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STAGE 5PROSPECTUS AND

ASSESSMENT INFORMATION

Year 9 – 2013 Year 10 – 2014 Year 10 – 2013

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WELCOME TO TOMAREE HIGH SCHOOL

INTRODUCTION

This booklet for Year 9 and 10 students contains information on the Assessment Policy and the arrangement and content of courses in Stage 5 (Years 9 and 10) 2013 – 2014. “Learning is lifelong” is often the remark of many people and the fact that statistics show that most people will be employed in multiple jobs throughout their life means that Stage 5 is simply the foundation on which to build further learning.

It is important to all students (and parents) to realise that Stage 5 is a challenging period. Demands on students will generally be greater than those experienced in Stage 4, penalties usually apply for handing in work that is late and there is a competitive nature in each subject area.

In any course the work completed will be part of the progressive assessment. In all subjects students will be informed of their performance at the completion of each task or test. Satisfactory completion of all tasks will ensure that the requirements of Stage 5 are met in each subject.

It is important that students select their electives with care, since these courses will be entered on their Record of School Achievement.

Having experienced a variety of courses in Stage 4 (Years 7 and 8), students should now have a good idea of their needs, interests and abilities. It is vital that these choices should be considered carefully since changes cannot be easily made once the Stage 5 courses begin.

We hope this booklet will enable students and parents to understand the curriculum and to make informed choices. Further assistance will be provided to students by the Student Adviser, Class Teacher or Head Teacher. Parents wishing advice should contact the School and assistance will be given.

Good luck with your studies in Stage 5.

Peter .PartridgePrincipal

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TOMAREE HIGH SCHOOL

COURSE PATTERN

1. CORE SUBJECTS

These subjects are compulsory for all students. They are studied for the full school year of 41 weeks.

English 7 periods per cycle

Mathematics 7 periods per cycle

Science 7 periods per cycle

PD/H/PE 4 periods per cycle

History/ Geography 7 periods per cycle

Students who are deemed “unsatisfactory” in any of the above subjects will receive an “N” determination.

2. ELECTIVESThese subjects are studied for two years (Years 9 and 10) and will be listed on the student’s Record of

School Achievement. Students should choose TWO electives and are advised to select subjects which

match their interests, needs and abilities. These subjects will receive an allocation of 6 periods per cycle.

NB. While every effort will be made to meet student choices, it may be necessary for further choices to be

made where -

i) Insufficient students elect a subject to form a class,

ii) Too many students seek a particular course which must be limited because of other factors, e.g.

computing studies.

3. SPORTSport is a part of the school curriculum and a requirement for the Record of School Achievement. It is also

necessary for the physical and social development of adolescents. Sport is currently scheduled during

Wednesday afternoons from 11.57am until 2.00pm. Accordingly please make dental and/or other

appointments at other times unless it is an emergency. Please do not make routine medical appointments

during sports afternoon.

ELECTIVE SUBJECTS3

Subject Faculty . Agriculture Science/Agriculture

Caring for Children Home Economics

Commerce HSIE

Computing Studies Computing

Dance Creative Arts

Design and Technology (food, fashion, computers) Home Economics

Design and Technology (Industrial Arts) Industrial Arts

Drama Creative Arts

Elective Geography HSIE

Elective History HSIE

Food Technology Home Economics

French Languages

Graphics Technology Industrial Arts

Industrial Technology – Multimedia Computers Computing

IT Ceramics Creative Arts

IT Engineering Industrial Arts

IT Metal Industrial Arts

IT Timber Industrial Arts

Music Creative Arts

Physical Activity and Sport Studies PDHPE

Textile Technology Home Economics

Visual Arts Creative Arts

Visual Design Creative Arts

CONTACT PEOPLE4

Principal Mr Peter Partridge

Deputy Principals Mr Paul Baxter (Yrs 7, 9 and 11 in 2013) and

Ms Jennifer Florey (Yrs 8, 10 and 12 in 2013)

Year Adviser Year 9 Mr Gary Stuart

Year 10 Miss Sarah Bergan

Careers Adviser Ms Robyn Nichols

Head Teachers Ms Kerrie Fishlock - English

Mr Rod Lyon - Mathematics

Mr Ray Milton - HSIE

Mr Brad Foley - Administration

Mr Steve Fogwill - Science/Agriculture

Mr Lindsay Brown - Industrial Arts

Mr Rob Henderson -VET

Ms Sue D’Arcy -Home Economics

Mr Jim Papworth - PD/H/PE/Aboriginal Education

Mrs Sue McPherson - Special Education

Mrs Alita Knaggs - Creative Arts

Ms Christine Roberts - Teaching and Learning/LOTE

Mrs Vicki McCleer - Student Welfare

Mr Scott O’Hara - Student Welfare

Counsellors Ms Pam Peterson

Mr Matt Clements

Librarian Mr Eddie Zeidan

Senior Admin Manager Mrs Vianney Bills

Defence Mentor Mrs Debra Mould

Pastor Mr Greg Smith

The above are key people you may wish to consult.

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INFORMATION FOR PARENTS AND STUDENTS

WHEN CAN I CHANGE SUBJECTS OR COURSES?

While most students will study each course over the whole of two years, there may be cases where it

is in the student’s best interest to change courses either within or between subject areas. It is

expected that the Principal will keep course changes to a minimum. The Principal will only approve a

change of subject if convinced the student can complete all work set and be assessed effectively in

the new subject.

HOW IS MY ACHIEVEMENT MEASURED?This is done through school assessments throughout each course, based on set tasks.

Students may be assessed in some or all of the following ways:

Written, practical and/or aural/oral tests*

Class tests and/or home assignments, including essays and practical tasks

Projects of varying length and complexity

Oral presentations*

Observation of student participation in individual and group activities related to the course,

including class discussions and fieldwork where appropriately stipulated.

Please Note:

* in all oral assessment tasks students must speak to an audience consisting of their class group or

course group. Failure to do so will result in an “N” determination for the task unless the student has a

valid reason and submits an Illness and Misadventure Form with appropriate supporting

documentation.

Semester based exams are also used which measures performance under exam conditions. The

final judgement of the grade deserved is made on the basis of available assessment information and

with reference to the Course Performance Descriptors. The grade awarded provides the best overall

description of the student’s achievement.

