St Clare's College 9-10 courses 2016

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St Clare’s CollegeA Spirited Learning Community

St Clare’s College A Spirited Learning Community

Seek Wisdom

2016

Years 9 - 10 Courses

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Copyright

Copyright of material contained in this book, unless otherwise indicated, is owned by St Clare’s College. Apart from fair dealing for the purposes of private study, research, criticism or review, or as permitted under Part VB of the Copyright Act, no part of this book may be reproduced by any process without permission. Copyright owners may take legal action against a person who infringes on their copyright through unauthorised copying.

Designer & EditorPatrick Lindley Media and Marketing Officer

St Clare’s College1 McMillan Crescent, Griffith ACT 2603PO Box 3896, Manuka ACT 2603Tel: +61 2 6260 9400 Fax: +61 2 6239 6015

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St Clare’s College – A Spirited Learning Community.

St Clare’s College is a Catholic school which provides an excellent environment for students to grow academically, socially, spiritually and personally. The College will welcome and support your daughter to develop into a confident, capable young person equipped with the skills and knowledge to shape her future successfully.

Education at St Clare’s takes place within the context of a faith community providing a learning environment designed to offer a breadth of experiences to challenge and grow the mind, body and spirit of every girl.

St Clare’s College offers a broad curriculum and a wealth of co-curricular and extra-curricular activities within a positive and supportive environment, which invites and encourages students to realise their potential. There are academic support and extension programs to cater for the learning needs of all students.

Consistent academic results attest to the expertise of the staff. A large proportion of the graduating class consistently receive university entrance offers or successfully transition to further study at CIT or into the workforce. Student interest in complementary academic pursuits including ANU College, debating, eisteddfod, Chorale, ensemble and combined band opportunities, drama, the arts and Australian School Based Apprenticeships and training programs attest to the superb approach to learning and the supportive and challenging learning environment. Academic life at the College is full and rewarding.

The co-curricular sports program offers a wide range of opportunities to participate in traditional sport options as well as diverse sports including Dragon Boating, Snow sports and outdoor pursuits such as Duke of Edinburgh and World Challenge.

Effective pastoral care underpins all the College offers and a program especially tailored to the needs of senior students assists the transition from high school to College life. The House based pastoral care system provides opportunities for many students to become involved in leadership and facilitates the development of community, terrific school spirit and outreach programs. The College is justifiably proud of its strong support for charities and causes in the wider community.

St Clare’s has a proud tradition of educating young women in Canberra who proclaim with pride, “I was a St Clare’s girl”. From its inception in 1965, generations of students and their families have been associated with this dynamic learning community and have made a commitment to providing the best facilities and resources. Almost every area of the College has been refurbished in the last six years ensuring excellent facilities for learning and teaching. Future plans will see the development of an even more contemporary learning environment benefitting all students.

We look forward to working with you and your daughter.

Paul CarrollPrincipal

PRINCIPAL’S MESSAGE

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CONTENTSPRINCIPAL’S MESSAGE 3

MISSION STATEMENT 10

AIMS 11

TEACHING AND LEARNING PRINCIPLES 13

GENERAL INFORMATION 14Introduction 14

The Library 14

Text Books 15

The College Computer Network 15

SEQTA 15

RegisteredTrainingOrganisation(RTO) 15

Student and Family Counselling 16

SPECIALISED TERMS 17Curriculum 17

Faculty Areas 17

Pre-Requisites 17

Subject 17

Unit 18

CHOOSING A PATTERN OF STUDY 18Year9and10PatternofStudy 19

ASSESSMENT AND REPORTING 20ntroduction 20

PurposesofAssessment 20

SubmissionofAssessmentTasks 20

ElectronicSubmissionofAssessmentTasks 21

LateSubmissionorNonSubmissionofAssessmentTasks 21

AbsenceontheDayofCompletion/SubmissionofanAssessmentTask 21

Extended Absences 22

Extensions 22

Plagiarism 22

Reporting 22

College Awards 22

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Achievement Grades Years 7-10 23

Personal Achievement Years 7-10 23

OralReports(Parent-TeacherInterviews) 23

ACTYear10Certificate 23

PROPOSED COURSES 24

RELIGIOUS EDUCATION 24Course Overview 24

Unit: Year 9 RE Semester 1 25

Treasures New and Old Units 25


Treasures New and Old Units 26

Year 10 27


Treasures New and Old 27


Treasures New and Old 29

PROPOSED COURSES 30

ENGLISH 30

YEAR 9 30Unit:English1–ThePowerofPersuasion 30

Unit:English2–TransformingTexts 31

YEAR 10 32Unit:English1–IdeasthatMatter 32

Unit: English 2 – Enduring Stories 33

PROPOSED COURSES 34

LANGUAGES 34Beginning Italian 35

Unit: Italian 1 35

Unit: Italian 2 36 36

Italian 37

Unit: Italian 3 37

Unit: Italian 4 38

Unit: Italian 5 39

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Unit: Italian 6 40

Beginning French 41

Unit: French 1 41

Unit: French 2 42

French 43

Unit: French 3 43

Unit: French 4 44

Unit: French 5 45

Unit: French 6 46

Beginning Japanese 47

Unit: Japanese 1 47

Unit: Japanese 2 48

Japanese 49

Unit: Japanese 3 49

Unit: Japanese 4 50

Unit: Japanese 5 51

Unit: Japanese 6 52

PROPOSED COURSES 53

MATHEMATICS 53Flow Chart 53

Year 9 54

Unit: Standard Unit 1 54

Unit: Intermediate Unit 1 54

Unit: Advanced Unit 1 55




Year 10 58







PROPOSED COURSES 64

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PHYSICAL EDUCATION AND HEALTH 64Introduction 64

Unit:PhysicalEducationandHealth1 65

Unit: Game, Set and Match 66

Unit: Body Craze 66

Unit: Court Sports 67

Unit:OutdoorEducation 68

Unit: Summer Sports 68

Unit: Footy Fever 69

PROPOSED COURSES 70

SCIENCE 70Science Units 2016 70

Biology 72

Chemistry 72

Physics 72

Earth and Space Sciences 73

Biology 73

Chemistry 74

Physics 74

Earth and Space Sciences 74

STUDIESOFSOCIETYANDENVIRONMENT(SOSE) 76History:TheMakingoftheModernWorld 77

Geography:BiomesandFoodSecurity&GeographiesofInterconnections 78

ElectiveUnit:Hana’sSuitcase 78

Geography:EnvironmentalChangeandManagement&GeographiesofHumanWellbeing. 80

ElectiveUnit:DiscoveringDemocracy 81

ElectiveUnit:Mahtab’sStory 82

ElectiveUnit:It’sYourBusiness 83

PROPOSED COURSES 84

SCHOOL SUPPORT TEAM 84Unit:HelpYourself 84

PROPOSED COURSES 86

TECHNOLOGY 86

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FASHION AND TEXTILE TECHNOLOGY 88Unit:UnderstandingFashionandTextiles 88

Unit:InteriorDesignandSoftFurnishings 89

Unit: Fashion Design 90

Unit: Haute Couture 90

Unit: Sportswear and Costume Design 91

FOOD TECHNOLOGY AND HOSPITALITY 92Unit:BasicSkillsofFoodTechnology 92

Unit:YouAreWhatYouEat 92

Unit: Bakery Delights 93

HOSPITALITY UNITS 95Unit:IntroductiontoHospitality1 95

Unit:IntroductiontoHospitality2 96

DESIGN AND TECHNOLOGY AND GRAPHIC DESIGN 97Design and Technology 97

DESIGN AND TECHNOLOGY 98Unit:DesignforLiving 98

Unit:SenseofDesign 98

Unit:DesignforProduction 99

Unit: Designing Furniture 100

INFORMATION TECHNOLOGY 100Unit:Multimedia 101

Unit:IntroductiontoProgramming 102

PROPOSED COURSES 104

THE ARTS 104

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PerformingArts 104

Dance 104

Unit: Jump Into Jazz 105

Unit: Modern Moves 106

Unit: Musical Madness 107

It’sShowtime! 108

Drama 109

Act it Out 110

Only Joking 111

ActorsatWork 112

Devised Theatre 113

From Page to Stage 114

MUSIC 114All that Jazz 116

Lights,Camera,Action 116

Curtain Call 117

MusicProductionandPerformance 118

HybridPerformingArtsCourses 118

Musical Theatre 119

VISUAL ARTS 120Unit: Op and Pop Art 120

Unit: Drawing Studio 121

Unit: Ceramics 121

Unit: So Surreal 122

Unit: Places and Spaces 123

Unit:ArtintheDigitalWorld 123

Unit: Through the Lens 124

Unit:Art.com 125

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MISSION STATEMENTWe are a Spirited Learning Community

ST CLARE’S COLLEGE IS SPIRITED:

• based on the Gospel

• enlivened by the Spirit

• open to life, change and challenge

• valuing consultative, cooperative processes

• preparing students to take an active role in the community

• enthusiastic, hopeful, empowering

• committed to justice.

ST CLARE’S COLLEGE IS A CATHOLIC COMMUNITY:

• of students, parents, staff and teachers

• which affirms, nurtures, and empowers all members

• committed to love, peace, joy and hope

• building the Kingdom of God

• developing young women to reach their potential

• open to those who are disadvantaged.

THE LEARNING PROGRAM AT ST CLARE’S COLLEGE:

• is holistic

• offers diversity

• promotes high achievement

• is open to new educational developments

• values the uniqueness of each individual

• strives for the spiritual, physical, emotional, intellectual and aesthetic development of all students.

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AIMSEducationalAimsofStClare’sCollegeSt Clare’s College is a Catholic school committed to providing a holistic education for young women. It aims to provide a supportive and just environment in which young women can develop spiritually, academically, socially and physically into confident and capable members of the broader community.

Upon completion of her studies at St Clare’s College each student should have had the opportunity to:

GrowinloveandunderstandingofGod,selfandneighbourthrough:

• participation in the prayer life of the College as well as in formal Religious Education courses

• learning about and modelling Christ’s teachings

• developing empathy with the needs and experiences of people within and beyond her own community, especially those who are in need or disadvantaged, through experiential learning and participation in activities with a social justice focus

• developing an understanding, appreciation of and respect for diverse cultures and traditions, including religious traditions

• developing a reverence for life, and an understanding and appreciation of our stewardship of the natural physical environment

• active participation in all areas of learning and seeking to achieve success through personal challenges.

Developherknowledgeandskillsandacquireanappreciationoflearningthrough:

• the experience of a rich and varied curriculum

• gaining sound academic and study skills appropriate to her level of study

• being in an environment that promotes a positive approach to and love of learning

• being encouraged to become an independent and self-motivated learner

• participating actively in the learning process and working collaboratively with others as well as independently

• experiencing how learning can occur in many different environments and through the use of technologies

• being given opportunities to develop a range of skills including aesthetic, sporting, creative, emotional, analytical as well as literacy and numeracy skills which form the basis many other life skills.

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Reachintellectualpotentialthrough:

• using her gifts and talents to the best of her ability

• being able to communicate her ideas both orally and in writing

• developing research and investigative skills

• using current technologies to advance her learning

• taking responsibility for her learning and the organisation of her studies

• utilising fully the human and material resources available to her

• selecting courses that challenge her appropriately and meet her future needs and current interests.

Developastrongsenseofcommunityandpersonalawarenessthrough:

• showing respect and courtesy to others and supporting others in times of personal need

• employing effective interpersonal skills and an understanding, appreciation and tolerance of differences

• utilising appropriate conflict resolution and stress management skills

• participating in and being supportive of College and community activities

• gaining essential knowledge about herself and her environment and the interaction between people and the environment

• developing an awareness of the importance of an active and healthy lifestyle on her spiritual, emotional and physical development and well-being.

Demonstratetakingresponsibilityforherownactionsanddecisionsthrough:

• behaving in a manner that brings credit to herself and the College at all times

• respecting the property of the College and others in the community

• avoiding dangerous and unsafe practices

• showing the ability to solve problems and deal with change effectively

• understanding her personal potential for contributing to the community

• being honest and fair in her dealings with others.

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SPIRITED C

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beyond the classroom.

Being dynamic and responsive to change.

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TEACHING AND LEARNING PRINCIPLES

St Clare’s College is a spirited learning community committed to engaging the ‘head, heart and hands’ of all students.

“ ... what a child can do today with assistance, she will be able to do by herself tomorrow.”

Lev Vygotsky, Interaction Between Learning and Develo

“Teaching has an extraordinary moral depth and is one of humankind’s most excellent and creative activities, for the teacher does not write on inanimate material but on the very spirit of human beings.”

The Catholic School on the Threshold of the Third Millennium, paragraph 19

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GENERAL INFORMATIONIntroductionThe purpose of this handbook is to provide information for parents and students about the courses of study available at St Clare’s College in Years 9 and 10 and to provide information about the College.

All High Schools in the ACT develop their own curriculum and student achievement is assessed by the teachers. The curriculum and patterns of study described in this handbook reflect the current practice at the College. The ACT Curriculum Framework, “Every Chance to Learn” provides government and non-government schools in the ACT with the curriculum framework on which to base their school curriculum plans from preschool to Year 10. St Clare’s College completed full implementation of the requirements of “Every Chance to Learn” in 2011. In 2013 St Clare’s College implemented the Australian Curriculum for Phase One and Phase Two subjects. Phase Three subjects are yet to be completed implemented. This final stage of implementation should be achieved by 2017.

At the completion of Year 10 students are eligible for the award of a Year 10 Certificate which records the work completed for Years 9 and 10 and the level of achievement in each Semester Unit undertaken. The Year 10 Certificate is issued by the ACT Department of Education and Training.

The School Support Team and Special Needs Students

St Clare’s College caters for special needs students by the provision of a specialist School Support Team. Special Needs students are widely defined at St Clare’s College. They may be gifted and talented students requiring extension work, students who have difficulty with their work, students for whom English is a second language, students who are temporarily in need due to illness or injury, or students with disabilities.

Special provision may be made by resourcing such students within their normal classes or by their enrolment in Help Yourself classes or small classes created in a core subject.

In addition to College recommendations, parental concern about a child’s progress can result in resource assistance. Parents are invited to make an appointment with the School Support Team if they think their daughter would benefit from resource assistance.

School Support at St Clare’s College is based on the following beliefs:

• All students have the right to an education that is designed to develop the whole person.

• All students are unique and should have the opportunity to be educated with their peers irrespective of differing abilities and circumstances.

• All students have the capacity to learn and should be provided with opportunities to develop independence and self-esteem.

The LibraryThe library aims to support and extend the curriculum through the provision of information in a variety of formats (print and electronic) from a variety of sources including the internet, other ACT libraries, on-line databases and subscription services. Staff members are always available to assist students in accessing these resources and a teacher-librarian is always available to provide assistance to students in developing their information literacy skills.

The library is open to all students from 8.00am to 4.30pm for private study, working on assignments and use of the computer facilities. The library resources include desktop computers, scanners and a photocopier, all of which are available to students from 8.00am to 4.30pm each day. The computers provide access to the College network, email, Internet access, electronic information resources and a wide range of software applications.

