experiences in the study of dance
perform within their own body capabilities and work safely in groups
P a g e 10
HALF COURSE
OUTDOOR EDUCATION
Through interaction with the natural world, Outdoor Education aims to develop an understanding of our
relationships with the environment. Nurturing knowledge, respect and care for our environment while having fun
outdoors is a major focus. The Outdoor Education course focuses on outdoor activities in a range of environments
to provide opportunities for experiential learning. It provides students with an opportunity to develop essential life
skills and physical activity skills, and an opportunity to develop a comprehensive understanding of the
environment and develop a positive relationship with nature. The BCGS bushland and tracks, local waterways
and nature reserves are all valuable resources that may be utilised. The course also provides students with
opportunities to develop skills that will enable them to pursue personal interests and careers in outdoor pursuits,
environmental management, or eco-tourism. It is also hoped that having done this course students will be more
likely to want to have an outdoor activity as an important part of their lifestyle after leaving school and will be
better prepared for the demands of this subject in Year 11 and Year 12. (There will be a mixture of theory and
practical threaded through this course.)
PRACTICAL COMPONENT: The practical component of the course involves students learning the skills,
safety considerations and accepted protocols. The practical units covered each year may vary depending on
the interests of the group, the resources and venues available and the preferences of the teacher. Units may
also vary in duration but one unit per term is generally suitable for most activities. The following is a guide to the
likely types of activities.
Mountain Biking
Camp craft, camping, safety, cooking (various bush cooking options), hygiene, shelter (bivys and
creating your own shelter options)
Stand Up Paddle boarding
Skipper’s ticket practical skills
THEORY COMPONENT
Four main topics will be covered: ALE
Environment The flora and fauna of BCGS and the wider South West of WA. Developing links with relevant organisations such as Australian Conservation Foundation, Department of Conservation and Recreation, Leave no Trace Australia, Outdoors WA.
Expeditions Principles of successful expedition planning and expedition journals
Safety Skipper’s ticket theory and assessment.
Minimal Impact
The concept of “leave no trace” when pursuing outdoor activity
Much of the knowledge gained will be useful for students intending to do further study in Outdoor Education in
Upper School. The course will also prepare students for career and employment pathways in areas, such as
outdoor leadership, environmental interpretation, environmental planning, facilities management, eco-tourism,
military service, outdoor education, and the many un-foreseen areas evolving in the outdoors.
P a g e 11
HALF COURSE
PHYSICAL EDUCATION STUDIES This course is designed to cater for students wishing to learn about elite sports performance and to give them
the opportunity to participate in a range of practical activities to apply their understanding. Much of the knowledge
gained will also be useful for students intending to do further study in ATAR Physical Education in Upper School.
There will be a mixture of theory and practical threaded through this course.
PRACTICAL COMPONENT
The practical component of the course involves students learning the skills, rules, and strategies in a number of
sports. The practical units covered each year may vary depending on the interests of the group, the resources
and venues available and the preferences of the teacher. Units may also vary in duration but one unit per term
is generally suitable for most activities.
THEORY COMPONENT
Four main topics will be covered:
Body Systems The respiratory system
The cardio-vascular system
Health and Fitness Principles of training
Types of fitness training
Biomechanics How the body creates force and movement
Application to sports techniques
Sports Psychology Sport in society. e.g. gender issues, violence, politics, money, the media, drugs
P a g e 12
HALF COURSE
HUMANITIES
BUSINESS AND FINANCE - DIPPING YOUR TOES INTO THE BUSINESS WORLD.
Your destiny as a successful business person and a great career may start from two periods a week in a Year
10 Business class” – D. White
Students will start with increasing their personal finance skills and get involved in the “Project Gen Z”
entrepreneurial program.
The “Project Gen Z” program is designed to get students to solve real world challenges. During the program,
students are taught a set on innovation tools that are based on the latest research into what has been scientifically
proven to boost creative and critical thinking skills.
The program involves students working closely in groups, through a series of six in classroom sessions. Students
walk away with a methodology that can be applied to their personal life and beyond, to help solve any challenges
they need to think creatively about. The skills learnt will ensure students are ready for the jobs of the future,
where the ability to think critically and creatively is a must have for employers.
The course then moves onto investigating the importance of small business to modern society. Topics covered
will include not-for-profit organisations, business operations, types of ownership, business financial record
keeping, and entrepreneurship. The students will also have the opportunity to run a business enterprise at a
School event.
The focus is accounting for small cash entities. Students learn about financial record keeping on a cash basis for
small entities, as well as the main financial documents and reports used in the financial transactions of small
incorporated entities. Students will also the elements of business success and failure.
Students studying a Year 10 Business and Finance course allow themselves the opportunity to follow this line of
study in the related Senior Secondary courses of Accounting & Finance and/or Business Management &
Enterprise in Year 11.
LAW AND ORDER
This course is for students who are interested in the Law and Legal Processes. You will investigate how the
Western Australian legal system works. You will examine the role of different groups within the legal system as
well as the key ideas of justice as you regard rules of evidence, the use of precedent and sentencing.
You will have the opportunity to put your learning into practice by participating in the Mock Trial competition, an
endorsed program, against schools from the South West as well as in Perth. This includes at least three trials.
In the second half of the year, you will have an opportunity to delve into international relations and international
law, looking at the role of the UN, leading to opportunities in the Hammarskjold and Evatt trophy competition as
well as the UN Youth Voice competition.
P a g e 13
HALF COURSE
SCIENCE
IGCSE CHEMISTRY
The Cambridge IGCSE Chemistry syllabus enables learners to understand the technological world in which they
live, and take an informed interest in science and scientific developments. Learners gain an understanding of the
basic principles of Chemistry through a mix of theoretical and practical studies. They also develop an
understanding of the scientific skills useful in everyday life.
As they progress, learners understand how science is studied and practised, and become aware that the results
of scientific research can have both good and bad effects on individuals, communities and the environment.
This unit will extend the chemical concepts covered in the Year 10 Science Curriculum. Students discover by
practical activities and class discussion. At the end of the course students will sit the iGCSE examination and
receive an extra qualification.
This course would be suitable as an extension for students interested in Chemistry. The course is not a
prerequisite for Year 11 Chemistry, but should enhance a students’ knowledge and skills in this area. Students
who select Chemistry in Year 11 will have the opportunity to take the formal IGCSE Chemistry examination in
June 2020.
The course will complement the topics covered in Year 10 Course 1 Science. Students must be in Course 1
Science to be eligible to study this Unit.