WHAT HAPPENS IF I SUFFER SOME ILLNESS / MISADVENTURE ON THE DAY OF AN ASSESSMENT TASK?

Sit the assessment task at the scheduled time, if at all possible, then appeal for special

consideration using the Tomaree High School – Leave / Illness / Accident or Misadventure

Appeal Form. You must attach appropriate, substantive, independent evidence that supports

your appeal. A parental note does not provide sufficient evidence. Under these circumstances, when the appeal is upheld, the student will receive the higher of

their:

a) actual assessment task mark

b) estimated assessment task mark (calculated at the end of the course - as per HSC illness

and misadventure procedures)

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WHAT IF I AM ABSENT FROM AN ASSESSMENT TASK? The Board expects each candidate to complete all assessment tasks.

A candidate must attempt tasks worth more than 50% of the assessment marks.

WHERE THERE IS NO VALID REASON, THE LATE SUBMISSION OF A TASK WILL RESULT

IN A MARK OF ZERO.

The illness/misadventure appeals process does not cover:

c) Difficulties in preparation or loss of preparation time: (eg. Through a family holiday)

d) Alleged deficiencies in tuition;

e) Loss of time or facilities prior to the task or examination

f) Misreading the assessment or examination schedule;

g) Long-term illness such as glandular fever, asthma and epilepsy – unless there is evidence of

a sudden recurrence during the examination or at the time of the assessment task due date

If you are absent from a task you must:

a) On the first day you return to school go to the school office or collect a

Leave/Illness/Accident/Misadventure Appeal Form and follow the instructions. You must

attach to it appropriate substantive evidence to show your absence was legitimate, e.g. in

the case of illness, a doctors certificate. For reasons other than illness, some other form of

evidence is required, e.g. a police report, funeral notice. A parental note does not provide sufficient evidence.

b) Complete the appeal form (ask your teacher for assistance if needed) Note: you must

clearly indicate the request you are making in the Appeal Request section of the appeal

form. Take this form home to have it signed. Independent students will sign on their own

behalf.

c) On your first day back at school hand in the assessment task to your class teacher. If the

task is not available and is subject to an appeal the Illness Misadventure Appeal Form must

be handed to the class teacher within five school days or zero will be recorded.

d) If you know you are going to be absent for a task you should submit the appeal form before

the absence.

e) If you are absent on the day of the task you are encouraged to send your task with a reliable

friend or relative to the Administration Office who will record that you have submitted the

task. The task will be given to the class teacher. You will receive a receipt for the task. The

task could also be mailed to the school through the certified mail process.

f) Failure to submit the assessment task and/or the appeal form within five days may result in

“0” and an “N” award notification.

Under usual circumstances when the appeal is upheld the appropriate Deputy Principal will then

determine one of the following courses of action;

(i) accept task - no marks awarded

(ii) task submitted at a later date with no loss of marks

(iii) alternative task given (if reasonable and feasible)

(iv) estimate given at the end of the course (as per HSC illness and misadventure procedures)

Where the Head Teacher and/or appropriate Deputy Principal does not consider an appeal valid

a zero mark will be awarded.

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The student will be informed of the decision pending the submission of an illness/misadventure

form.

The Head of Department will inform the Deputy Principal of the candidate’s position where a

candidate is falling behind in the completion of an assessment task. This notification will take the

form of a ‘N’ WARNING LETTER re Stage 5 Course. The Deputy Principal will inform the

candidate’s parents/caregivers in writing of the failure to complete tasks.

Students’ will be given the opportunity to redeem the task this process will include consultation

with the classroom teacher and the Head Teacher concerned. Once a student has redeemed the

overdue assessment task a mark of zero still applies, however the “N” determination for that task

is withdrawn.

Where a candidate fails to attempt more than 50% of the Assessment Marks then this will result

in the issuing of a ‘N’ determination for that subject.

Good Discipline and Effective Learning – Procedures for suspension, expulsion of school

students’: The decision to expel a student from the school may be made on the basis of

“unsatisfactory participation in learning by a student of post-compulsory age, eg a documented

pattern of non-satisfactory completion, non-serious attempts to meet course objectives, and/or

non-compliance with Board of Studies requirements for the Record of School Achievement or

Higher School Certificate.”

HOW DO I APPEAL A DECISION MADE ABOUT MY APPLICATION FOR ILLNESS / MISADVENTURE?

If you do not agree with the decision and/or recommendation made by the Head Teacher and its’

subsequent ratification by the appropriate Deputy Principal you are able to make a written complaint

to the Review Committee. The written complaint should be made to the convener of the appropriate

review committee within seven days.

WHAT WILL HAPPEN IF I SUBMIT A TASK LATE?An appeal form (submitted to either the Head of Department or class teacher) must accompany the late submission of any task. The Appeal Form must be collected at the front office.

Appeals should be submitted as soon as the student returns to school or as soon as the need to

appeal becomes evident (before the event). Failure to appeal in the timeframe outlined by this

policy could result in the rejection of the appeal.

All appeals will be considered however a Doctors Certificate or some other form of independent

evidence must accompany the appeal form.

The Appeals will be considered in consultation with the Class Teacher / Head of Department and

the appropriate Deputy Principal. The decision will be given to you in writing on the original

appeal form.

COMPUTERS AND OTHER REFERENCE MATERIAL USED FOR ASSESSMENT TASKS Computer malfunction is not an acceptable reason for lateness in a task. Responsible students

will have a hard copy, a back-up file on disk and the original file on their computer hard drive.

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It is unacceptable for students to print off work from the Internet or other sources and present as

their own work. Students who do this will receive zero for that section of the task. Likewise,

correct annotation of information and quotes must be completed for all quotes and policy used.

Students must not copy large pieces of information

In the case of printer malfunction work can be brought on disk or the file can be emailed to school

at [email protected]

WHAT IF I FAIL TO COMPLETE NON-ASSESSMENT TASKS?Students should realise that NON-ASSESSMENT tasks are important in the context of the whole

course. Such tasks provide valuable practice for assessment tasks, exam preparation and the

feedback component of all Stage 5 syllabuses. When certifying for the Record of School Achievement

(RoSA), a student’s satisfactory progress and completion of course work, the Principal can consider

involvement in BOTH assessment and non-assessment tasks. “N” Warning Letters may be issued for

non-completion of any work, assessable or not.