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A Fiction collection is provided to support the recreational reading and literature studies of students. The teacher-librarians are happy to provide assistance in the selection of fiction whether for recreational reading or study purposes.

Text BooksThe distribution of text books is done through the library. Each text book issued is identified by a unique bar code which is recorded against each student ID number. If students fail to return books bearing these particular numbers, or, if these books are lost or damaged, the replacement cost will be charged to the family.

The College Computer NetworkThe College has extensive access to ICT. Internet and email access is available from all computers within the College, along with a wide range of software applications used specifically in Senior and Junior courses. Subject specific materials can be accessed from all computers on the network either in class time or private study time. Access to the computer network is given only after students have signed and returned the College Computer Usage Policy. Students who breach this policy have their network account suspended for an appropriate time.

All students are taught and strongly advised to save and store their data and class work on the College data servers. Students have secure Internet access to their College email accounts and personal files from home. (Links to student email and files are on the College website home page).

To help reduce wasteful and unnecessary printing, each student is allocated a predetermined ‘quota’ for printing per term. This quota is deemed sufficient for reasonable use. If this quota is used up prior to the end of the term, students may need to purchase additional credit to continue printing at school, depending on how they have used their quota. Students undertaking subjects that require above normal printing are allocated extra credit in their quota.

SEQTAIn Semester Two, 2015, St Clare’s College began a new learning management system, SEQTA, replacing Studywiz. In 2016 a complete implementation will occur and SEQTA will provide an online space where educational content of all types is collected, organised and managed to create an enriched learning environment and curriculum for students. SEQTA affords access to all users safely and easily through the Internet and allows students and parents to access teaching and learning material at school and at home. From 2016 students will have a personal login which provides access to their class materials and other approved groups with whom they may be associated.

RegisteredTrainingOrganisation(RTO)St Clare’s College is a Registered Training Organisation (RTO) accredited to deliver nationally recognised Vocational Education Courses. Staff teaching these courses are suitably qualified and trained to deliver the competencies associated with the Training Package for each course.

From their study of these courses, students can achieve a nationally recognised Certificate I and/or II. Alternatively, if they do not satisfy all the requirements for a Certificate I and/or II, they will receive a Statement of Attainment outlining all competencies achieved.

The ‘RPL’ (Recognition of Prior Learning) process at St Clare’s College enables students to seek acknowledgment of experience and skills they possess that are required in a particular Vocational Education Course.

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Student and Family CounsellingSt Clare’s College has access to a student and family counselling service provided by Catholic care. At present there is one qualified social worker and one qualified psychologist at St Clare’s College.

The role of the counsellor is to focus on the emotional, social and educational well-being of students. As well as conducting individual sessions with students, counsellors provide assistance and give support to families. The counsellors may also work in consultation with staff on policy development and preventative programs.

Referrals to the service can be made:

• by the students themselves

• by a teacher who may have concerns about a student

• by parents requesting their child be seen individually or as part of the family unit.Careers Counselling

The Careers Adviser is an integral part of the College’s student counselling services. The Careers Adviser is available each day to parents and students.

Careers Services provided:

• information on a range of career related issues

• relaying information relevant to senior students

• individual career counselling sessions

• providing workshop activities to class groups

• provision of guest speakers to address students

• organising excursions

• assistance and advice with job search techniques

• assisting students to complete tertiary applications.The careers library is being constantly updated. A wide variety of material is available in the form of books, pamphlets, DVDs and computer programs. Some resources are available for short-term loan.

All Year 10 students attend the annual Careers Market and the school hosts career information evenings. Work experience placements can also be arranged for interested Year 10 students. Students are advised to check their emails and student notices regularly for careers information and news.

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SPECIALISED TERMSCurriculumThe curriculum is defined as all the learning experiences planned and organised by St Clare’s College. This may also be thought of as the total learning that students experience at St Clare’s College.

Faculty AreasSubjects and units may be categorised into broad areas of learning. These are said to have a similarity in terms of skills and concepts. At St Clare’s College, twelve faculties are defined:

1. English

2. Languages

3. Mathematics

4. Physical Education and Health

5. Religion

6. School Support Team (SST)

7. Science

8. Studies of Society and Environment (SOSE)

9. Technology

10. The Arts

Pre-RequisitesA pre-requisite is the satisfactory completion of a unit prior to being permitted to undertake a further related unit.

SubjectSubject is the word used to describe the traditionally separate areas of learning such as: English, Mathematics, Music, etc.

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UnitIn Years 9 and 10, a Unit is defined as a semester length combination of lessons, assignments and work organised around a particular theme or series of topics with a coherence of purpose.

The teaching time allocated to all Semester Units in Years 9 and 10 is the same.

Essential Learning Achievements (ELAs)

The Essential Learning Achievements in the Every Chance to Learn Curriculum framework are statements of what is essential for ACT students to know, understand, value and be able to do from preschool to Year 10. The Essential Learning Achievements covered in each subject area are included in this handbook.

Australian Curriculum Achievement Standards

Across Foundation to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. The sequence of achievement standards in each subject describes progress in the learning areas, demonstrating a broad sequence of expected learning.

CHOOSING A PATTERN OF STUDYSelecting Subjects

Enrolment in Years 9 and 10 involves choosing a package of semester length subjects over two years of study. This two year package is planned for in Term 3 of Year 8. Specific instructions for subject selection will be available to students at these times.

It is important to have a pathway in mind over the two years when making subject choices and the overall balance of the package should be considered.

In reading this information, it is hoped that students will be able to select subjects that suit their needs, challenge them academically, expand their interests and lay a strong foundation upon which to build a sound program of study in Years 11 and 12.

Selection Rules

General

Students are enrolled in eight subjects each semester – six core and two elective subjects. This pattern of study is shown in the table over.

Minimum Requirements

• All students will study Religious Studies, English, Science, Mathematics, History, Geography, and Physical Education and Health in Years 9 and 10. These are referred to as Core Subjects.

• All students in Year 9 will study at least one subject for one semester from within those subjects grouped as “The Arts”, and one subject for one semester from within those subjects grouped as “Technology”.

• All students in Year 9 will then need to select two other elective subjects of at least one semester in length. Students may choose to study a subject for more than one semester, that is, for the entire year.

• All students in Year 10 will need to select four elective semester subjects to complete their study package. These can be a combination of semester length and year length subjects.

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Year9and10PatternofStudy1 2 3 4 5 6 7 8

Year 9 Semester

OneEnglish Mathematics Science Religion History Health

and PEThe Arts /

TechnologyElective Choice

Year 9 Semester

TwoEnglish Mathematics Science Religion Geography Health

and PETechnology / The Arts

Elective Choice

1 2 3 4 5 6 7 8

Year 10 Semester

OneEnglish Mathematics Science Religion History Health

and PEElective Choice

Elective Choice

Year 10 Semester

TwoEnglish Mathematics Science Religion Geography Health

and PEElective Choice

Elective Choice

• Year 9 “The Arts” Electives: Dance; Drama; Music; Visual Arts

• Year 9 “Technology” Electives: Design & Technology; Textiles Technology; Food Technology: Information Technology

• Year 9 and 10 Elective Choices: Languages (French, Japanese, Italian); Integrated Unit- Environmental Science.

• Year 10 Elective Choices: Design & Technology; Dance; Drama; Textiles Technology; Food Technology; Geography; History; Industry & Government; Information Technology; Integrated Unit- Sound of Maths; Music; Visual Arts.

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ASSESSMENT AND REPORTINGThe following information has been taken from the St Clare’s College Assessment Policy.

IntroductionSt Clare’s College seeks to promote the spiritual, physical, emotional, intellectual and aesthetic development of its students. In a school which strives for each student to achieve to the best of her ability, there is a need to have processes that are transparent, explicit and equitable.

The purpose of our assessment policy is to ensure that:

• • procedures, expectations and rules are clearly stated and accessible to all students

• • each student’s assessment results are an accurate indication of her performance

• • assessment processes and outcomes are fair for all students.The assessment policy is designed to assist students to develop the organisational skills and work habits required for academic success. Special consideration will always be given in appropriate circumstances. It is the student’s responsibility to keep teachers informed if there are difficulties with assessment.

In order to ensure that a student or a group of students are not advantaged nor disadvantaged due to unforeseen circumstances, St Clare’s College reserves the right to make appropriate adjustments to this policy for individuals or groups should the need arise.

PurposesofAssessmentAssessment is an important part of St Clare’s College teaching and learning program as it provides parents, teachers and students with valuable information about students’ learning. This information is useful both to monitor and improve teaching and learning strategies and to measure the learning outcomes of students at key stages.

“Effective assessment involves a synthesis of valid information from a variety of sources – a photo album, not a single snapshot” (Wiggins and McTighe, 2007).

SubmissionofAssessmentTasksIt is the responsibility of the student to submit Assessment Tasks to the teacher by the due date. Assessment Tasks should be handed directly to the teacher, if possible, and be accompanied by a completed Assessment Task Submission Form. All Assessment Tasks must be submitted as a hard copy unless otherwise stated in the requirements of the task. Upon receipt, the teacher should register the date that the Assessment Task was submitted by completing the relevant section of the Assessment Task Submission Form. This then generates a receipt for the teacher and student that the task has been submitted. In the event that the teacher is unavailable, Assessment Tasks may be submitted to Student Administration who will issue the student with a receipt.

The student is required to keep a complete copy of any written task that is submitted as well as their submission receipt. A backup electronic copy or a photocopy is acceptable. The copy must be produced on request and will provide the student with security against loss of or damage to the submitted copy. It is also important that students ensure the security of their work prior to its completion by ensuring that secure electronic and hard backup copies are made. Loss of a task, either electronic or physical, will not generally be accepted as a valid reason for late submission.

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ElectronicSubmissionofAssessmentTasksIn some cases it may be appropriate or a requirement that an Assessment Task is to be submitted electronically, either on disc, CD Rom or by email. In such cases, the following conditions will apply:

1. St Clare’s College will not be responsible for unusable, unreadable, corrupted or virus infected files

2. St Clare’s College will only accept Assessment Tasks which are written in applications which are compatible with the College computer network

3. The Assessment Task should be readily identifiable with the student’s name

4. The Assessment Task is not considered to have been submitted if conditions (1), (2) and (3) have not been met.

LateSubmissionorNonSubmissionofAssessmentTasksStudents are required to submit all assessment tasks to fulfil course requirements. All Assessment Tasks must be completed and presented by the due date.

For students in Years 7-10, work not submitted by the due date will incur a letter sent home to parents/ guardians and attendance at an Assessment Compliance Session. The Assessment Compliance Session will be held during school time throughout the semester and conducted by the Assistant Principal Curriculum and Assessment. Students will be required to complete outstanding work and submit their task at the end of this session.

An Overdue Assessment Task letter is sent to parents to advise them if their daughter fails to submit an Assessment Task by the due date. Parents are required to acknowledge receipt of this letter, by completing and returning the tear-off slip at the bottom of the letter.

AbsenceontheDayofCompletion/Submissionofan Assessment TaskStudents who are absent on the day an Assessment Task is due to be submitted or to be completed (i.e. test, exam or oral presentation) must contact their subject teacher or relevant Faculty Coordinator on the day the item is due. Where possible, the Assessment Task should be delivered to the teacher at St Clare’s College on the day that the task is due. On the day of return to school a parental letter explaining the reason for the absence should be delivered to the teacher.

If a student knows in advance that she will have a valid reason for being absent on the due date of an Assessment Task or the day of completion of an Assessment Task, she must negotiate a suitable arrangement with the teacher and/or Faculty Coordinator. It is usual in the cases of excursions, sporting and family commitments for the student to complete or submit the task before the due date.

A student who is absent on the day of an in-class test will be required to sit the test or another equivalent one at a suitable time arranged by the subject teacher and the Faculty Coordinator. A note or medical certificate to the subject teacher regarding the absence is required.

Please note that specific procedures regarding absence on the day of a Mathematics task will be included on unit outlines.

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Extended AbsencesStudents who plan to take leave from St Clare’s College for extended periods or during peak assessment times must be mindful of the implications this may have on their ability to satisfy assessment requirements in their courses.

Any student considering taking leave during term time must discuss the implications of this, well in advance, with the Assistant Principal Curriculum and Assessment.

ExtensionsExtensions of time will only be granted in exceptional circumstances and should not be assumed by students. Extensions must be applied for at least three days before the due date and submitted in writing to the Faculty Coordinator. The application must be signed by the subject teacher and the parent. Students when asking for an extension should expect to validate the work they have completed to date.

Where computers are used in preparing Assessment Tasks, extensions of time will not be given for computer or printer failure. Students are expected to follow responsible practices in relation to the use of technologies, including the maintenance of reliable and up to date backup copies, allowing sufficient time to deal with potential technical failures and the retention of printed draft copies.

As St Clare’s College has an extensive Information Technology Network to which all students have access, problems with access to technology at home is not an acceptable excuse for late submission of work.

PlagiarismPlagiarism is the presenting of someone else’s work as one’s own and includes words or ideas from books, films, CD-ROMs or the Internet without acknowledging the source. It also includes using directly the work of a person helping with an essay or an assignment. Students who plagiarise work will be penalised according to the extent of the plagiarism. A serious case of plagiarism or a repeated offence will result in penalties such as the cancellation or substantial reduction of marks allocated for their assessment item.

ReportingReports are issued for all students. Written reports are issued twice a year at the end of Semester One and Semester Two.

College AwardsAt the end of each semester a special assembly is held to recognise Academic Achievement and Endeavour. St Clare’s College certificates are presented to students whose performance is of an excellent standard over a wide range of subjects or who have demonstrated a high standard of effort consistently across a wide range of subjects.

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Achievement Grades Years 7-10A grade is awarded for each unit of work. It is awarded on a five point scale (A-E) and indicates the level of achievement based on the outcomes of the unit. The grade descriptors used in each faculty are:

A - Awarded to those students who have a very high achievement in all aspects of the unit of study. They understand the most difficult ideas of the unit, demonstrate initiative, can identify and solve problems and are able to communicate their ideas clearly.

B - Awarded to those students who have achieved a high level of understanding of the unit studied and are able to apply the skills learned in the unit to a wide range of problems.

C - Awarded to those students who understand most of the important ideas and have learned many of the skills covered in the unit to a level which would allow them to continue appropriate study in the area or to carry out work requiring these skills.

D - Awarded to those students who know the basic terminology of the area of study, have learned some of the skills and understand some of the important ideas covered by the unit.

E - Awarded to those students who, although having met the requirements for attendance and completion of work, have learned few of the skills covered by the unit.

S - ‘Status’. Awarded to those students who have completed equivalent study at another school, or to those students who, because of illness or misadventure, are unable to be awarded an A-E grade.

Personal Achievement Years 7-10On the Semester Report for each unit studied for students in Years 7-10, the criteria listed under ‘Personal Achievement’ comment on areas such as effort and organisational skills. As well as providing useful information to parents and students, they are also used to determine those students who will receive Endeavour Awards at the end of each semester.

OralReports(Parent-TeacherInterviews)Formal interviews are scheduled twice per year at mid-Semester. They give parents and teachers an opportunity to discuss student progress and needs. These interviews are a valuable means of communication and all parents are encouraged to avail themselves of these opportunities. Student attendance at the interview is not compulsory but is encouraged.