WHAT DO I NEED TO KNOW ABOUT ATTENDANCE?Regular attendance of students at all scheduled lessons is vitally important to success in a subject.

Satisfactory attendance will assist students to acquire the knowledge and skills essential if they are to

be deemed to have a satisfactorily studied the subject for the Record of School Achievement (RoSA).

POLICY FOR EXAMINATIONSExaminations and class tests form an important part of the School and Board of Studies assessment program. As such special care must be taken to ensure that these remain reliable components of the assessment process. The Stage 5 tests are essential in determining the mark or grade on the student’s RoSA.Efficient and systematic preparation for examinations by students is to be encouraged. The various

types of examinations (multiple choice, short answer, essay, practical etc) are used as appropriate.

Students should become skilled in the examinations process. Such matters as careful reading of

questions, attempting easy questions first as well as essay planning techniques are stressed.

WHAT IS MALPRACTICE IN ASSESSMENTS OR EXAMINATIONS?All work presented in assessment tasks and examinations (including submitted works and practical

examinations) must be your own acknowledged appropriately. Malpractice, including plagiarism,

could lead to your received zero marks and may jeopardise your results.

Malpractice is any activity that allows you to gain an unfair advantage over other students. It

includes, but is not limited to:

Copying someone else’s work in part or in whole, and presenting it as your own

Using material directly from books, journals, CDs or the internet without reference to the

source

Building on the ideas of another person without reference to the source

Buying, stealing or borrowing another person’s work and presenting it as your own

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mailto:[email protected]

Submitting work to which another person such as a parent, coach or subject expert has

contributed substantially

Using words, ideas, designs or the workmanship or others in practical and performance

tasks without appropriate acknowledgement

Paying someone to write or prepare material

Breaching school examinations rules

Using non-approved aides during an assessment task

Contriving false explanations to explain work not handed in by the due date

Assisting another student to engage in malpractice

EXAMINATION ATTENDANCE RULES:

1. School uniform is to be worn.

2. Attendance is compulsory for all your selected subjects. If you cannot attend an examination

because of illness or misadventure, notify your Year Advisor immediately and make arrangements

for a Doctor’s certificate or other verifying information to be collected.

3. An Appeal Form must be completed for every missed exam.

4. If any student knows they are going to be unavoidably absent during the exam period, prior arrangements should be made with each teacher, and an illness/misadventure form should be

submitted at this time.

5. Students should check the examination timetable to ensure they know when and where their

exams will be held.

6. No bags, folders or papers are to be taken to your exam desk.

7. Mobile phones are not permitted in the examination room under any circumstances.

8. Students should check with their teachers about the equipment required for each subject’s exam.

9. Students are not to bring any paper to the exam desk.

EXAMINATION ROOM PROCEDURES:1. Wait until you are asked to enter the exam room and then sit where directed.

2. Check that you have been given the correct examination paper for your subject. You must also

check question papers to make sure there are no pages missing.

3. You must not begin writing until instructed to do so. For most subjects there will be a reading time

at the beginning of each paper.

4. During written examinations, you must :

a) Complete an attendance slip for each exam

b) Read the instructions on the front page of the examination paper carefully

c) Write your student number and or name on all papers to be handed in for marking

d) Write with black or blue pen. Pencil may only be used where specifically directed

e) Make sure you write your answers in the correct place

f) Write legibly and neatly on one side of the paper only

g) Do not write offensive or distasteful comments or diagrams on papers. The penalty may be

disqualification.

h) Stop writing immediately when told to do so by the teacher

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i) Arrange completed work according to the instructions printed on the question paper or as

asked by the teacher

j) Wait for the teacher to collect your answers

k) Assist the teacher rearrange the room furniture at the conclusion of the exam as required

5. You must not:

a) commence writing until instructed to do so by the teacher

b) write your name on any of your answers (write your student number instead)

c) leave the examination room before the end of the exam time

WHAT WILL HAPPEN IN A PROVEN CASE OF MALPRACTICE IN AN EXAM OR ASSESSMENT TASK?All cheating, unauthorised outside assistance or malpractice may lead to non-award of marks for that

task.

A student is guilty of malpractice if he/she knowingly provides unauthorised assistance to another

student, e.g. by lending an assignment answer.

The Internet should be used responsibly and any material obtained correctly acknowledged in the

work presented, in accordance with subject/faculty policy.

All sources of information should be appropriately acknowledged/referenced.

NON SERIOUS ATTEMPTSWhere a student is considered to have presented a non-serious attempt at either an examination or an

assessment task, this may lead to non-award of marks for that section of work.

A non-serious attempt may be presentation of material, which, for example, is frivolous or objectionable.

Candidates who provide answers in languages other than English (unless specifically instructed to do

so) or who mark their papers with symbols or other identifying marks will have them classified as non-

serious attempts.

NON-AWARD in Stage 5In certain cases the Board might not award a RoSA. Also, depending on the circumstances of the

case, the Board might not issue the RoSA. The Board will make a determination on appropriate action

if a student:

(a) Was found to have engaged in malpractice during a Stage 5 test;

(b) Made a non-serious attempt at a Stage 5 test;

(c) Did not attempt a Stage 5 test or had an illness/misadventure appeal relating to absence from a

Test declined by the school and/or by the Board;

(d) Did not meet all mandatory curriculum requirements;

(e) Left school before the final date for Year 10

(f ) Did not comply with other Board requirements.

‘N’ DETERMINATIONSA student who is given an ‘N’ determination in a mandatory course in Stage 5 will not be eligible for a

RoSA in that year. The Record of Achievement will list the course(s) in which an ‘N’ determination has

been awarded and grades in any courses that have been satisfactorily completed. The document will

carry the statement Not Eligible.

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Where a course is eligible for credentialing and an ‘N’ determination has been made, then ‘N’ will be

printed on the Record of Achievement. A student who has otherwise failed to meet all mandatory

requirements for Stage by the end of Year 10 will not be eligible for a RoSA.

USING THE LEARNING CENTREThe Learning Centre at Tomaree High School is designed to give predominately senior students

access to a quiet, well resourced supportive work place that encourages independent learning.

Students work at their own pace and are encouraged to adopt “best work practices” while utilising

this facility. Students have access to 12 computers and 10 work bays for quiet study time.

STUDY HINTSTo Students: Set goals for each subject that you study. Evaluate your progress and seek help if you are not

reaching your goals.

Practice makes perfect! Set yourself a study timetable. The first thing you should do each day is to

review each day’s lessons at home to ensure that you understand content and skills taught. Make

summaries of each lesson and keep them in a central place for future reference.

Make certain that you complete, by the due date, all homework given.

Use active study methods - make diagrams, prepare summaries, do tests to ensure that you have

achieved your goals. Ask friends or parents to check your work; discuss lessons with fellow students

and parents. The understanding of concepts/formulas should be your goal; not rote learning.

Find a suitable place to study which provides good light and is free from distractions.

Homework: Record all homework given in your homework diary.

Do not leave completion of set tasks to the last minute. When you have a major project - use the

following scheme -

- Read the topic to ensure that you understand what is required

- Search for relevant references and materials

- Plan your approach - plan to complete the assignment before the due date

- Do a draft copy, polish your effort - check presentation, spelling, references. Be proud of what

you do - try to be original and interesting.

To be a successful Stage 5 student you must be prepared to have a planned

revision/homework/study timetable.

Using your Diary All students are required to have a ‘Student Diary’ Students are to put all homework/assignments in their diaries

Diaries are to be signed weekly by parents/guardians.

Diaries have been designed to assist -

a) Student organisation

b) School / home communication. Both parents and teachers should feel free to use the diary to

improve short term communication.

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CORE SUBJECTS(THESE SUBJECTS ARE COMPULSORY)

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YEAR 9 & 10 ENGLISH

Aims: To enable students to use, understand, appreciate and reflect on and enjoy the English language in a variety of texts and to shape meaning in ways that are imaginative, interpretative, critical and powerful.

THIS IS A COMPULSORY BOARD COURSE TO BE STUDIED OVERSTAGE 5 (YEARS 9 AND 10)

COURSE OUTLINE:

Students in Stage 5 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities.

In Stage 5 at least two of each of the following types of texts must be studied :Fiction Non-FictionPoetry Drama (including Shakespeare)Film or film on video or DVD

In each year students must study examples of : spoken texts print texts visual text media and multimedia (texts drawn from radio, television, newspapers, the internet and CD-

ROMS.

The selection of texts by teachers gives students experience of; a widely defined Australian literature and other Australian texts including those that give

insight into Aboriginal experiences and multicultural experiences in Australia literature from other countries and times Shakespearian drama cultural heritages, popular cultures and youth cultures picture books everyday and workplace texts a range of social, gender and cultural perspectives

14Mathematics Stages 5.1, 5.2 and 5.3

Aim: To encourage students to develop: * self confidence in handling mathematics; * an awareness and appreciation of its value in society.


Stage 5.3Stage 5.2

Strand Stage 5.1

Working Mathematically

Five interrelated processes: Questioning Applying Strategies Communicating Reasoning Reflecting

Number Rational Numbers Consumer Arithmetic Probability

Rational Numbers Consumer Arithmetic

Real Numbers* Probability

Patterns and Algebra

Algebraic Techniques Coordinate Geometry

Algebraic Techniques Coordinate Geometry Graphs of Physical

Phenomena

Algebraic Techniques*

Coordinate Geometry Graphs of Physical

Phenomena Curve Sketching and

Polynomials# Functions and

Logarithms#

Data Data Representation and

Analysis

Data Analysis and Evaluation

Measurement

Perimeter and Area Trigonometry

Perimeter and Area Surface Area and

Volume Trigonometry

Surface Area and Volume

Trigonometry*

Space and Geometry Properties of Geometrical Figures

Deductive Geometry* Circle Geometry#

Note

* Optional topics a further preparation for the Mathematics Extensions course in Stage 6.# Recommended topics for students who are following the 5.2 pathway but intend to study the Stage 6 Mathematics course.

Students in Year-9:

are taught at either Stage 5.1, Stage 5.2 or Stage 5.3. will sit for progressive class tests/exams. receive 7 periods (60-minute duration) fortnightly will bring essential equipment (exercise book, textbook, a homework diary, biro, pencil, ruler, protractor, a pair of

compasses and an eraser) to every lesson. are responsible for updating and completing work given during any absence from lessons. must complete set homework as directed

In addition, any student who lacks satisfactory application and effort, including written classwork and homework, may be unable to fulfil the course requirements and as a result may be deemed unsatisfactory.

The Mathematics Faculty places students into graded/band classes in Year 9 according to the result gained by each student throughout the calendar year.

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SCIENCE

Aims: The aim of the Science Stage – 5 Syllabus is to provide learning experiences

through which students will:

acquire scientific knowledge and skills and develop understanding about

phenomena within and beyond their experience.

develop an appreciation of science as a human activity and apply their

understanding to their everyday life;

develop positive values about and attitudes towards themselves, others,

lifelong learning, science and the environment.


Requirements: Protective shoes with strong leather uppers and non-slip soles

Long hair must be tied back (or covered with a hair net)

Subject Contribution: Nil

Year 9

1. Communication

2. Third rock from the sun

3. My body my life

4. Oceans

5. Consumer science

Includes the beginnings of the

stage 5 project

Year 10

1. Electricity

2. Stuff up close

Project submission and

assessment

3. Metals

4. The car

5. Our environment

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PERSONAL DEVELOPMENT,HEALTH AND PHYSICAL EDUCATION

Aims: To develop in each student the knowledge, skills and attitudes needed to understand, value

and lead healthy and fulfilling lifestyles. This will be achieved by developing in each student

movement skills, personal fitness, self esteem, social well-being and to be able to make

informed health decisions.


Requirements:

Pre-requisites:

Dress - Students are required to wear for practical lessons :

Girls-Navy sports shorts and powder blue with navy collar top, socks and joggers.

Blue tracksuits may be work over sports uniform in cold weather.