Parents are welcome to arrange interviews at any other time or to speak to staff by telephone or contact them by email about general progress or concerns they may have.

ACTYear10CertificateAll students who are deemed by the Principal to have satisfactorily completed a program of study to the end of Year 10, receive a certificate which records their studies and levels of achievement in Years 9 and 10.

The grades A-E are used on this official ACT Department of Education document. Academic performance, attendance and conduct in Years 9 and 10 are the criteria used in the decision to award the Year 10 Certificate. The Year 10 Certificate is an important document for admission to Year 11, TAFE Colleges and apprenticeships. Students who leave the school during Year 9 or Year 10 are supplied with a High School Record in accordance with the procedures of the ACT system. Further information on Year 10 Certification can be found in the brochure on the ACT Department of Education and Training website.

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PROPOSED COURSES RELIGIOUS EDUCATIONCourse OverviewThe Religious Education course studied at St Clare’s in Years 9 and 10 is built upon the Treasures New and Old (TNO) Religious Education Guidelines currently mandated for Catholic schools in the Archdiocese of Canberra and Goulburn. The TNO guidelines provide a syllabus with a 4 strand ‘spiral’ structure covering the core faith dimensions of: God and God’s Creation, Jesus and Discipleship, Church in the World, Prayer and Celebration. These strands are repeated in each stage level (Years 9 and 10 being Stage 5). Hence, at each stage there is a deepening in the key concepts and skills essential to a rigorous Religious Education program faithful to the Catholic tradition. Years 9 and 10 students at St Clare’s College undertake four compulsory units in the area of Religious Education.

Each of the college semester units is made up of TNO units in the following pattern:

Semester TNO Units

Year 9

1God of the Prophets

The Good News of Jesus

2Church in Dialogue

Prayer and Spirituality

Year 10

3God of Life

Church and Change

4Prayer and the Eucharist

Living as a Disciple of Jesus

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Unit: Year 9 RE Semester 1Treasures New and Old UnitsGod of the Prophets

The Good News of Jesus

Key Learning OutcomesTerm 1Students will know:

• What the experiences of the biblical prophets reveal about the nature of God

• How the Hebrew prophets challenge people to keep the demands of the covenant

• How modern-day prophets live out God’s call to justice and compassion.

• Students will be able to:

• Identify images of God in the prophetic literature

• Communicate central messages and themes of Hebrew prophets

• Research and explain how people can be the ‘face of God ’

• Identify ways individuals can respond with justice to issues in the world.

Term 2Students will know:

The historical evidence for the existence of Jesus

The method that the Church describes as indispensable in the interpretation of the Bible is the historical-critical method.

• The use of biblical commentaries and reference materials enriches the interpretation of Scripture.

• The saving work of Jesus through his life, death and resurrection and how his good news is a message of conversion, hope, liberation and love for all.


• Articulate the meaning of Jesus’ death and resurrection.

• Identify historical sources for the evidence of Jesus

• Use Biblical commentaries to interpret Scripture

• Explain how Jesus is a model of servant leadership

ContentIn term 1 students will investigate the role of prophecy in the Judaeo-Christian tradition. Their study begins with the Hebrew prophets then moves on to the prophetic role of Christ, the Church and modern day prophetic figures who continue the tradition of the prophet. In term 2 students will apply a variety of biblical and information research tools to undertake an investigation of the Gospels, recalling and communicating the central message of Jesus. Students will demonstrate their understanding of the Christian teaching of Jesus overcoming death in the resurrection. They will explain the context, content, structure and purpose and audience of the Gospels.

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AssessmentAll assessment items will address course outcomes according to the following framework.

• Creative Tasks

• Research Assignments

• In-class responses/tests

Unit: Year 9 RE Semester 2Treasures New and Old UnitsChurch in Dialogue

Prayer and Spirituality

Key Learning Outcomes


• Relevant Church teachings relating to religious tolerance, eg. Nostra Aetate.

• That Australia is a religiously diverse country.

• Ecumenism and interfaith dialogue can promote tolerance, understanding and harmony.

• Similarities and differences between the Catholic faith and other religions, both Christian and non-Christian


• Articulate the Church’s perspective on aspects of religious tolerance

• Identify ways that the different religions practiced in Australia have contributed to Australian culture

• Investigate ways individuals can contribute to peace, justice, religious tolerance and interfaith understanding.


• Sacraments and liturgical action as expressions of an ongoing relationship with God

• The place of personal and communal prayer and traditional forms of Catholic prayer

• People of prayer e.g. saints

• Prayer and ministry groups of the Church.Students will be able to:

• Identify how a mature spiritual life can be enriched by the sacraments and prayer

• Examine the expression of spirituality using various media

• Investigate the influence of prayer in the lives of saints, religious, lay and church communities

• Explore the role of prayer and ministry groups within the local Church and the community.

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ContentIn term 3 students will explain the importance of religious diversity and how ecumenism and interfaith dialogue can promote tolerance, understanding and harmony. In term 4 students will focus on the concept of prayer as expressing relationship with God, individually and communally. Such communication and expression assists in making meaning of life experiences.

AssessmentAll assessment items will address course outcomes according to the following framework:

• Creative Tasks



Year 10Unit: Year 10 RE Semester 1Treasures New and OldGod of Life

Church and Change

Key Learning OutcomesTerm 1Students will know:

• God calling us to life through the experience of joy, hope and suffering

• God’s life-giving grace received through the gift of the Holy Spirit in our lives, the Church and the world

• How others have contemplated death and the after-life.Students will be able to:

• Recognise God’s grace in the human experience of suffering

• Articulate life giving responses to experiences of death and dying

• Value the dignity of human life

• Explore a range of cultural expressions of suffering and death.

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• The contemporary challenges facing the Church today

• The Church’s official response to contemporary and historical events through its communications such as encyclicals.

• Significant historical events and figures that have shaped the Church such as Martin Luther and the Protestant Reformation, Henry VIII and the English Reformation, the Counter Reformation

• How the story of the Australian Church inspires participation in the life of the universal Church


• Identify and investigate the challenges facing the Church today

• Identify, describe and analyse the causes which led to divisions in the Church such as the Reformations.

• Express an understanding of various Church responses including Encyclicals, and Ecumenical Councils

ContentIn term 1 the studies examine a Christian understanding of suffering and death. Through a study of Church teachings on death and eternal life, students will deepen their understanding of how, for Christians, death has been transformed by Jesus. Students will develop an awareness of the grief process and examine Christian funeral rites and practises within the context of Christian hope and belief in eternal life and the Kingdom of God. In term 2 the students will demonstrate an understanding of the significance of historical events which have shaped the Universal and Australian Church.

AssessmentAll assessment items will address course outcomes according to the following framework:

• Creative Tasks



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Unit: Year 10 RE Semester 2Treasures New and OldPrayer and the Eucharist

Living as a Disciple of Jesus

Key Learning OutcomesTerm 3 Students will know:

• The structural components of the Eucharistic celebration• The significant place of Scripture in the celebration and living out of Eucharist• The place of the Eucharist in the contemporary Church• The rights and responsibilities of the Eucharistic community.• Students will be able to:• Articulate the relationship between the Eucharist and the everyday action of believers who are

called to reconcile, renew and serve• Explain the meaning of liturgical symbols and action• Develop a liturgical celebration integrating appropriate symbols, art and music.

Term 4 Students will know:

• How Jesus treats all people with love, justice and mercy• Jesus’ teachings which form the foundation for living a moral life• Jesus’ teachings for acting with justice• The Catholic Church’s teaching on values, morality, conscience and how to live a morally good life• Students will be able to:• Identify the steps to make an ethical decision.• Integrate the teachings of Scripture and the Catholic Church regarding ethics and social justice into

their own lives.• Respond to injustices in our world by acting with the core principles of Catholic social justice.

ContentIn term 3 through a study of the signs, symbols, rituals and words of the Eucharist, students will focus on the communal nature of the Mass and explore ways of living out the Eucharist in daily life. In term 4, the students will investigate the relationship between Christian values, conscience formation and decision making. Christian values will be examined in the light of the Jewish Tradition, Gospels values and Catholic Church teaching. Christian decision making strategies will be explored and applied to contemporary moral issues.

AssessmentAll assessment items will address course outcomes according to the following framework: Creative Tasks, Research Assignments, In-class responses/tests

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PROPOSED COURSES

ENGLISHThese units contain the content and skills from the Australian Curriculum.

YEAR 9Unit:English1–ThePowerofPersuasionKey Learning Outcomes

• understands that text structures can be manipulated for effect

• evaluates ideas from texts to form their own interpretations

• selects appropriate evidence from texts to demonstrate how an audience is influenced and positioned

• creates innovative responses to texts using a variety of language features and/or images to establish different levels of meaning

• demonstrates an ability to edit, selecting vocabulary and grammar that contribute to the effectiveness of their own texts

ContentIn this unit students will:

• explore, analyse and create persuasive texts.

• They will consider how texts are structured to convey meaning for a specific audience. Students will do this through close analysis, considering the target audience and purpose of each text.

• Elements that will be explored include: language devices and structural features of visual, audio and written texts. Students will demonstrate their understanding of persuasive texts through in-class analysis of a variety of examples and application of their knowledge to the creation of their own texts.

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AssessmentAssessment tasks will consist of the following:

• individual oral presentations/seminars

• essays

• creative responses.

Unit:English2–TransformingTextsKey Learning Outcomes

• understands that text structures can be manipulated for effect

• evaluates ideas from texts to form their own interpretations

• selects appropriate evidence from texts to demonstrate how an audience is influenced and positioned

• creates innovative responses to texts using a variety of language features and/or images to establish different levels of meaning

• demonstrates an ability to edit, selecting vocabulary and grammar that contribute to the effectiveness of their own texts


• explore a range of texts that can transform an individual’s way of looking at the world

• consider why texts remain popular, giving consideration to different historical, cultural and social contexts.

• complete an introductory study of Shakespeare and his importance to theatre and literature. This will be completed via a close study of either one of his complete works or a series of excerpts from the plays.

• read and analyse a range of written texts, to increase their understanding of structure, point of view, stereotypes, symbolism, character development, themes and narrative style.


• in-class essay

• prepared essay


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YEAR 10Unit:English1–IdeasthatMatterKey Learning Outcomes

• identifies and assesses their own and others’ interpretation of texts

• Identifies how cohesive and logical arguments are used to explain different viewpoints, attitudes and perspectives

• demonstrates originality by experimenting with languages features, stylistic devices, text structures and images

• creates a wide range of texts, articulating complex ideas and arguments

• uses correct grammar, accurate spelling and punctuation and varied vocabulary choices


• consider other people’s ideas and experiences and how this can broaden their own

• reflect on the influence and power of new and emerging media

• develop cohesive and logical arguments to explain different viewpoints, attitudes and perspectives

• develop their own style by experimenting with language features, stylistic devices , text structures and images

• demonstrate an understanding of grammar, an accurate use of spelling, punctuation and varied vocabulary choices for specific effects


• individual oral presentations

• in-class essay

• prepared essay

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Unit: English 2 – Enduring StoriesThis is a transitional unit. Texts have been selected to prepare students for the study of English in Years 11 and 12.

Key Learning Outcomes• identifies and assesses their own and others’ interpretation of texts

• identifies how cohesive and logical arguments are used to explain different viewpoints, attitudes and perspectives

• demonstrates originality by experimenting with languages features, stylistic devices, text structures and images

• creates a wide range of texts, articulating complex ideas and arguments

• uses correct grammar, accurate spelling and punctuation and varied vocabulary choices


• consider the value our literary heritage

• develop an appreciation that reading and viewing of classical texts and their adaptations increases our understanding of ourselves, past and present

• evaluate how text structures contribute to the formation of individual style

• develop, justify and evaluate interpretations of texts, analysing the evidence used to support them

• develop cohesive and logical arguments to explain different viewpoints, attitudes and perspectives

• create a wide range of texts to articulate complex ideas, in which they justify and develop arguments


• in-class essay

• prepared essay


This is the pathway from Year 8 for students continuing their Language studies. Students must study language units in sequential order.

Essential Learning Achievements

The Languages curriculum at St Clare’s College incorporates the ACT Curriculum Framework Every Chance to Learn. The Essential Learning Achievement (ELA) covered in The Year 9 and 10 curriculum is ELA 15 (The student communicates with intercultural understanding).

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PROPOSED COURSES

LANGUAGESThe following interdisciplinary ELAs are also integrated into the Languages curriculum across the units:

ELA 1 (uses a range of strategies to think and learn)

ELA 2 (understands and applies the inquiry process)

ELA 3 (makes considered decisions)

ELA 4 (acts with integrity and regard for others)

ELA 5 (contributes to group effectiveness)

ELA 6 (uses Information and Communication Technologies effectively)

Year 7 Japanese 1 Italian 1 French 1

Year 8

Year 9Semester 1

Semester 2

Semester 1

Semester 2

Year 10

Japanese 2

Japanese 3 Italian 3 French 3




Italian 2 French 2 Entry point for continuing students fromYear 8

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Beginning ItalianUnit: Italian 1Key Learning Outcomes

• communicate with others orally and through writing

• obtain information by listening to and reading a variety of texts

• develop knowledge of the geography of Italy and famous contemporary Italians

• develop an appreciation of how language is learned and the systematic nature of language

• develop a greater understanding of their own language.

ContentIn this unit students will study language related to:

• greetings

• personal details

• family and pets

• classroom language

• fashion and accessories

• likes and dislikes

• numbers to 100

• days of the week

• months of year

• Christmas and Easter.Students will also study the following aspects of Italian culture:

• Italian geography

• Italian regions

• famous contemporary Italians

• the Italian education system

• customs, traditions and legends about Easter and Christmas

• Italian soccer teams

• Italian currency.

AssessmentStudents will be assessed on their ability to achieve the specific outcomes of this unit using a variety of assessment strategies. Where appropriate, the teacher may negotiate with the class to decide specific assessment items. A balance must be kept between writing, responding (reading and listening comprehension) and oral interaction. A socio-cultural component will be included.

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Unit: Italian 2Key Learning Outcomes



• develop knowledge of Italian regional cuisine, festivals and traditions




• house, home and family

• daily routines and time

• weekend activities, music, sports and cinema as leisure activities

• the city of Rome, using local shops

• food shopping, recipes and dining out

• holidays and festival traditions

• weather

• rural life in Australia and animals.

Students will also study the following aspects of Italian culture:

• recipes and cooks

• rural tourism (Agriturismo) and regional tourism

• the Ferrari legend

• the Italian cultural influence in Australia

• the Italian and Australian climates.


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ItalianUnit: Italian 3Key LearningOutcomes



• gain an understanding of Italy’s national parks and reserves


• develop a greater appreciation of features of their own language.

• Content

• In this unit students will study language related to:

• describing people: both physical and personal characteristics

• ordering food and drinks

• the polite form of register

• holidays and leisure

• houses: rooms, furniture

• Italian cities and places of interest.


• different types of Italian houses

• Italian holiday destinations and tourist sites

• the city of Milano

• Mirabilandia theme park

• Italian language websites.