Boys-Navy sports shorts and powder blue with navy collar top, socks and joggers. Blue

tracksuits may be worn over sports clothes in cold weather.

Subject Contribution: Nil (outside venue fees on some occasions)

COURSE OUTLINE: During Stage 5 students will undertake units of work in the following areas:

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AUSTRALIAN HISTORY

Aims: To provide students with knowledge, understanding and skills related to

the history and development of our society, its institutions and culture.

To provide students with an appreciation of the value of history and its role

in the modern world.


Subject Contribution: Nil –Cost of excursions

COURSE OUTLINE :

Principal Focus

The study of Australian history, incorporating aspects of civics and citizenship, from 1901 to the

present.

Focus Issues

1. What has been the nature of the relationship between Australia and the rest of the world?

2. What have been the significant developments in Australia’s political history?

3. What have been the significant developments in Australia’s social and cultural history?

4. What has been the changing nature of Aboriginal and non-Aboriginal relations in Australia?

5. How have the rights and freedoms of various gender, cultural, social and economic groups

changed?

TOPICS:

Year 9:

Australian social and political life to 1914; Australia and WWI; Australia between the wars.

Australia and WWII

Year 10:

Changing rights and freedoms

People power and politics in the post-war era

Australia’s social and cultural history in the post-war era

Australia in the Vietnam War era

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AUSTRALIAN GEOGRAPHY

Aims:

Geography in Years 9-10 aims to stimulate student’s enjoyment of and interest in the interaction

of the physical and human environments. Students achieve this as they develop geographic

knowledge, understanding, values and attitudes and engage in the community as informed and

active citizens

Students undertaking this course of study should develop knowledge and understanding of :

the geography of Australia and Australia’s place in the World.

The interrelationships between people and Australian environments.

ways of coping with changes in communities and environments.

Australia’s national and cultural identity.

Environmental management, biodiversity and ecological sustainability.

Informed and active citizenship in relation to Australian environments.

develop a creative approach to inquiry, problem solving and communication.

develop skills in geographic inquiry including fieldwork leading to an understanding of

communities and environments.

THIS IS A MANDATORY BOARD COURSE TO BE STUDIED OVERSTAGE 5 (YEARS 9 AND 10)

Subject Contribution: Nil - payments will be needed to cover costs of fieldwork and excursions

COURSE OUTLINE : Geography incorporates learning related to Australian geography and

the interaction of human and physical geography in a local area. Topics

of study include; Investigating Australia’s Physical Environments,

Changing Australian Communities, Issues in Australian Environments,

Australia in its Regional and Global Contexts.

Year 9 and Year 10 Focus on Australia and includes Civics and Citizenship component.

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ELECTIVE SUBJECTS(IN ALPHABETICAL ORDER)

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AGRICULTURE

Aims: To develop skills and techniques useful to Agriculture

To build a progressive store of knowledge

To develop the ability to apply information

To foster the development of values to allow students to make informed

and reasoned decisions about Agriculture

THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVERSTAGE 5 (YEARS 9 AND 10)

Requirements:

Pre-requisites:

Protective shoes with strong leather uppers and non-slip soles

Long hair must be tied back or covered with a hair net

Subject Contribution: $10.00

COURSE OUTLINE:

Year 9

1. Farm Machinery/Safety

2. Basic Horticulture I

3. Poultry/Nursery animals

4. Aquaculture (Yabbies)

5. Permaculture- sustainable design

Year 10

1. Prime Lamb Production and Marketing

2.Horticulture II (Hydroponic Lettuce)

3. Aquaculture II (Fish Farming)

4. Elective - Landscaping (if time permits)

or other choice

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CARING FOR CHILDREN

Child care courses are popular options for Year 9 and 10 students. Whether the student is aiming for

knowledge leading to a career working with children, or simply has a natural concern with preparing for

parenthood and caring for children. This course would also be useful for Child Studies or the Community

and Family Studies courses (Year 11 & 12 courses), in which a sound knowledge of child development is

desirable.


Requirements:

Prerequisites:

128 page exercise book

Protective footwear and

Protective uniform (apron/head covering) for practical work when required.

None

Subject

Contribution: $30.00 per year

COURSE OUTLINE:

Year 9 MODULES

1. Responsibilities for Parenthood:

The module introduces parenting and who are

parents in Australia today. Students are

encouraged to examine the issues couples planning

to start a family should consider.

2. The Beginning of Life:

Students gain detailed knowledge of contraception,

conception, pregnancy and childbirth that may

empower themselves, their partners, family

members or friends when making decisions about

future pregnancies.

3. Care of the Newborn Baby:

Students are introduced to the issues related to the

care of young babies

4. Growth and Development

This module explores the growth and development

of children from birth to three years.

Year 10 MODULES

1. A Safe Environment

This module promotes an awareness of the special

safety needs of young children.

2. Childhood Health, Nutrition and Safety

This module investigates the importance of healthy

eating practices to promote growth and

development in young children.

3. The Young School Child:

This module explores the issues for young children

starting school and progressing through the Years

K-2.

4. Children with Special Needs:

This module considers the special needs of some

children and the impact on parents and siblings.

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COMMERCE

Aims: Personal competence- to teach students knowledge, skills and attitudes so that they can effectively manage their business affairs.

To develop student skills so that they are able to perform and function in a changing commercial environment.


Requirements: nil

Pre-requisites: none

Subject Contribution: Nil – excursions where applicable ( Government House, Parliament House, Courts and large retail outlets are a few)

COURSE OUTLINE

YEAR 9

1. Consumer Choice – consumer decisions

protection, payment

2. Promoting and Selling – selling techniques,

target market, advertising

3. Travel – destinations, planning a trip,

itinerary, problems

4. Personal Finance - earning an income,

spending and saving, borrowing, investing

5. E-Commerce – internet buying and selling,

on-line shopping, consumer issues

6. Running a business- entrepreneur and

planning.