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• gain an understanding of the historical and cultural significance of the manufacturing of motorcycles in post-war Italy



Content• In this unit students will study language related to:

• school life, reports and exchanges

• transport

• class representatives and personal qualities

• pastimes and leisure activities: parties, music concerts, bands and singers

• shopping for a present.


• Italian public holidays

• popular means of transport in Italy with an emphasis on the scooter (mopeds)

• Il Festivalbar – an Italian rock festival

• tourism - trekking in the ‘Cinque Terre’ National Park

• Italian education system and school reports.Assessment

Students will be assessed on their ability to achieve the specific outcomes of this unit using a variety of assessment strategies. Where appropriate, the teacher may negotiate with the class to decide specific assessment items. A balance must be kept between writing, responding (reading and listening comprehension) and oral interaction. A socio-cultural component will be included.

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• gain an understanding of the widespread usage of proverbs in the Italian culture



• ContentIn this unit students will study language related to:

• health and describing how one feels

• diet and healthy lifestyles

• visiting the doctor

• presenting statistics

• giving up smoking

• Italian food shops

• St Valentine’s Day

• fresh food and grocery shopping

• table settings

• simple and more complex Italian recipes

• meeting someone for dinner.

• Students will also study the following aspects of Italian culture:

• the vegetarian diet

• seasonal foods

• the Mediterranean diet

• regional Italian food specialties

• Italian sayings and proverbs.


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• deepen their understanding of the Renaissance and Italian opera




• Italian history from the start of the Iron Age

• Italian history and the Renaissance

• Italian cars, car parts and repairs

• obtaining a driver’s licence.


• turning points in Italian history

• the legacy of Da Vinci and other great Italian artists

• the creation and rise of opera

• Italian neo-realist cinema

• Italy’s contribution to the development of the car and some famous makers

• Italy’s passion for car racing.


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Beginning FrenchUnit: French 1Key Learning Outcomes



• develop an appreciation of Francophone countries and famous contemporary French people




• greetings


• family and pets

• classroom language

• fashion and accessories


• numbers to 100

• days of the week

• months of the year

• Christmas and Easter.

• Students will also study the following aspects of French culture:

• basic French geography

• French regions

• famous contemporary French people

• the French education system

• customs and traditions about Easter and Christmas

• currency – the Euro.


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Unit: French 2Key LearningOutcomes



• develop an appreciation of French regional cuisine and festivals




• food shopping, recipes and dining out

• holidays and festival traditions

• life in Australia

• daily routines and time

• leisure activities

• parts of the body

• tourist destinations

• buying presents

• weather

• a comparison between life in Australia and France.

Students will also study the following aspects of French culture:

• French regional cuisine and regional festivals

• major sporting events in France

• travel in France.


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FrenchUnit: French 3Key LearningOutcomescommunicate with others orally and through writing

obtain information by listening to and reading a variety of texts

• further their socio-cultural and geopolitical awareness of French society and learn about the education system

• research travel throughout France, gaining an appreciation of France’s natural beauty

• develop an appreciation of how language is learned and the influence of French on English vocabulary


• Content


• describing people, both physical and personal characteristics

• ordering food and drinks, including using the polite form

• holidays

• houses, rooms, furniture

• French cities and places of interest

• transport

• school life, class representatives and personal qualities, school reports, student exchanges and linguistic tours.


• French holiday destinations and tourist sites

• French websites

• different types of French houses

• the city of St Etienne

• the Asterix theme park

• French public holidays

• the French Education system.


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Unit: French 4Key Learning Outcomes



• deepen their understanding of French fashion and designers




• describing clothes and colours, fashion parades and comparing clothes

• music, films, future plans and school bands

• housework, sending invitations, party food and parties.


• French designers

• French fashion and perfume

• French television programs

• Iconic French cars.


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• develop an understanding of the French media and compare French and Australian television cultures




• health and describing how one feels

• diet and healthy lifestyles

• visiting the doctor

• presenting statistics

• giving up smoking

• shopping for food in France

• fresh food and grocery shopping

• simple and more complex French recipes

• meeting someone for dinner.

• Students will also study the following aspects of French culture:

• seasonal foods

• regional French food specialties

• origins of French food

• French contributors to medical research

• French political figures

• French history

• Asterix.


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• respond to poetry, songs or films that relate to Paris




• French cars, car parts and repairs

• driving and obtaining a driver’s licence

• work experience, part-time jobs, resumés, letters of application

• French beaches, French holiday destinations, travelling by train, Paris sites.


• different types of cars

• French web site - Citroën

• different types of jobs

• La Côte d’Azur

• Le TGV

• Paris.


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Beginning JapaneseUnit: Japanese 1Key Learning Outcomes



• develop an understanding of Japanese geography and housing



• Content



• greetings

• immediate community

• nationality

• numbers and counting.Students will also study the following aspects of Japanese culture:

• Japanese geography

• Lifestyles and housing.


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Unit: Japanese 2Key Learning Outcomes



• develop an appreciation of traditional Japanese sports and cuisine




• leisure time

• describing food and things


• school

• commands, requests and permission

• telling the time and days of the week

• past and future events

• describing events

• transport.Students will also study the following aspects of Japanese culture:

• traditional sports and sumo

• Japanese cuisine.


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JapaneseUnit: Japanese 3Key LearningOutcomes



• develop an appreciation of youth culture and the fine arts of Japan




• transport

• verb tenses

• descriptions of family and counting people

• likes, dislikes and abilities

• personal milestones for Australian and Japanese teenagers

• describing one’s childhood

• some important celebrations in Japan

• languages and nationalities

• talking about what people are doing now

• the recognition and use of a greater number of kanji

• the katakana script.Students will also study the following aspects of Japanese culture:

• school clubstraditional leisure activities and their role in today’s Japan.


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• develop an understanding of youth culture in Japan




• languages and nationalities

• talking about what people are doing now

• inviting and accepting or declining invitations

• suggesting alternatives

• arranging outings

• ordering in a restaurant

• shopping and prices

• the recognition and use of a greater number of kanji

• the katakana script.

Students will also study the following aspects of Japanese culture:

• festivals and iconic Japanese companies.


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• develop an appreciation of traditional life and modern, evolving Japan


• develop a greater appreciation of their own language.


describing people’s appearance and parts of the body

• describing pets and numbers of animals

• colours

• saying more precisely where things, people and animals are located

• asking for permission and advising against doing certain things

• expressing the purpose for going somewhere

• describing things that happened in the past

• basic kanji.Students will also study the following aspects of Japanese culture:

the traditional role of women in Japanese society and Geisha

issues for modern Japanese women.


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• develop an appreciation of traditional Japanese life


• develop a greater appreciation of their own language.


• the weather and listening to forecasts

• expressing wishes and wants

• ordering food in a restaurant

• counting different objects

• describing how something looks

• the seasons

• shoppingusing and understanding plain speech in less formal situations.

Students will also study the following aspects of Japanese culture:

• Zen Buddhism and its influence on Japanese society

• Samurai ideals - their role in WWII and The Cowra Breakout.

AssessmentStudents will be assessed on their ability to achieve the specific outcomes of this unit using a variety of assessment strategies. Where appropriate, the teacher may negotiate with the class to decide specific assessment items. A balance must be kept between writing, responding (reading and listening comprehension) and oral interaction. A socio-cultural component will also be included.

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PROPOSED COURSES

MATHEMATICS Flow ChartMathematics students at St Clare’s are placed in classes varying in pace and depth of presentation of the content taught. Students will move between classes of varying pace, which we call ‘levels’ with teachers’ recommendations and guidance. The diagram below indicates the general direction of movement between year groups. Students may be moved between classes offering varying depths of treatment at the discretion of the Mathematics Coordinator and in consultation with the classroom teacher.

Within each level containing classes where pace of delivery and depth of treatment are similar, there is also the opportunity for movement from and to the A class, where students are extended within that group of classes, again in consultation with the Coordinator and classroom teacher. Student placement has some flexibility. However, the opportunity to move to a faster paced class becomes harder as the material being taught becomes more demanding.

In order to cover the material required in the Australian Curriculum: Mathematics, the Mathematics Faculty offers the subject at three ‘levels’ in Years 9 and 10. The topics covered are similar, initially, but the pace and depth of coverage at Level 1 becomes greater than at Level 2, which in turn, is faster and deeper than at Level 3. While the topic names are the same, the difference in treatment in terms of levels of abstraction required, result in the various paces and depths of presentation described above.

Within each of the banks of classes at Levels 1 and 2 there is a top level class (the ‘A’ class) in which the students are extended, with a view to widening their choice of Mathematics courses in Years 11 and 12. The opportunity to transfer from the A class in each of the Levels 1 and 2 banks to one of the other classes at the same level exists, and normally occurs after a period of assessment is completed. Similarly, students may move between courses with teacher recommendation, from a faster to a more moderate pace or vice versa. This usually occurs at the end of the semester.

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Year 8

Semester 1 1A Level 1 2A Level 2 Level 3

Semester 2 1A Level 1 2A Level 2

Year 9



Year 10

Semester 1 1A Level 1 2A Level 2 Level 3 *Sound of Maths

Semester 2 1A Level 1 2A Level 2 Level 3 *Elective

The Mathematics Faculty works with the School Support Team to provide specific Mathematics programs to cater for individual needs. Students in Year 10 are able to elect to study the elective unit Sound of Maths in addition to their regular Mathematics class.

The Mathematics Faculty at St Clare’s College offers competitions in Mathematics to extend able, motivated students who volunteer to participate. The competitions are:

• the Australian Mathematics Competition held nationally, annually. This competition is an activity of the Australian Mathematics Trust.

and/or

• the International Competitions and Assessments for Schools – Mathematics (ICAS), which is an initiative of Educational Assessment Australia, UNSW Global at the University of New South Wales.

Year 9The Australian Curriculum: Mathematics was implemented at St Clare’s College for Year 9 in 2012 and for Year 10 in 2013. For Year 9 Advanced Mathematics, extension material has been included to enable the Year 10 Advanced Mathematics units to cover both the Year 10 material as well as the Year 10A material in the Australian Curriculum: Mathematics.

Unit: Standard Unit 1Enrolment AdviceYear 8 Level 3 (2015) with teacher recommendation.

Unit: Intermediate Unit 1Enrolment AdviceYear 8 Level 2 (2015) with teacher recommendation.

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Unit: Advanced Unit 1Enrolment AdviceYear 8 Level 1 (2015) with teacher recommendation.

Unit: Standard Unit 2Enrolment AdviceYear 9 Standard Unit 1 (2016) with teacher recommendation.

Unit: Intermediate Unit 2Enrolment AdviceYear 9 Intermediate Unit 1 (2016) with teacher recommendation.

Unit: Advanced Unit 2Enrolment AdviceYear 9 Advanced Unit 1 (2016) with teacher recommendation.

Key LearningAchievement Standard

These units will enable students to:

• Express numbers in scientific notation and apply the index laws to numbers

• Expand binomial expressions

• Solve problems involving simple interest

• Calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes

• Construct histograms and back-to-back stem-and-leaf plots

• Identify the position of the mean and median in skewed, symmetric and bimodal displays to describe and interpret data

• Calculate areas of shapes and volume and surface area of right prisms and cylinders

• Interpret ratio and scale factors in similar figures

• Explain similarity of triangles

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

• Connect similarity and trigonometric ratios

• Compare techniques for collecting data in primary and secondary sources

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• Find the distance between two points on the Cartesian Number Plane and the gradient and midpoint of a line segment

• Sketch linear and non-linear relations (The Australian Curriculum v4.2 – Mathematics page 17)

ContentThese units will cover the following topics:

Number and Algebra

Real NumbersDirect proportion; problems; explore the relationship between graphs and equations corresponding to simple rate problems

Index laws applied to numerical expressions with integer indices

Scientific notation

Money and financial mathematicsSimple interest

Patterns and algebraExtend and apply the index laws to algebra, using positive integral indices and the zero index

Apply the distributive law to the expansion of algebraic expressions including binomials and collect like terms where appropriate

Linear and non-linear relationshipsDistance between two points on a Cartesian plane using a variety of strategies including graphing software

Midpoint and gradient of an interval on a Cartesian plane using a variety of strategies including graphing software

Sketch linear graphs using the coordinates of two points and solve linear equations

Sketch simple linear and non-linear relations with and without digital technologies

Measurement and GeometryUsing units of measurementAreas of composite shapes

Surface area and volume of cylinders; related problems

Surface area and volume of right prisms; problems

Investigate very small and very large time scales and intervals

Geometric reasoningEnlargement transformation and similarity; develop conditions for triangles to be similar

Use ratio and scale factors to solve problems in similar figures

Pythagoras and trigonometry

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Investigate the use of Pythagoras’ Theorem in solving simple problems in right-angled triangles

Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in a right-angled triangle

Use of trigonometry in the solution of problems in right-angled triangles

Probability and StatisticsChanceList all outcomes for two-step experiments with or without replacement using tree diagrams or arrays; assign probabilities to outcomes and determine probabilities for events

Calculate relative frequencies from given or collected data to estimate the probabilities of events involving ‘and’ or ‘or’

Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians.

Data representation and interpretationIdentify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources

Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, symmetric’ and ‘bimodal’.

Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread.

(The Australian Curriculum v4.2 – Mathematics pages 16-17)

AssessmentFormal or diagnostic, consists of a selection of the following:

• paper and pencil tests

• oral tests

• collected samples of students’ work

• open-ended questioning

• self and peer assessment

• practical skills tests

• investigation assignment

• group work.

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Year 10The Australian Curriculum: Mathematics was implemented for Year 10 in 2013. The following information gives the semester unit titles and a summary of the content to be covered. In the case of Year 10 Advanced, some material has already been placed in the Year 9 Advanced units so that both the Year 10 and Year 10A material in the Australian Curriculum: Mathematics may be covered in the Year 10 Advanced units.







Key LearningAchievement Standard

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These units will enable students to:

• Solve problems involving linear equations and inequalities

• Connect algebraic and graphical representations of relations

• Expand binomial expressions and factorise monic quadratic expressions

• Find unknown values after substitution into formulae

• Perform the four operations with simple algebraic fractions

• Solve simple quadratic equations and pairs of simultaneous equations

• Use triangle and angle properties to prove congruence and similarity

• Use trigonometry to calculate unknown angles in right-angled triangles

• Make connections between simple and compound interest

• Compare data sets by referring to the shapes of the various data displays

• Describe bivariate data where the independent variable is time

• Describe statistical relationships between two continuous variables

• Evaluate statistical reports

• List outcomes for multi-step chance experiments and assign probabilities for these experiments

• Calculate quartiles and interquartile ranges

• Solve problems involving surface area and volume of a range of composite solids

• Recognise the relationships between perpendicular lines and parallel lines

• Apply reasoning to proofs and numerical exercises involving plane shapes (The Australian Curriculum v4.20 – Mathematics page 19)

ContentThese units will cover the following topics:

Number and AlgebraMoney and financial mathematicsConnect compound interest to repeated applications of simple interest using digital technologies

Patterns and algebraFactorise algebraic expressions using a common algebraic factor

Simplify algebraic products and quotients using index laws

Apply the four operations to algebraic fractions with numerical denominators

Expand binomial products and factorise monic quadratic expressions using a variety of strategies

Substitute values into formulae to determine the value of an unknown variable

Linear and non-linear relationshipsSolve problems involving linear equations, including those arising from formulae

Solve linear inequalities and graph solutions on a number line

Solve linear simultaneous equations using algebraic and graphical methods, including digital technology

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Solve problems involving parallel and perpendicular lines

Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate

Solve linear equations involving simple algebraic fractions

Solve simple quadratic equations using a range of strategies

Measurement and GeometryUsing units of measurementSolve problems involving surface area and volume for a range of prisms, cylinders and composite solids

Geometric reasoning

Formulate proofs involving congruent triangles and angle properties

Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes

Pythagoras and trigonometrySolve right-angled triangle problems including those involving direction, and angles of elevation and depression

Probability and StatisticsChanceDescribe the results of two-and three-step chance experiments, both with and without replacement, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of statistical independence

Use the language of ‘if - - - then,’ ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language

Data representation and interpretationDetermine quartiles and interquartile range

Construct and interpret box plots and use them to compare data sets

Compare shapes of box plots to corresponding histograms and dot plots

Use scatter plots to investigate and comment upon relationships between two numerical variables

Investigate and describe bivariate numerical data where the independent variable is time

Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data.


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Year10AsummaryofcontentThe Year 10A content will be included with the Year 10 content for Year 10 Advanced Mathematics students.

Number and AlgebraReal numbersDefine rational and irrational numbers and perform operations with surds and fractional indices

Use the definition of logarithm to establish and apply the laws of logarithms

Patterns and algebraInvestigate the concept of a polynomial and apply the factor and remainder theorems to solve problems

Linear and non-linear relationshipsDescribe, interpret and sketch parabolae, hyperbolae, circles and exponential functions and their transformations

Solve simple exponential equations

Apply understanding of polynomials to sketch a range of curves and describe the features of these curves with reference to their equations

Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts.

Measurement and GeometryUsing units of measurementSolve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids

Geometric reasoningProve and apply angle and chord properties of circles

Pythagoras and trigonometryEstablish the sine, cosine and area rules for any triangle and solve related problems

Use the unit circle to define trigonometric functions and graph them, with and without the use of digital technologies

Solve simple trigonometric equations

Apply Pythagoras’ Theorem and trigonometry to solving three dimensional problems involving right-angled triangles.

Probability and StatisticsChanceInvestigate reports of studies in digital media and elsewhere for information on their planning and implementation

Data representation and interpretationCalculate and interpret the mean and standard deviation of data and use these to compare data sets

Use information technologies to investigate bivariate numerical datasets. Where appropriate, use a straight line to describe the relationship allowing for variation.


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Assessment Formal or diagnostic, consists of a selection from:


• oral tests






• group work.

TheSoundofMathsAvailabilityEither Semester 1 or 2: Year 10 (depending on timetabling).

Enrolment AdviceFor students who have demonstrated a satisfactory grade in Intermediate or Advanced Mathematics, an interest and competency in Science and/or an interest or talent in Music.

Key Learning OutcomesThis unit will enable students to:

• demonstrate knowledge of the physical mechanisms involved in the production, transmission and detection of sound.

• demonstrate knowledge of and skill in using number theory, logarithms, trigonometric and other functions.

• appropriately apply knowledge and skills to the modelling of sound and music.

• complete a project on the maths and science involved in making a musical instrument and write a meaningful report.

• use Excel spreadsheet and other ICT to appropriately explore and communicate concepts connecting sound and mathematics.

The content of this unit is designed to complement the other Year 10 Mathematics and Science courses and to prepare students with the skills needed for Senior Mathematics and Science courses whilst avoiding repetition of content by introducing students to a broad range of topics.

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ContentThis unit will cover the following Mathematical topics:

• extension of trigonometry to describe sound waves

• introduction to logarithms applied to the loudness of sound

• Number Theory applied to musical scales and harmony

• mathematical modelling and problem solving.

• The unit will cover some of the following Science topics:

• friction and the production of sound

• waves and the transmission of sound

• biology of the ear and the detection of sound

• electronics of sound production and detection

• Experimental Methods and the testing of theories.

• The unit will cover some of the following ICT topics:

• Excel spreadsheets to record, analyse, model and display data

• audio computer software to record and create sound and music

• graphics calculators and other Information Technology tools to analyse data.

Assessment Formal or diagnostic, consists of a selection from:


• oral tests






• group work.

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PROPOSED COURSES

PHYSICAL EDUCATION AND HEALTHIntroductionAll units apply to both Years 9 and 10

Students will study Physical Education and Health for the full year in both Years 9 and 10.

In each year students will be required to complete the appropriate compulsory ‘Physical Education and Health’ unit. In the other semester students will be able to choose one elective from a number of electives on offer (see list below). Student preference for the timing of the unit will be taken into account. Allocation to a particular semester will be determined by the needs of students’ entire curriculum packages. Students are unable to complete the same elective Physical Education unit in both Years 9 and 10.

Essential Learning Achievements

The Physical Education and Health curriculum at St Clare’s College is based on the ACT Curriculum Framework Every Chance to Learn. The Essential Learning Achievements (ELAs) covered in depth in the Year 9 and 10 curriculum are:

ELA 12 (takes action to promote health)

ELA 13 (is physically skilled and active)

ELA 14 (manages self and relationships)

Compulsory Physical Education and Health has a more specific focus on the predominantly Health related ELA 12 and ELA 14.

Interdisciplinary ELAs 1,2,3,4, 5 and 6 are also integrated into the Physical Education and Health curriculum across the units.

ElectiveUnits2014• Body Craze

• Court Sports

• Footy Fever

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• Game, Set and Match

• Outdoor Education (Semester 2 only)

• Summer Sports.St Clare’s College Physical Education uniform is to be worn for all classes. All students are required to wear a hat and are strongly encouraged to apply sunscreen in all outdoor classes. Protective equipment is compulsory in certain units, where necessary they will be provided by the school.

Unit:PhysicalEducationandHealth1Key Learning OutcomesThis unit will enable students to:

• develop physical skills in a broad range of activities

• understand the rules and safety procedures of those sports covered

• effectively participate in the activities outlined

• officiate in these sports on a recreational level

• improve cardiovascular fitness

• develop the basic skills required to plan an effective exercise program

• identify the components of a healthy lifestyle

• understand the consequences of an unhealthy lifestyle

• identify the causes of lifestyle diseases

• identify the relationship between cognitive, social, mental and physical health

• understand the relationship between exercise and a healthy heart.

ContentActivities will be chosen from the following throughout the two compulsory semesters of this course (that is in the even year – e.g. 2016 and odd year – e.g. 2017): badminton, personal best (self-managed fitness), soccer, sofcrosse, softball, touch and volleyball.

A Health module will also be taught in each compulsory semester covering topics including alcohol and safe behaviour, mental health, drugs, being a health consumer (2017) and relationships, personal identity, safe living and healthy lifestyle (2016).

The Exercise for Heart Health module is incorporated in each semester unit. Within this module is a battery of fitness tests that test all components of fitness with student results measured against relevant standards.

Assessment• skills testing – skills are graded against rubrics (standards) that relate to each sport/activity module

undertaken

• effective participation including safe behaviour, cooperation and bringing a full uniform inclusive of hat to class

• recorded observations

• knowledge tests.

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Unit: Game, Set and MatchKey LearningOutcomesThis unit will enable students to:

• develop the practical skills of the activities outlined

• effectively participate in those sports outlined

• develop an understanding of the rules and safety procedures of those sports

• officiate in these sports on a recreational level.

ContentCan you smash a shuttle? Take on the best in table tennis? Make it to Wimbledon? In this unit you will learn the skills and rules that will help you enjoy the games of badminton, speedminton, squash, tennis and table tennis. Enjoy tournament play and round robin competitions as well as improving your knowledge and officiating skills in each game.

Assessment• skills testing – skills are graded against rubrics (standards) that relate to each sport/activity module

undertaken

• effective participation including safe behaviour, cooperation and bringing a full uniform to class


• knowledge and rules tests.

Unit: Body CrazeKey LearningOutcomes This unit will enable students to:

• participate in and develop skills in a variety of fitness-related activities

• understand the components of fitness and the basic principles of training

• evaluate their own fitness level

• set fitness goals and develop their own program to achieve these goals

• determine sports/activities to which students are most suited.

ContentEver wondered how to plan your own fitness program? Do you know how to identify when you are working too hard, or maybe not hard enough? What are the components of fitness? How do you improve your cardiovascular and respiratory fitness? Find out in this class and enjoy activities such as aerobics, aquarobics, bootcamp, boxercise, choreography, circuit training, step aerobics, weight training and others. Choreography of routines and group activities are also an essential component of this unit.

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Classes will incorporate a selection of team games and modified aerobic activities which will add variety to the unit and supplement the training program.

Assessment• exercise program design

• choreography of an exercise routine

• completion of an exercise journal

• practical work

• effective participation, including safe behaviour, cooperation and bringing full uniform to class.

Unit: Court SportsKey LearningOutcomes This unit will enable students to:


• effectively participate in the sports outlined

• develop an understanding of the rules and safety procedures of these sports


ContentFor all those team fiends - the games of basketball, beach volleyball, European handball, futsal, netball and volleyball await. All the skills are taught to help you enjoy these games for recreation and fitness. Be part of a team and participate in the many tournaments on offer, or assist by acting as an official.

Assessment• knowledge and rules tests

• effective participation, including safe behaviour, cooperation and bringing full uniform to class

• recorded observations of performance

• skills testing – skills are graded against rubrics (standards) that relate to each sport/activity module undertaken.

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Unit:OutdoorEducationKey LearningOutcomes This unit will enable students to:

• develop a range of practical skills in the activities outlined

• plan for and attend a two day camping and outdoor activities trip

• learn basic navigational, bush first aid and camp craft skills

• demonstrate survival skills and rescue techniques.

ContentThis unit incorporates the basic skills of archery, bush first aid, camp craft, indoor rock climbing, orienteering, team building/problem solving activities. Come join us for some exciting outdoor pursuits. Navigate your way around the school orienteering courses, shoot a perfect 10 on the archery range or enjoy the feeling of abseiling. Are you prepared to take the challenge?

This unit includes a comprehensive two day camp, usually to Wee Jasper, which involves a cost of approximately $250 - $300. The camp is led by a professional outdoor education group provider assisted by the class teacher and supporting St Clare’s staff.

Classes also undertake excursions to the various indoor rock climbing centres around Canberra as well as Canberra’s many orienteering courses and archery range.

Assessment• practical tests

• knowledge tests

• effective participation, including safe behaviour, cooperation and bringing a full uniform to class

• attendance and participation on the many field trips and excursions

• recorded observations.

Unit: Summer SportsKey LearningOutcomes This unit will enable students to:


• effectively participate in the sports outlined



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ContentDo you know what a googly is? How about a bogey? Have you ever hit a homer? Howzat for a collection? In participating in a selection of the following sports you will find the answers to these puzzling questions. Sports covered in this unit include: bocce, cricket, croquet, ultimate frisbee, golf, lawn bowls, softball and touch/oztag.

Regular excursions to the Canberra International Golf Centre, Narrabundah and local bowling clubs will help you hone your skills.




• skills testing – skills are graded against rubrics (standards) that relate to each sport/activity module undertaken.

Unit: Footy FeverKey LearningOutcomes This unit will enable students to:

• practise the skills of the football codes outlined

• effectively participate in the sports outlined, some at modified levels



ContentIt’s a goal! What a touchdown! Look at that kick! Footy Fever - a versatile and dynamic unit covering a range of football codes: Australian football, flag football (modified gridiron), International rules, modified rugby, oztag, soccer and touch. Crash the tackle bags as you prepare for modified rugby and learn skills such as handballing, spiral passing, torpedoes and punts, to name a few.

Put those skills into action in the many game situations incorporated into class time.



• recorded observationsskills testing – skills are graded against rubrics (standards) that relate to each sport/activity module undertaken.

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PROPOSED COURSES

SCIENCEScience Units 2016The Australian CurriculumThe Science curriculum at St Clare’s College is based on Australian Curriculum documentation. The Australian Curriculum was developed to provide opportunities for students to develop an understanding of: important science concepts and processes, practices used to develop scientific knowledge, science’s contribution to our culture and society, and the application of science applications in our lives.

At St Clare’s College the curriculum is designed to support the student’s understanding of science and the practices and principles that underpin it. Student’s scientific literacy is highlighted so that students can make informed decisions about local, national and global issues that affect them. Students are encouraged to explore Science related career pathways.

Australian Curriculum Year 9 Achievement StandardBy the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.

Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

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Australian Curriculum Year 10 Achievement StandardBy the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Compulsory UnitsStudents entering Year 9 will study the following compulsory units:

• Biology 3

• Chemistry 3

• Physics 3

• Earth and Space Science 3Students entering Year 10 will study the following compulsory units:

• Biology 4

• Chemistry 4

• Physics 4

• Earth and Space Science 4

Environmental AnalysisStudents may also choose to study the Environmental Analysis elective Science unit. This unit is available in Semester 1 or 2 Year 9 or 10.

Year 9 Compulsory UnitsUnit: Year 9 Biology 3 / Chemistry 3 / Physics 3 / Earth and Space Sciences 3

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Key Learning OutcomesThis unit will provide the opportunity for students to develop the following skills:

• Develop an understanding of important Science concepts

• Consider the practices used to develop scientific knowledge, identify questions, inquire and draw evidence-based conclusions using scientific methods.

• Develop an understanding of the contribution of Science to our culture and society, and its applications in our lives.

BiologyIn this unit students will:

Develop an understanding that:

• Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

• Ecosystems consist of communities of interdependent organisms and abiotic components of the environment and matter and energy flowthrough these systems

ChemistryIn this unit students will:


• All matter is made up of atoms which are composed of protons, neutrons and electrons and that natural radioactivity arises from the decay of nuclei in atoms

• Chemical reactions involve rearranging atoms to form new substances and that during chemical reactions mass is not created or destroyed.

• Chemical reactions , including the reaction of acids and combustion, are important in both non-living and living systems and involve energy transfer

PhysicsIn this unit students will:


• Energy transfer through different mediums can be explained using wave and particle models.

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Earth and Space SciencesIn this unit students will:


• The theory of plate tectonics explains global patterns of geological activity and continental movement

AssessmentStudents will be assessed on their ability to achieve the outcomes of the unit using a variety of assessment tasks. Assessment tasks may include:

• Knowledge questions

• Practical experiments including data collection and analysis

• Practical report writing

• Research and application of research

• Group discussion and problem solving

• Data analysis

• Comprehension

Year 10 Compulsory UnitsUnit: Year 10 Biology 4 / Chemistry 4 / Physics 4 / Earth and Space Sciences 4

Key LearningThis unit will provide the opportunity for students to develop the following skills:

• Develop an understanding of important Science concepts

• Consider the practices used to develop scientific knowledge, identify questions, inquire and draw evidence-based conclusions using scientific methods.

• Develop an understanding of the contribution of Science to our culture and society, and its applications in our lives.