YEAR 101. Law and Society- legal system, areas of

law

2. Political involvement – levels of

government, decision making,

democratic process

3. Employment issues – workplace,

employment relations, taxation,

superannuation

4. Law in Action.

5. Towards independence- moving out,

financing, major purchases

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COMPUTING STUDIESInformation and Software Technology

Aims: To develop an understanding of computing and the ability to use computers to solve

problems

To develop skills in the use of computers and a wide range of emerging technologies

To relate the use of computers to their effect on people and society


Requirements:

Pre-requisites:

No previous study is required

None

COURSE OUTLINE:

Project work forms a significant part of the learning process and could include areas such as

Artificial intelligence

Simulation and modelling

Authoring and Multimedia

Database design

Digital media

Internet and website development

Networking systems

Robotics and automated systems

Software development and programming

Additional content is provided within each area to provide opportunities for students to broaden

deepen and extend their learning.

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DANCE

For students to experience, understand, value and enjoy dance as an art form through the

interrelated study of the performance, composition and appreciation of dance.


Requirements:

Pre-requisites:

A willingness to be actively involved in all practical work.

Appropriate clothing that permits unrestricted movement (leotards are not

essential)

An A4 process diary

Subject

Contribution: $10 – plus excursions to see live performances where applicable.

COURSE OUTLINE:

Students engage in an integrated study

Of the practices of performance, composition and appreciation

And of the elements of dance

1. Students are introduced to dance as an art form with a focus on the shaped that dancers

create in space.

2. Students develop dance skills and study “safe dance practice” – examining principles of

alignment, warm-ups and cool downs.

3. Students are introduced to dance analysis.

4. Students develop performance quality and effective communication of ideas through

dance, movement and performance.

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DESIGN AND TECHNOLOGY - Food, Fashion and Computers

The emphasis of this course is on designing and producing solutions to identified needs, using

technological resources and processes available in the Food Labs, Textiles room and Computing

areas of the school.


Requirements: Protective footwear

An apron, headscarf etc for practical Food projects

fabrics, threads etc for Fashion projects

Subject Contribution: $40.00 per year

COURSE OUTLINE:

Students will complete a number of design projects across the various design areas, including:

Food – e.g. “Eggcellent Easter” – Students design and create a quality Easter product suitable

for commercial sale.

Fashion – e.g. “Sweet Dreams Are Made Of This” – Students construct pyjama pants and team

it with a top that they embellished to suit themselves.

Digital Media – e.g. “Lights Camera Action” – Working in teams, students design and produce

a sort video.

Each project will entail a practical task and the presentation of a portfolio.

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Aims:

To design, produce and evaluate quality designed projects

To learn to use a variety of technological resources and processes available in the Industrial Arts area of the school, including timber, metal, plastics, and computers (CAD).

To develop the ability to think creatively, and to work productively and safely

The emphasis of this course is on innovative problem-solving and practical project work to develop projects to meet human needs.


Requirements: Solid protective footwear, safety glasses

Subject

Contribution: $40.00 each year

Additional materials may need to be purchased for larger projects if chosen

COURSE OUTLINE:

Students will complete units of work from at least 3 focus areas of design, which may include: Aeronautical Architectural Environmental Furniture Graphical Interior Jewellery Landscape Transport systems

A student-negotiated focus area of design is an option for the second semester of Year 10.

DESIGN AND TECHNOLOGY (Graphics / Timber / Metal / Plastics / CAD)

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DRAMA

Aims:

To engage and challenge students to maximise their dramatic abilities and enjoyment of

drama and theatre, through making, performing and appreciating dramatic and theatrical

works

To develop confidence and skill in both verbal and non-verbal communications

To develop ability to work co-operatively and creatively in group situations

To value the diverse nature of drama and theatre

To value the contribution of drama and theatre to enriching and sustaining cultures and

societies

To develop an increased awareness and perception of the value of self and others

To observe and interpret real and enacted situations, issues and ideas


Requirements: A willingness to be actively involved in practical work and performances.

Pre-requisites: Appropriate clothing that permits unrestricted movement (shorts, pants, tights).

Subject Contribution: Nil, however excursions to see live performances where applicable

COURSE OUTLINE:

1. Introductory games and exercises

2. Elements of Drama, including:

a. Character

b. Role

c. Focus

d. Tension

3. Improvisation

4. Playbuilding – Monologues

Dialogues

Group devised

pieces

6. Dramatic Forms and Performance Styles,

including:

a. Extended improvisation

b. Physical Theatre

c. Melodrama, non-realism, Greek

theatre, Shakespeare and

performances

7. Performance- All students will be

required to perform to an audience

8. Written work- History of Theatre, reviews

and assignments, in class tests.

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Class ensembles

5. Log Books

FOOD TECHNOLOGY

People have always enjoyed eating but on the other hand FOOD TECHNOLOGY is an ever-

changing area of study - this is what makes it interesting!

In this course students will not only learn new cooking skills but they will also learn all about the

foods they consume each day. Investigations relating to Food Production, Food Processing and

Manufacture, Nutrition, Food Product Development, Food Packaging and Food Marketing will be

undertaken.

Students plan and prepare delicious and nutritious foods.

Students will also learn about the influences on and changes within the Food Industry. They will

be aiming to become involved in discovering and maybe even shaping its future!


Requirements:

Pre-requisites:

Uniform (apron, head covering and covered leather shoes)

Equipment (tea towel, oven mitt, sponge, table setting)

Protective shoes

Subject Contribution: Year 9 - $45.00 Year 10 - $45.00

COURSE OUTLINE:

Year 9

Year 10

1. Start it Up (all you need to know to get started)

2. Food Selection and Health (Food as Fuel)

3. Food for Special Occasions (Let’s Party)

4. Food for special needs

5. Food Equity (Freedom from Hunger)

6. Food in Australia (The Oz I.D.)

7. Food Trends (Food Habits and Trends)

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FRENCH

The aim of this two year course is to develop students’ competency and confidence in using French. In year 8 we teach students very simple introductory expressions and vocabulary. In Year 9, and later Year 10, we want students to have the ability to survive in a French-speaking environment.

Imagine you find yourself in holiday in Paris. Could you book yourself a hotel room, catch a train, order food in a café, go shopping, ask and give directions, or ask for help in an emergency?

By the end of Year 10 these are things you can do!

We will look at many aspects of French-speaking cultures; food, films, sports etc. We also want students to develop skills in reading, listening and writing French, as well as speaking it.