BiologyIn this unit students will:


• The transmission of heritable characteristics from one generation to the next involves DNA and genes

• The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence

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ChemistryIn this unit students will:


• The atomic structure and properties of elements are used to organise them in the Periodic Table

• Different types of chemical reactions are used to produce a range of products and can occur at different

PhysicsIn this unit students will:


• Energy conservation in a system can be explained by describing energy transfers and transformations

• The motion of objects can be described and predicted using the laws of physics

Earth and Space SciencesIn this unit students will:


• The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe.

• Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and the atmosphere.

AssessmentStudents will be assessed on their ability to achieve the outcomes of the unit using a variety of assessment tasks. Assessment tasks may include:

• Knowledge questions

• Practical experiments including data collection and analysis

• Practical report writing

• Research and application of research

• Group discussion and problem solving

• Data analysis

• ComprehensionEnvironmental Analysis

Availability• Semester 1 or 2: Years 9 or 10.

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Enrolment AdviceFor students who have demonstrated a satisfactory grade in Intermediate or Advanced Mathematics and an interest and competency in Science.

Key LearningOutcomesThis unit will enable students to:

• Demonstrate skills in using Excel to record, calculate, analyse and graph data

• Develop skills in using a variety of measuring techniques both in the field and in the laboratory

• Apply and develop mathematical and statistical skills in problem solving

• Demonstrate an understanding of the structure and properties of water and soil

• Demonstrate an understanding and awareness of the impacts of soil and water quality on an ecosystem.

ContentThe content of this unit is designed to complement the other Year 9 and 10 Mathematics and Science courses and to prepare students with the skills needed for Senior Mathematics and Science courses whilst avoiding repetition of content by introducing students to a broad range of topics.

• Introduction to Excel

• Water and its usesStructure and properties of water including: melting and boiling points, surface tension (capillary action), dissolving substances, density, pH, hardness, conductivity (salinity), oxygen content, minerals (anions and cations, heavy metals), turbidity, dissolved solids, BOD

• Analysing water

• Observation and description of the following properties of soil: Structure, Particle size and texture, Colour, Mottling, Porosity, Permeability, Measurement of the following properties of soil, Particle size, pH, EC, Bulk density, Water content, Air content, Organic content, Permeability, Water holding capacity, Capillary action.

AssessmentStudents will be assessed on their ability to achieve the outcomes of the unit using a variety of assessment strategies. Assessment tasks may include:

• common tests

• ongoing practical work

• practical tests

• assignments

• essays

• oral presentations

• data analysis

• field study report.

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STUDIES OF SOCIETY AND ENVIRONMENT(SOSE)SOSE subjects examine and explore issues that provide social, environmental, cultural, political and economic context for the world we live in, both past and present, with an eye to the future.

The Australian Curriculum is fully embedded within Geography and History from Years 7-10.

Field trips and relevant excursions are a significant component of all SOSE units, providing a stimulating environment and enhancing the learning experience for all students.

SOSE electives are offered in Years 9 and 10 and embrace the disciplines of History, Geography, Economics, Legal Studies, Business and Politics with elements of the Australian Curriculum underpinning these.

The following semester units are offered.

Disciplines Year 9 Year 10

Compulsory History The Making of the Modern World The Modern World and Australia

Compulsory Geography Biomes and Food Security & Geographies of Interconnections

Environmental Change and Management & Geographies of Human Wellbeing.

Elective Units Hana’s Suitcase

Mahtab’s Story

It’s Your Business

Discovering Democracy

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Year 9 Compulsory Units

History:TheMakingoftheModernWorldThis unit will give students an understanding of the making of the modern world, from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power.

KeyInquiryQuestions:• What were the changing features of the movements of people from 1750 to 1918?

• How did new ideas and technological developments contribute to change in this period?

• What was the origin, development, significance and long-term impact of imperialism in this period?

• What was the significance of World War I?

There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development.

1. Making a Better World (study of ONE of these major developments)

a) a) Progressive ideas and movements (1750 – 1918

b) b) The Industrial Revolution (1750 – 1914)

c) c) Movement of peoples (1750 – 1901)

2. Asia and Australia ( 1750 – 1918)

a) a) Asia and the World

b) b) Making a nation

3. World War I

AssessmentThe content is organised into two strands: Historical Knowledge and Understanding and Historical Skills. Students will be assessed in:

• Historical Knowledge and Understanding

• Chronology, terms and concepts

• Historical questions and research

• Analysis and use of sources

• Perspectives and interpretations

• Explanation and communication

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Geography: Biomes and Food Security & GeographiesofInterconnectionsThere are two units of study in the Year 9 curriculum for Geography: Biomes and food security and Geographies of interconnections.

Biomes and food security focuses on investigating the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges and constraints on expanding food production in the future.

Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.

KeyInquiryQuestions:• What are the causes and consequences of change in places and environments and how can this

change be managed?

• What are the future implications of changes to places and environments?

• Why are interconnections and interdependencies important for the future of places and environments?

Assessment: The content is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. Students will be assessed in:

• Geographical knowledge and understanding

• Observing, questioning and planning

• Collecting, recording, evaluating and representing

• Interpreting, analysing and concluding

• Communicating

• Reflecting and responding

ElectiveUnit:Hana’sSuitcaseThis integrated unit is based upon the award-winning international bestseller, Hana’s Suitcase by Karen Levine. It combines key aspects of History, Geography, Human Rights and Politics to offer an insight into the significance of a young girl’s suitcase for all of us today.

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KeyInquiryQuestions:• What is the historical significance of the Holocaust?

• What are the key social and political issues associated with Hana’s Suitcase?

• How is the historiography of Hana’s Suitcase similar or different to other Holocaust victim’s narratives?

Topicsinvestigatedinclude:• The meaning of the term ‘Holocaust’ and the context of this experience

• Concentration Camps as the Final Solution – location, numbers of inmates, life in the camps, chances of survival, role of the Gestapo, prominent Nazis (e.g. Josef Mengele, also known as ‘Dr Death’)

• Political motivation of the Final Solution, the economic, social and cultural differences associated with the Jewish community in Hitler’s Germany.

• Human Rights and importance of remembering the Holocaust

• Analysis of the journey of Hana’s suitcase and the significance of the contents

Assessment: The content is organised into two strands: Historical Knowledge and Understanding and Historical Skills. Students will be assessed in:







Year 10 Compulsory Units History: The Modern World and Australia

This unit provides a study of the modern world and Australia from the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The 20th Century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific regions and its global standing. The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills.

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There are three depth studies for this historical period.

1. 1. World War II (1939-1945)

2. 2. Rights and Freedoms (1945 – Present)

3. 3. The Globalising World (choice of ONE)

a) Popular Culture (1954-Present)

b) The Environment Movement (1960s – Present)

c) Migration Experiences (1945-Present)

KeyInquiryQuestions:• How did the nature of global conflict change during the twentieth century?

• What were the consequences of World War II? How did these consequences shape the modern world?

• How was Australian society affected by other significant global events and changes in this period?








Geography: Environmental Change and Management&GeographiesofHumanWellbeing.There are two units of study in the Year 10 curriculum for Geography: Environmental change and management and Geographies of human wellbeing.

Environmental change and management focuses on investigating environmental geography through an in-depth study of a specific type of environment and environmental change in Australia and one other country. They apply human-environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.

Geographies of human wellbeing examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and explore programs designed to reduce the gap between differences in wellbeing.

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KeyInquiryQuestions:• How can the spatial variation between places and changes in environments be explained?

• What management options exist for sustaining human and natural systems into the future?

• How do worldviews influence decisions on how to manage environmental and social change?

Assessment: The content is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. Students will be assessed in:

• Geographical knowledge and understanding

• Observing, questioning and planning

• Collecting, recording, evaluating and representing

• Interpreting, analysing and concluding

• Communicating

• Reflecting and responding

ElectiveUnit:DiscoveringDemocracyThis unit includes a combination of concepts from Legal Studies, Politics and Government. It provides an introduction to the key elements of Australian democracy and the essential knowledge and skills required for students to become active, informed citizens. Topics which are investigated include:

• development of democratic ideas

• growth and development of civil and political rights

• rights and responsibilities of citizens – local, national, global – including indigenous issues

• the Australian Constitution and its relationship to lawmaking

• the electoral system, including the voting process

• the role of the legal system in our democratic society

KeyInquiryQuestions:• How is Australia’s democracy defined and shaped by the global context?

• How are government policies shaped by Australia’s international legal obligations?

• What are the features of a resilient democracy?

Assessment: Students will be assessed in:• Questioning and Research

• Analysis, Synthesis and Interpretation

• Problem-solving and decision-making

• Communication and reflection

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ElectiveUnit:Mahtab’sStoryThis unit is based upon the award-winning bestseller, Mahtab’s Story by Libby Gleeson. The novel is a story of struggle, family love and reunion that poses many questions that are relevant to Australia today: our government’s response to asylum seekers, border security, the threat of terrorism and issues relating to multiculturalism. This unit will combine key aspects of History, Geography, Human Rights and Politics to offer an insight into the refugee/asylum seeker experience and the related debates which focus on the delivery and integration of universal human rights.

KeyInquiryQuestions:• What is the geographical and historical, significance of the war in Afghanistan?

• What are the key social, political, economic and cultural issues associated with Mahtab’s Story?

• How is the historiography of Mahtab’s Story similar or different to other refugee narratives?

Topicswhichareinvestigatedinclude:• Differentiation of the terms: asylum seeker, refugee, illegal immigrant and the context of their

usage.

• Understanding the difference between history and historiography, bias, fiction and a blend of fact with fiction (‘faction’)

• The ideology and political motivation of the Taliban regime, with an exploration of terms including greater and lesser jihad, the impact of illiteracy on the power of a population

• The conditions which exist to precipitate the need for asylum and the issues which this creates for destination countries.

• Human Rights and importance of recognising, accepting, monitoring and implementing policies which reflect a country’s obligations, both internationally and nationally.

• Analysis of Mahtab’s and other refugee narratives including an evaluation of the historical accuracy of the texts.








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ElectiveUnit:It’sYourBusinessThis unit is designed to introduce students to the exciting world of entrepreneurs and small business. Students investigate the essential traits and behaviours which Australian entrepreneurs display such as creativity, problem-solving, lateral thinking and using initiative. The unit culminates in Market Day, a practical application of Business theory and showcases products students have produced, marketed and then have the opportunity to sell. This unit combines key concepts from Legal Studies, Business and Accounting.

Topics which are investigated include:

• Entrepreneurial traits

• Legal structures of businesses

• Market research - writing surveys and analysing results

• Recommending a product - production, quality assurance, costing

• 4 P’s of the Marketing mix

• Financial analysis

KeyInquiryQuestions:• What entrepreneurial traits are necessary for a successful business owner?

• How do I start a business?

• What do I have to do to sell a new product in the marketplace?

Assessment The content is organised into two strands: Business Knowledge and Understanding, and Business Skills. Students will be assessed in:

• Business Knowledge and Understanding:

• Questioning and Research

• Interpretation and analysis

• Business reasoning, decision- making and application

• Communication and Reflection

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PROPOSED COURSES

SCHOOL SUPPORT TEAMEssential Learning Achievements

The Help Yourself unit integrates the following Essential Learning Achievements (ELAs) from the ACT Curriculum Framework Every Chance to Learn:

ELA 8 (listens and speaks with purpose and effect)

ELA 10 (writes effectively)

The following interdisciplinary ELAs are also integrated into the Help Yourself unit:

ELA 1(uses a range of strategies to think and learn)


ELA 6 (uses Information and Communication Technologies effectively)

Years 9 and 10 Communication Skills

Unit:HelpYourselfEnrolment AdviceThis unit aims to assist students who have difficulty accessing the curriculum to develop skills that will assist them with their studies. Students are expected to participate in a range of activities designed to help them develop better study habits and skills. Students are also provided with opportunities to seek assistance in planning and completing assessment tasks from other subject areas.

Students wishing to enrol in Help Yourself must complete a recommendation form that has been endorsed by three subject teachers. Once this form is completed and submitted for consideration, students and their parents/guardians will be requested to present for an interview with the SST Coordinator and the Assistant Principal Curriculum and Assessment.

Enrolment in to Help Yourself will be at the discretion of a panel, which includes the SST Coordinator, Year Coordinator and AP Curriculum and Assessment.

Students will only be able to enrol in Help Yourself for a maximum of three semesters.

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Key Learning OutcomesThese units will enable students to:

• develop skills to assist them to take responsibility for their own learning

• develop social and academic skills to facilitate learning

• demonstrate knowledge of goal setting

• show awareness of time management and effective planning.

• develop time management skills

• make effective use of the drafting process

• express ideas logically in writing

• speak effectively and clearly in formal talks

• effectively complete set tasks

• select and use appropriate technology to research and present information

ContentStudents will study:

• effective study habits

• goal setting and planning strategies

• preparing for tests

• inferring from texts

• essay writing

• public speaking

• spelling strategies

• content from the Key Learning Areas.

AssessmentStudents will be awarded a grade for this unit. They will be assessed on their ability to achieve the stated outcomes through the following:

• completion of goal setting and planning activities

• oral presentation

• prepared essay including using the drafting process effectively

• accurate recording of time management

• bringing appropriate work and resources to class including their laptop

• completion of homework from other subjects

• completion of set literacy and numeracy exercises.

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PROPOSED COURSES

TECHNOLOGY

Note: Students must complete at least one of the Foundation Units from either Textile or Food Technology before selecting a continuing unit. Students will choose their continuing Textile and Food Technology preferences according to the units listed above. The individual units within these categories will be selected according to student interest, teacher availability and resources.

*Hospitality – Vocational Education and Training Pathway

Understanding Fashion and Textiles

FashionandTextileTechnologyFoundationUnits

ContinuingUnits ContinuingUnits

Food Technology FoundationUnits

Interior Design and Soft Furnishings

Fashion Design

Haute Couture

Sportswear and Costume Design

Unit 1Basic Food Technology

Unit 2

You Are What You Eat

Bakery Delights

International Cuisine

Hospitality*

Introduction to Hospitality 1

Introduction to Hospitality 2

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For those students planning a career in Hospitality, completion of the Introduction to Hospitality course over two semesters is recommended. The course content will be from the Tourism, Travel and Hospitality National Training Package (SIT12) and allow interested students to gain a SIT10213 Certificate 1 in Hospitality upon successful completion of the course.

Both units must be studied sequentially in Year 10 to successfully complete the course.

EssentialLearningAchievementsThe Textiles and Food Technology curriculum at St Clare’s College is based on the ACT Curriculum Framework Every Chance to Learn with some units trialling content from the Australian Curriculum – Design Technologies. The Essential Learning Achievements (ELAs) covered in depth in the Year 9 and 10 curriculum are:

ELA 25 (The student designs, makes and appraises using technology).

ELA 12 (The student takes action to promote health).

Interdisciplinary ELAs are also integrated across the units. These are:

ELA 1 (uses a range of strategies to think and learn)

ELA 2 (understands and applies the enquiry process)


ELA 5 (contributes to group effectiveness)

ELA 6 uses information and communication technologies effectively.

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FASHION AND TEXTILE TECHNOLOGYFoundationUnits

Unit:UnderstandingFashionandTextilesKey Learning Outcomes This unit will enable students to:

• develop skills in the use of related technology

• take measurements required for garment making

• select and use commercial patterns and identify pattern shapes

• select appropriate fabrics for design projects

• use a sewing machine with confidence

• be aware of safe work practices when working in the textiles area

• read and understand a commercial pattern

• create products as solutions to design problems

• develop garment designing techniques

• understand the production and properties of fibres and fabrics

• compile a folio documenting the design process

• develop garment construction skills

• develop appropriate skills in construction of garments using woven and knitted fabrics

• complete tasks independently in practical and theoretical applications

ContentIn this unit you will develop essential skills for garment construction. With an introduction to appropriate techniques for handling different fabrics and you will gain an understanding of the structure of woven, knitted and non-woven fabric and the properties of different fibre types. Throughout the unit you will have the opportunity to select your own unique commercial patterns and fabrics and you will learn to apply the most appropriate construction techniques for your design choices.

Expenditure involved: design folder, patterns, fabric, notions for practical project.

Assessment• practical application

• design process

• knowledge and understanding

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Unit:InteriorDesignandSoftFurnishingsKey Learning Outcomes This unit will enable students to:

• understand the psychology of colour and colour schemes

• represent interior design ideas in 2D and 3D

• develop spacial awareness for interior design

• investigate ideas and inspiration for interior design

• generate and evaluate design ideas for an interior space

• apply construction and production skills in the context of soft furnishings

• understand the production and properties of fibres and fabrics

• select appropriate patterns and fabrics

• develop construction skills using the sewing machine

• record the development of their design ideas

ContentThis unit will introduce you to the power of colour. You will have the opportunity to explore this design element in the context of an interior space and investigate how your choices contribute to the overall feel and vibe of a room. You will become familiar with the restrictions of space and learn to design creative solutions to solve these problems. Not only will you engage in the design of interior spaces, you will also have the opportunity to create a soft furnishing item using the sewing machine which will fit within your designed space. The opportunities are endless and you have control of the outcomes!

Expenditure involved: design folder, patterns, fabric, notions for practical project.


• design process


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ContinuingUnits

Unit: Fashion DesignKey Learning Outcomes This unit will enable students to:

• investigate construction techniques to achieve shape on the body

• identify the impacts of the fashion industry on the environment and recognise sustainable solutions

• identify economic and social impacts of the fashion industry

• apply appropriate construction techniques for unique design and fabric choices

• understand and investigate a design brief

• generate and evaluate design solutions

• create original design solutions to solve design briefs

ContentThis unit allows you to extend your construction abilities whilst also learning valuable skills in designing unique and original fashion. You will explore pattern shapes and the techniques used to make two dimensional pieces form a three dimensional garment. The unit gives you flexibility to create your own styles and select your own fabrics and you can extend into applying sleeves, collars, darts, gathering, frills, peplums, linings and so much more.

Expenditure involved: design folder, patterns, fabric, notions for projects.

Assessment• practical application design process


Unit: Haute CoutureKey Learning Outcomes This unit will enable students to:

• select styles, fabrics and accessories for high fashion

• investigate international designers and their concepts

• use, adjust and alter commercial patterns to design garments

• design for specific end uses

• use a wide variety of specialty fabrics made from both woven and knit constructions


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ContentHaute Couture is French for ‘high fashion’ and describes the beautiful one-off garments you might see at a wedding, formal, race day or walking down the red carpet at the Oscars. You will be introduced to range of international Haute Couture designers and have the opportunity to investigate what goes into one of their one-off garments. In this unit you will have the opportunity to select your own special occasion for which to design and you will be guided through the most appropriate construction techniques to complete a high quality Haute Couture garment.



• design process


Unit: Sportswear and Costume DesignKey Learning Outcomes This unit will enable students to:

• combine elements of design to create sportswear and costumes

• analyse the performance requirements of costumes and active wear

• investigate historical and cultural influences on clothing design

• adjust and alter commercial patterns to design garments for particular roles

• manipulate a wide variety of specialty fabrics and trims in production


ContentSportswear and Costume Design involves designing for performance. It is essential to consider both the function (what a garment needs to do) and the aesthetic (how the garment looks) when designing within these contexts. You will have the opportunity to develop originality and creativity by inventing the end uses for which you design. Your skills will certainly be challenged as you take on new construction techniques to suit a vast range of specialty trims and fabrics.



• design process


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FOOD TECHNOLOGY AND HOSPITALITYFoundationUnits

Unit:BasicSkillsofFoodTechnologyKey LearningOutcomes This unit will enable students to:

• understand and follow the basic techniques used in food preparation

• understand basic nutrition

• follow the design process in the creation of healthy meals

• Introduction to basic food groups

ContentEnjoy learning how to prepare, cook and present tasty, healthy meals and snacks while following the design process. You will work with a variety of ingredients from all the basic food groups and learn correct food handling and preparation skills. The importance of choosing food wisely to promote sound nutrition is taught in this unit.

Expenditure involved: design folio, tea towel and container.

Assessment• ongoing practical work

• design process

• research and investigation


Unit:YouAreWhatYouEatKey Learning Outcomes This unit will enable students to:

• prepare and present food to promote good health practices

• follow the design process in the creation of healthy meals

• understand the importance of a balanced diet in relation to Australian Food Models

• use Information Technology to analyse nutritious meals.

• study the diseases caused by inappropriate food choices

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ContentIn this unit you will learn to make links between health and wellbeing and the food we eat. You will have the opportunity to create a range of meal and snack options while exploring the effects and benefits that each ingredient can have on the body. You will explore a range of safe food practices and learn new techniques to prepare, cook and present recipes.



• design process



ContinuingUnits

Unit: Bakery DelightsKey LearningOutcomes This unit will enable students to:

• develop contemporary knowledge and understanding of bakery and pastry products

• learn to prepare, cook, present and store baked products

• apply bakery skills in a safe and hygienic environment

• design and present food products

• understand the nutritional value of ingredients used in baked products

• analyse the nutritional value of products using IT

• manage time effectively and meet deadlines

• work cooperatively within a small group

ContentIn this unit you will use a variety of cooking and preparation methods to make a selection of bakery products such as breads, cakes, biscuits, scones and pastries. Products will be developed suitable for people with gluten and lactose intolerances. Make some of your favourite baked products and analyse their content on the computer program, ‘Food Choices’, to find out what you are really eating. This unit will enable students to develop pastry and bakery ‘know how’ in an engaging and interactive way.


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• design process


• knowledge and understandingUnit: International Cuisine


• understand the influences of other cultures on the development of food choices in Australia

• understand the relationship of culture, religion and food availability on the development of cuisine styles

• investigate the cuisine of various countries and develop an appreciation of the social customs of those countries

• investigate a variety of ingredients suitable for the preparation of cultural foods

• prepare meals which have influenced Australian cuisine

ContentAustralian food habits will be explored, starting with the indigenous Australians through to the multicultural cuisine of today. During practical lessons you will have the opportunity to use some bush tucker ingredients as well as experience the cuisines of other cultures.



• design process



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HOSPITALITY UNITSUnit:IntroductiontoHospitality1Key Learning Outcomes This unit will enable students to:

• care for food and prepare and store it safely

• understand the importance of hygiene and safety procedures in a commercial kitchen

• use various methods of cooking to prepare a range of dishes within a set time frame

• develop a knowledge of portioning and plating food in an attractive manner

• work in a team

• identify a range of career opportunities and jobs within the hospitality industry

• attempt the vocational competencies: SITXFSA101 Use hygiene practices for food safety

SITXWHS101 Participate in safe work practices

SITHCCC103 Prepare sandwiches

Note: These competencies form part of the requirement for the Certificate 1 in Hospitality and are from the Tourism, Travel and Hospitality National Training Package (SIT12):

ContentThe hospitality industry is attracting more and more young Australians into this field of work and study. This unit will give students some information about working in this dynamic industry. A variety of commercial menu items will be prepared using commercial kitchen equipment. Safe food handling techniques will be developed during this unit. The different methods of cookery will be used when preparing menu items.



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Unit:IntroductiontoHospitality2Key Learning Outcomes This unit will enable students to:

• care for food and prepare and store it safely

• use various methods of cooking to prepare a range of dishes within a set time frame

• use a variety of commercial equipment within a fully operational commercial kitchen

• understand the importance of team work and effective communication in a commercial food preparation environment

• develop a knowledge of commercial food preparation and presentation

• prepare and present a range of meals using a variety of food preparation skills

• develop skills of food presentation

• identify a range of career opportunities and jobs within the hospitality industry

• attempt the vocational competencies:SITHCCC101 Use food preparation equipment*

BSBWOR203 Work effectively with others*

SITXCC101 Provide information and assistance*

*Prerequisite: SITXFSA101 Use hygiene practices for food safety

Note: These competencies form part of the requirement for the Certificate 1 in Hospitality and are from the Tourism, Travel and Hospitality National Training Package (SIT12):

ContentIntroduction to Hospitality 2 builds on the skills learnt in the semester 1 unit Introduction to Hospitality 1. This unit will give students people skills and assist the development of effective work and personal relationships. A variety of menu items encompassing the latest trends in Australian cuisine will be explored. You will prepare a range of food using commercial kitchen equipment. Student will be introduced to café dining and given opportunities to prepare and serve food for customers in the Chiara Dining Room.



• design process



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DESIGN AND TECHNOLOGY AND GRAPHIC DESIGNDesign and TechnologyFoundationUnits

Symbols Legend

* must have completed one beginning unit.

• Must have completed two beginning units.

EssentialLearningAchievementsThe Design and Technology and Graphic Design curriculum at St Clare’s College is based on the ACT Curriculum Framework Every Chance to Learn. The Essential Learning Achievements (ELAs) covered in depth in the Year 9 and 10 curriculum are:

ELA 7 (Creates, presents, and appreciates artistic works)

ELA 25 (designs, makes and appraises using technology)

Interdisciplinary ELAs 1,2,3,4, 5 and 6 are also integrated across the units.

Sense of Design

Design for Living

ContinuingUnits*Design for Production

• Designing Furniture

Design and TechnologyFoundationUnits

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DESIGN AND TECHNOLOGYFoundationUnits

Unit:DesignforLivingKey Learning OutcomesThis unit will enable students to:

• generate and explore creative ideas in visual form

• exhibit sensitivity and skill in the use of materials and techniques

• understand and apply design elements and principles

• research, analyse and respond to works of Art or Design

• demonstrate appropriate and safe work practices

ContentHow do we use design to solve problems found in our environment? In this unit you will learn how to apply a design process to solve practical design problems. You will learn the techniques of technical drawing so you can develop and communicate your ideas and discover how to use different workshop tools and machinery to construct your designs. Find out how to evaluate your own and other designs – what the differences are between good and bad design. This unit may include excursions such as visiting a gallery or workshop to see relevant exhibitions or to participate in practical work at an appropriate location.

Assessment• Practical Application

• Design Process

• Knowledge and Understanding

Unit:SenseofDesignKey Learning OutcomesThis unit will enable students to:






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ContentWhat is design and how does a designer work? In this unit you will learn how to apply a design process to solve practical design problems. You will learn the techniques of technical drawing so you can develop and communicate your ideas and discover how to use different workshop tools and machinery to construct your designs. Find out how to evaluate your own and other designs – what the differences are between good and bad design. This unit may include excursions such as visiting a gallery or workshop to see relevant exhibitions or to participate in practical work at an appropriate location.


• Design Process


Unit:DesignforProductionKey LearningOutcomesThis unit should enable students to:






ContentIn this unit you will learn how to apply a design process to solve practical design problems.

You will learn the techniques of technical drawing so you can develop and communicate your ideas and discover how to use different workshop tools and machinery to construct your designs. You will be required to follow design processes to explore and solve ideas for a design brief and you will study the work of relevant designers for inspiration and ideas. This unit may include excursions such as visiting a gallery or design workshop to see relevant exhibitions.


• Design Process


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Unit: Designing FurnitureKey Learning OutcomesThis unit should enable students to:






ContentHave you ever wished that you could design and make your own furniture such as a display cabinet for your collections, a decorative table or a blanket chest? In this unit you will learn the secrets of furniture design and construction techniques. You will learn how to design, produce and make your own individual piece of furniture. For a really professional look you will explore special decorative features, painted and stained finishes, wood carving in relief or moulded edges. This unit may include excursions such as visiting a gallery or design workshop to see relevant exhibitions.


• Design Process


INFORMATION TECHNOLOGYUnits Multimedia

Introduction to Programming

Information Technology – Certificate I*

*ICT - Vocational Education and Training Pathway

The Information Technology unit is based on the content from the Information and Communications Technology National Training Package (ICA11) and allow interested students to gain a ICA10111 Certificate I in Information, Digital Media and Technology upon successful completion of the course. The unit is available in Year 10 only.

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EssentialLearningAchievementsThe Information Technology curriculum at St Clare’s College is based on the Australian Curriculum - Digital Technologies. The strands to be covered in depth in the Year 9 and 10 curriculum are:

Knowledge and understanding

Digital systems

Representation of data

Processes and production skills

Collecting, managing and analysing data

Creating digital solutions by: Defining, designing, implementing, collaborating and managing

Unit:MultimediaKey Learning OutcomesThis unit will enable students to:

• Analyse simple compression of data and how content data are separated from presentation

• Precisely define and decompose real-world problems, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

• Design the user experience of a digital system, evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics

Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability

ContentIn this unit student will:

learn basic file management skills

examine the main functions of ICT systems including input and output devices, storage devices, information processing and network data security.

develop effective skills in using Photoshop, Flash, Gamemaker and Premier Pro or Windows Movie Maker

• use sound, clip art and animation to create projects

• use digital cameras

• plan a project and create a multimedia presentation and computer game

AssessmentStudents will be assessed on their ability to use the network and software effectively, communicate through the use of multimedia software and display an understanding of effective design and creation principles.

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Unit:IntroductiontoProgrammingStudents must have completed at least one unit in Information Technology before they can enrol in this unit.


• Analyse simple compression of data and how content data are separated from presentation

• Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

• Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language

• Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability

• Design the user experience of a digital system, evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics


• use Python Turtle and Python to learn basic programming techniques

• plan, design and evaluate a major project for a Maker Faire

• investigate GUI programming using Scratch and Lego Mindstorms

• integrate commercial computing packages to create presentations for specific purposes and audiences

• investigate programming using Arduino microcomputers

AssessmentStudents will be assessed on their ability to create solutions for simple problems. They will be assessed on the degree to which they make effective use of a range of software applications to create interactive programs.

Unit: Information Technology - Certificate 1

Students will be awarded a Certificate I in Information Technology upon successful completion of this unit. Students who do not successfully complete all Certificate 1 competencies will be awarded a Statement of Attainment. This is a nationally recognised certificate.