Requirements:

Pre-requisites: None

Nil

Subject Contribution: $10 for companion workbooks

COURSE OUTLINE:

Topics year 9 and 10 Our Local Area, Shopping, Daily Routine, Getting Help, School Life, Making Arrangements, Entertainment, Holidays, Special Occasions, Health and Fitness, The Environment, Travelling to French-Speaking Countries and Future Plans.

Please note that there may be some variation in these topics.

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ELECTIVE GEOGRAPHY

Aims:

The Geography (elective) course provides students with the opportunity for additional learning

through the engagement with additional Geography content. It provides students with a boarder

understanding of the discipline of Geography and the process of Geographical enquiry, and

enables depth studies through flexible programming of focus areas.


Requirements:


Nil


COURSE OUTLINE:

Geography (elective) enables

students to complete at least

five depth studies from eight

focus areas:

Physical Geography

Oceanography

Geography of Primary Production

Development Geography

Australia’s Neighbours

Political Geography

Interaction and Patterns along a Continental Transect

School Developed Option

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Aims: To learn techniques in traditional drafting, presentation drawings, and computer aided

drawing. (AutoCAD, ProDesktop, Google Sketchup)

To think creatively and communicate information using a variety of graphical techniques and media.

To produce quality technical drawings which are used to communicate ideas to makers, manufacturers, and customers, so that products can be built and put into use.

This subject gives a sound basis for all trade courses, design and practical careers.


Requirements:

Prerequisites:

Drawing kit: Clutch pencils, 30o and 60 o set squares, compass set, A3 folder

Access to drawing board, tee square, computer for homework.

An ability to visualize, and to draw neatly and accurately.

Subject

Contribution: $10.00 per year

COURSE OUTLINE:

Year 9 – Core Modules basic drafting skills pictorial drawings – isometric, oblique, perspective orthographic drawings presentation drawings - rendering computer-assisted drawing skills – Google Sketch up, AutoCAD

Year 10 – Option Modules to be selected from: architectural drawing, cabinet and furniture drawing, computer aided design and drafting, engineering drawing, graphic design, Technical illustration.

GRAPHICS TECHNOLOGY

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ELECTIVE HISTORY

Aims:

To provide students with knowledge, understandings of skills related to the history and

development of world society.

To provide students with the opportunity to pursue study of Ancient, Medieval and

Modern History focussing on interesting individuals, events and trends throughout time.


Requirements:


Nil

Subject Contribution: Nil (except for any possible excursions)

COURSE OUTLINE:

Year 9 Possible Topics may include:

History – Fact or Fiction + Heritage around the World

Ancient China – the Great wall, the Mongols and the myth of 1421

Pirates – in ancient times, the Golden Age, piracy now, and pirates in film and fiction

Myths and Legends in world history

Year 10 Possible Topics may include:

Vikings – brutal killers or just misunderstood?

The Zulu and the Zulu Wars

Local History – What does it tell us?

Heroes and Villains eg Jack the Ripper

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Requirements: A willingness to be actively involved in the use of computer software and hardware.Pre-requisites: No previous study is required

COURSE OUTLINE:

Industrial Technology is a practical, hands-on subject and is orientated to students undertaking

a range of practical experience that occupy the majority of course time.

Main Topics Covered:

Students are involved in group and individual projects to promote skills development in the

following areas:

video (producing, editing, storing)

image manipulation

use of hardware devices – digital video,

digital still cameras, graphic tablets, web

cams

use of software supplied on student laptops

eg the Adobe suite

webpage development

creation and manipulation of sound

emerging technologies

Work, Health and Safety

animation

Aims: To develop the ability to think creatively to devise solutions to practical problems.

INDUSTRIAL TECHNOLOGY – MULTIMEDIA

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Aims:

Students will:-

To design, construct, test and evaluate solutions to engineering challenges

To learn to use a variety of technological resources and processes available in the Industrial Arts area of the school, including timber, metal, plastics, and computers

To learn to use technical graphics, CAD and 3D modeling to describe solutions to problems

To learn to think logically and creatively, to work safely and productively, individually and in groups



Requirements:Solid protective footwear and safety glasses.

Subject


Additional materials may need to be purchased for larger projects if chosen.

COURSE OUTLINE:

Year 9 – Core Module 1 – STRUCTURES (industrial, civil and domestic)

Core Module 2 – MECHANISMS (small vehicles - transport vehicles)

Year 10 – Specialised Module 3 - CONTROL SYSTEMS (range of devices and appliances, robotics,

electronic and mechanical control)

Specialised Module 4 - ALTERNATIVE ENERGY (wind, solar. wave, geothermal, etc)

All modules are further developed in the key areas of:

Occupational Health and Safety (OHS)

Materials, Tools and Techniques

Design

Links to Industry

Workplace Communication

INDUSTRIAL TECHNOLOGY – Engineering

36

Impact on Society and Environment

INDUSTRIAL TECHNOLOGY – CERAMICS

Aims:

To develop

Knowledge, understanding and skills and values through the safe

interaction with ceramic materials

Planning, development, and construction of quality practical projects.

An understanding between technology, the individual, society and the

environment.

The ability to think creatively to devise solutions to practical problems.


Requirements:

Pre-requisites:

Protective clothing, covered shoes

Visual Arts Process Diary

Subject Contribution: $ 25.00 per year – Year 9 : $25.00 per year - Year 10

COURSE OUTLINE:

Design Skills

clay bodies

joining methods

decorating and finishes

firing techniques

function

recognition of culture and historical aspects

Planning Skills

Reading and drawing, sequence of operations, related information

Construction Skills

Occupational Health & Safety; materials; forming; joinery; finishing; firing

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Aims:

To use metal to produce useful, functional and/or decorative articles of an appropriate quality.

To develop knowledge, understanding and skills in the use of materials, tools and techniques related to metal and associated industries

To learn to think logically and to work safely and productively

The emphasis of this course is on practical project work, reinforced by relevant theory, research and reporting.

This subject gives a sound basis for trade courses, design and practical careers.


Requirements: Solid protective footwear, apron, safety glasses

Subject


Additional materials may need to be purchased for larger projects if chosen

COURSE OUTLINE:

Year 9 – Core Modules– General Metal 1&2

basic metalworking skills – sheet metalwork, machining, forge work, etc

Year 10 – Specialised modules – Fabrication 3&4

Metal structures, welding, fitting and machining, etc.

All modules include specific content related to the key focus areas of: Occupational Health and Safety (OHS) Materials, Tools and Techniques Design Links to Industry Workplace Communication Impact on Society and Environment

Practical projects may include sheet metal products, machined metal products, fabricated and welded products, and an option for a Major project in the second semester of year 10.

38

INDUSTRIAL TECHNOLOGY – METAL

39

Aims:

To use timber to produce useful, functional and/or decorative articles of an appropriate quality.

To develop knowledge and skills in the use of materials, tools and techniques related to timber and associated industries

To learn to think logically, and to work safely and productively

The emphasis of this course is on practical work, reinforced by related theory, research and reporting.



Requirements: Solid protective footwear, apron, safety glasses

Subject

Contribution: $40.00 each yearAdditional materials may need to be purchased for larger projects if chosen

COURSE OUTLINE:

Year 9 – Core Modules– General Wood 1&2

basic carpentry and wood-machining skills

Year 10 – Specialised Modules - Cabinetwork 3&4 furniture construction, more advanced wood-machining skills

All modules include specific content related to the key focus areas of:Occupational Health and Safety (OHS)Materials, Tools and TechniquesDesign Links to IndustryWorkplace Communication Societal and Environmental Impact

Practical projects may include tools, decorative timber products, furniture items, storage and display units, and an option for a Major project in the second semester of year 10.

INDUSTRIAL TECHNOLOGY – TIMBER

40

41

PHYSICAL ACTIVITY AND SPORTS STUDIES

Aims: To enhance students’ capacity to participate effectively in physical activity and sport, leading to

improved quality of life for themselves and others.

To provide opportunities which allow each student to develop their full potential.

To allow students with ability, interest and potential in the PDHPE discipline to be extended and

develop their talent.

THIS IS A BOARD OF STUDIES CONTENT ENDORSED COURSE TO BE STUDIED OVER STAGE 5 (YEARS 9 AND 10)

Requirements:

Pre-requisites:

Students are required to wear school sport uniform for practical lessons.

It is required that students have 2 sets of the sports uniform when taking this course.

Subject Contribution: Nil (except bus fares, pool entry and facility hire)

COURSE OUTLINE:

The content is organised in modules within the following 3 areas of study;

Foundations of Physical Activity

Physical Activity and Sport in Society

Enhancing Participation and Performance

Year 9 Year 10

Body

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ems a

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Phys

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fitn

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Fitn

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Out

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Arch

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ock

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MUSIC

Aim: To provide students with the opportunity to acquire knowledge, understanding and

skills necessary for active engagement and enjoyment in performing, composing

and listening.


Requirements: An ability to regularly practice at home on a musical instrument of your

choice (eg. guitar, piano, voice, etc.)


COURSE OUTLINE:

1. Composing - Students will improvise, arrange, compose, notate and observe various

42

compositional techniques and technologies

2. Listening - Many styles, eras and cultures will be used to develop students’ listening skills and

knowledge of the concepts

3. Performance - Each student will be expected to present individual, ensemble and class

performance pieces to the class in a variety of styles.

TEXTILE TECHNOLOGY

Aims: To develop confidence and proficiency in a variety of skills to make Textile items.

Students actively engage in learning about

- Elements & principles of design

- Clothing styles

- Using a variety of sewing equipment & resources


Requirements: A portfolio,

A4 workbook

Own fabric and pattern for projects

Subject Contribution: $20 per year

FOCUS AREAS A minimum of 4 units of work are studied from 3 focus areas over the two years.

1. APPAREL “Urban Escape” – Design, produce and evaluate an apparel item using a

commercial pattern.43

2. FURNISHING –“Like a Kaleidoscope” – Design, produce and evaluate a furnishing item for a

specific space in the home.

3. TEXTILE ART OR NON-APPAREL – “Sea and Sand” -Study manufactured fibres and non-

woven fabrics and include techniques such as beading, felting, and machine embroidery.

4. APPAREL –“Star gazing” – Design, produce and evaluate sleepwear from a historical

perspective. Using knitted fabrics.

5. FREE CHOICE - “Shabby Chic” – Produce a portfolio and article and look at the textile

industry.

6. NON-APPAREL OR COSTUME –“East meets West” – Using textiles as a means of expression

to design a costume, mask, jewel boxes, tiny purses.

VISUAL ARTS

Aims: To enable

students to:

Develop and enjoy practical and conceptual independence in

their abilities to represent ideas in the visual arts.

Understand and value the different beliefs that affect meaning

and significance in artworks.


Requirements:

Pre-requisites:

Protective clothing, covered shoes.

Visual Arts Process Diary, one large and one small, a USB memory stick,

and a range of good drawing pencils 2B to 8B.

Subject Contribution: $ 30.00 per year – Year 9 : $30.00 per year - Year 10

COURSE OUTLINE:

Making

Students will be given opportunities to make artworks in a sustained way and work 44

toward the development of a body of work in 2D, 3D and 4D forms. The artworks

will be informed by their understanding of practice, the conceptual framework and

the frames.

Critical and Historical Study.

Student will develop knowledge, understanding and skills to critically and

historically interpret art informed by their understanding of practice, the

conceptual framework and the frames.

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Visual Design

Aims: To enable students to:

Develop practical and conceptual independence as a visual designer in the making of visual

design artworks.

Understand and value the different beliefs and contexts that affect meaning and significance in

visual design artworks.


Requirements:

Pre-requisites:

Protective clothing, covered shoes

Small Visual Arts Process Diary, a display journal a USB memory stick.

Subject Contribution: $30.00 Year 9, $35.00 Year 10.

COURSE OUTLINE: Students may develop

knowledge, understanding and skills to:

Make visual design artworks such as

visual imaging in advertising, cartooning,

illustration, typography, posters,

postcards and print design.

Make visual design objects in works of

jewellery, wearable art, ceramic wear,

habitat design and fabric design.

Make visual design in space time works.

Experiment with digital photography

Critically and historically interpret visual

design artworks informed by their

understanding of practice, the

conceptual framework and the frames.

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