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Key Learning OutcomesThis unit will enable students to:

1. Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems

2. Precisely define and decompose real-world problems, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

3. Critically evaluate how well developed solutions and existing information systems and policies take account of future risks and sustainability and provide opportunities for innovation and enterprise

4. Create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities

5. Design the user experience of a digital system, evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics


• Operate a personal computer ICAICT101A

• Operate a word processing application ICAICT102A

• Use, communicate and search securely on the internet ICAICT103A

• Operate a presentation package ICAICT106A

• Apply basic communication skills BSBCMM101A

• Use digital devices ICAICT104A

• develop basic file management skills

• plan, design and evaluate a major project

• integrate commercial computing packages to create presentations for specific purposes and audiences

• evaluate websites and use online website editors and Dreamweaver to create web pages

• examine the main functions of ICT systems including input and output devices, storage devices and information processing

AssessmentStudents will be assessed on their ability to successfully operate a personal computer. They will be assessed on the degree to which they make effective use of a range of application software including word processing software, digital devices, presentation packages, email and Internet browsers to manipulate and present information.

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PROPOSED COURSES

THE ARTSPerformingArtsThe Performing Arts electives at St Clare’s College are designed to be flexible and cater to a diverse range of student needs and interests. To this end, all courses within the Performing Arts may be offered at a foundation, continuing or extension level. The manner in which these levels are catered for and delivered within Dance, Drama and Music varies slightly depending on the individual structure and needs of each subject area. Students wishing to study a subject within the Performing Arts will select the subject area only (eg; Music, Dance or Drama) individual units will then be allocated according to availability and individual elective pathways.

DanceEssential Learning Achievements covered in Dance

Dance units are aligned to the ACARA achievement standards.

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.

The Dance electives in Years 9 and 10 fall into two categories

FoundationUnits All students who select Dance will start their studies with a foundation unit. Year 9 students who wish to study Dance in semester one and two will study two foundation units

ContinuingUnits All students wanting to study Continuing Dance units are to complete a foundation unit first.

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PATHWAYFORDANCENumber of units

of study Unit selection

1 Foundation unit

2 Continuing Unit

3 Continuing Unit

4 Continuing Unit

FoundationUnits

Unit: Jump Into JazzKey LearningOutcomesThis unit will enable students to:

• Apply style-specific dance techniques and performance skills in jazz dance.

• Explore and develop choreographic elements to communicate intent using the jazz style.

• Analyse, reflect and evaluate choreography and the cultural impact of jazz.

Content‘Jump Into Jazz’ is an introductory dance unit designed to give students a strong foundation in the skills of jazz and basic hip-hop dance. Students will learn about the development of dance from the 1800’s to today whilst experiencing the technique in practical classes. This is complemented with group working activities that focus on compositional elements while devising their own works. The content summary is as follows:

• Technique: Introductory Jazz Dance

• Composition: Body action, dynamics and space

• Theory: The history of Jazz from African Slavery to current video.

AssessmentStudents will be assessed on their ability to fulfil unit outcomes based on the following tasks:

Jazz technique

• Journal

• Composition tasks

• Research brochure.

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Unit: Modern MovesKey LearningOutcomesThis unit will enable students to:

• Use the elements of dance to communicate choreographic intent

• Uses technology to reflect historical and cultural perspectives of Contemporary Australian dance

• Apply modern dance technique and performance skills

Content‘Modern Moves’ is an introductory dance unit designed to give students a strong foundation in the skills and techniques of contemporary dance. This is complemented with group working activities that focus on compositional elements while devising their own works. The content summary is as follows:

• Technique: Modern Dance

• Composition: Elements of Dance (body awareness and relationships)

• Theory: Application of music editing programs to accompany composition work.


• Contemporary dance technique

• ICT assignment

• Journal

• Composition tasks

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ContinuingUnits

Unit: Musical MadnessKey LearningOutcomesThis unit will enable students to:

• Apply style-specific dance techniques and performance skills in Musical Theatre.

• Manipulate and combine the elements of dance, choreographic devices, to communicate their choreographic intent using the Musical style.

• Analyse, reflect and evaluate choreography and the impact of Musical Theatre on Australian Dance.

Content‘Musical Madness’ is an elementary dance unit designed to give students exposure to the skills and techniques of Theatrical Jazz dance and appropriate performance opportunities. Students will learn about the development of the musical genre whilst experiencing practical classes and repertoire of musicals. This is complemented with group working activities that focus on compositional elements while devising their own works. The content summary is as follows:

• Technique: Musical Theatre

• Composition: Elements of Dance (Time and Rhythm)

• Theory: History of specific musicals on stage and screen.


• Musical Theatre dance technique

• Research assignment

• Journal

• Composition task.

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It’sShowtime!Key LearningOutcomesThis unit will enable students to:

• Demonstrate the technical and expressive skills appropriate to the genre and style

• Use and analyse the elements of dance, choreographic devices, form and production elements to communicate choreographic intent

• Evaluate the impact of dance from different cultures, places and times on Australian dance

ContentIn this unit students will be involved in a choreographic project for the Youth Dance Festival. The class will compose a five-minute dance piece relating to a given theme. Students will also be involved in choosing costumes, make-up, lighting and music for the dance. Students will be performing at the Canberra Theatre with many students from other schools. It is a great opportunity to be involved in a high quality production in a professional theatre. There may be further performing opportunities during the unit but this major project is complemented with practical classes focusing on contemporary and jazz techniques, compositional work and the study of basic notation – the art of documenting movement. A Summary of the content is as follows:

• Technique: Jazz and Contemporary Dance

• Composition: Dance Festival focus; smaller project exploring dance actions and style

• Theory: Application of specific theatre production aspects, such as costuming, make-up, programming and reading and writing of basic dance notation.


• Jazz and/or contemporary technique

• Written portfolio including analytical, reflective and research tasks

• Composition task

• Notation exam

• Public performance that explores theme and group collaboration.

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DramaDrama units are aligned to the ACARA achievement standards.

By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints. Students develop and sustain different roles and characters for given circumstances and intentions.

They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting in order to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.

The Drama electives in Years 9 and 10 fall into two categories

FoundationUnitsAll students who select Drama will start their studies with a foundation unit.

ContinuingUnitsAll students wanting to study Continuing Drama units are to complete the foundation unit first. Continuing units will then be offered subject to numbers and teacher discretion.

PATHWAYFORDRAMANumber of units


1 Foundation unit

2 Continuing Unit

3 Continuing Unit

4 Continuing Unit

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FoundationUnit

Act it OutKey LearningOutcomesThis unit will enable students to:

• Develop and sustain characters and uses performances skills in a range of theatrical forms

• Collaborate with others to select and use the elements of drama, narrative and structure in the creation of performances

• Analyse and evaluate the way in which the dramatic elements are manipulated to create meaning and effect

ContentFoundation Drama is an introductory drama unit which explores the dramatic elements through mime, characterisation, improvisation and play building activities. You will reflect on your world through the development of scripted plays, devised characters and improvised scenarios. You will also learn to use the actor’s tools of voice, movement and imagination.


• Play building tasks

• Individual performance skills task

• Research and reflective writing tasks

• Script exploration

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ContinuingUnits

Only JokingKey LearningOutcomesThis unit will enable students to:

• Collaborate effectively in workshops and rehearsals to explore and experiment with ideas

• Manipulate dramatic elements and draw on performance skills within the context of comedy

• Demonstrate an understanding of comedy within cultural and historical contexts through practical work and written tasks

In this unit you will explore what makes something funny, why humour is a personal or peer response, and how to create comedy. You will learn skills in creating comic characters, visual and verbal humour and techniques such as lazzi, status, timing and disciplined physicality. You will learn to analyse comedy in television, film and theatre. You will also gain performance and production skills through the development of a major performance.


• Analytical research assignment

• Minor practical performance/s

• Major practical performance.

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ActorsatWorkKey LearningOutcomesThis unit will enable students to:

• Collaborates with others to select and use the elements of drama in a range of theatrical styles

• Develops and sustains characters and uses performances skills appropriate to specific styles

• Analyse and evaluate the way specific theatrical styles are manipulated to create meaning

ContentThis unit will take your acting skills to new depths. You will learn how to transform into character through an understanding of subtext and motivation and its relationship to action on stage. You will learn about character analysis and basic directing skills and apply these to the creation and presentation of scripted theatre in a range of theatrical styles. You may also be introduced to the forms and conventions of classic and modern tragedy.


• Group or individual activities exploring the rehearsal process and script interpretation

• Group performance drawing on unit skills and concepts

• Individual performance drawing on unit skills and concepts

• Reflective, analytical and research based written tasks

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Devised TheatreKey LearningOutcomesThis unit will enable students to:

• Explore and experiment with ideas within cultural contexts to develop devised works to performance standard

• Manipulate dramatic elements to sustain performance skills in the presentation of devised work

• Analyse and interpret dramatic structures within artistic work/s

ContentThis unit will be highly creative and will concentrate on contemporary issues where you will select, research and organise material to culminate in an exciting integrated arts presentation. You will learn a range of play building and performance techniques and apply these to the creation of original work for a target audience either at St Clare’s or in the wider community.


Analytical and reflective writing tasks

Practical work/s in progress exploring the creative development of major performance

• Major performance for specific target audience

• Critical review of artistic work reflecting unit concepts (where possible)

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From Page to StageKey LearningOutcomesThis unit will enable students to:

• Explore and experiment with ideas effectively to develop scripted works to performance standard

• Manipulate dramatic elements and sustain performance skills in the presentation of scripted work

• Analyse and interpret the role of production and design elements within artistic worksContent

This unit will provide a stimulating insight into the process of preparing for an acting role as well as the opportunity to investigate styles of theatre and the relationship between theatre and society at any period of time. You will be expected to prepare a portfolio of research pieces from various styles of theatre, to develop and interpret a role/s for audition purposes and to progress through rehearsals to a polished individual or group performance in front of an invited audience. The style and selection of script will be negotiated with your teacher with many possibilities available to you.


• Workshops and improvisations exploring specific theatrical styles

• Analytical and reflective writing tasks

• Major performance for specific target audienceCritical review of artistic work reflecting unit concepts (where possible)

MUSICEssential Learning Achievements covered in Music

Music units are aligned to the ACARA achievement standards.

By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.

Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.

Students who wish to study music will select Music as their elective choice. The units within this subject will then be selected according to teacher availability and resources.

Tasks and criteria within each individual unit are modified to accommodate foundation, continuing and extension levels in the same class.

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PATHWAYFORMUSICNumber of units


1 Music

2 Music

3 Music

4 Music

TheAgeofRockKey LearningOutcomesThis unit will enable students to:

• Rehearse and perform with confidence, expression and stylistic integrity

• Manipulate the elements of music to create and publish works that reflect the style of specific genres.

• Describe and evaluate features of musical style

Content‘Age of Rock’ caters for the instrumentalist and the vocalist. This unit allows students to learn about and develop performance skills, be it as an instrumentalist or a vocalist. It is here that you will examine the history of rock music, learn how to create your own works and perform in small groups.

AssessmentStudents will be assessed on their ability to fulfil unit outcomes based on the following tasks

• Research seminar

• Composition in the rock and roll idiom

• Performance/s of a rock and roll song

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All that JazzKey LearningOutcomesThis unit will enable students to:




ContentThis unit is suited to those students who would like more experience playing and singing in a small group setting as well as trying to make it on their own. Both instrumentalists and vocalists will have the opportunity to increase their performance knowledge and confidence. Music 2 makes music happen!


• Research seminar

• Composition

• Performances of jazz music

Lights,Camera,ActionKey LearningOutcomesThis unit will enable students to:




ContentAre ‘Jaws’, ‘Star Wars’, ‘The Piano’, ‘Forrest Gump’ remembered for their scripts or for their music? This unit will explore the role of music in film, from silent film through to the large blockbusters of today. Experience the thrill of putting your own interpretation to a scene through creating the music. Music makes a film enjoyable, thrilling, accessible and touching. Let’s see what you can do!

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• Research Oral on a prominent composer of film music

• Compose music to accompany the narration of a piece of children’s literature

• Performance of a piece of film music

Curtain CallKey LearningOutcomesThis unit will enable students to:




ContentNot a year goes by without a musical being staged all around the world. In fact one of the most exciting avenues of entertainment for many people would be experiencing a musical. This unit will explore the many and varied aspects of ‘the musical’ from the very first, ‘Showboat’ through to the most recent, such as ‘Rent’, ‘Mamma Mia’ and ‘Wicked’. This unit will take you on a ride through all the ritz, glamour, who, what and where of the musical stage.


• Create a Program for a Musical (Research Task)

• Compose music to lyrics from famous musicals.

• Solo Performance

• Group Performance of a song from a Musical

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MusicProductionandPerformanceKey LearningOutcomesThis unit will enable students to:

• competently perform individually and/or in small groups

• demonstrate sound aural skills

• utilise ICT and knowledge of music theory to compose music within specific genres

• demonstrate a deep knowledge and understanding of music performances within specific historical and or cultural contexts

ContentIn this unit students will deepen their understanding of music with the opportunity to compose and perform works for specific target audiences. Students will have the opportunity to select a specific music style and analyse, compose and present works within this genre. Students may develop solo or ensemble performances for specific events such as Performing Arts evenings, assemblies, school productions or films.


• Original composition or arrangement of an existing work within a given genre

• Aural Exam

• Theory ExamGroup or solo performances within a given genre

HybridPerformingArtsCoursesIn 2015 students studying electives in Music and Dance or Drama will have the opportunity to complete a ‘hybrid’ course that amalgamates all three art forms. This will provide students with opportunities to create, present and appreciate artistic works that encompass the art forms of Music, Dance and Drama.

This unit will be offered as a second semester course only to Year 10 students. Students who wish to study a Hybrid Arts unit are encouraged to have completed at least one unit of study in the either Music or Dance or have a proficiency in music theory and/or choreography

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Musical Theatre Key LearningOutcomesThis unit will enable students to:

• Portrays characters and tell stories through the manipulation of musical, dance and dramatic performance techniques.

• Works effectively with others to manipulate the elements of musical theatre when structuring artistic works

• Analyses and evaluates the production and performance aspects of musical theatre in cultural and historical contexts

ContentNot a year goes by without a musical being staged all around the world. In fact one of the most exciting avenues of entertainment for many people would be experiencing a musical. This unit will explore the many and varied aspects of ‘the musical’ and will have the opportunity to create and present musical theatre for a live audience. Students enrolled in this unit may also attend an excursion to a large scale popular musical production.

PrerequisitesThese units will be offered as a second semester course only to Year 10 students. Students who wish to study a Hybrid Arts unit are encouraged to have completed at least one unit of study in the either Music or Dance or have a proficiency in music theory and/or choreography


• Solo Performance

• Choreographed ensemble performance from a musical

• Research/analytical task exploring musicals within historical/ or cultural contexts

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VISUAL ARTSVisual Arts Courses in Year 9 and 10 are aligned to the ACARA achievement standards.

By the end of Year 10, students studying Visual Arts evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists’ on their own artworks.

Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.

Students electing Visual Arts will be allocated to classes according to preferences and subject availability.

Unit: Op and Pop ArtKey LearningOutcomesThis unit should enable students to:

• Refine use of materials, techniques and/or technologies in the production of their work.

• Implement visual conventions to represent and develop concepts in the production of their own artwork

• Identify, analyse, research and evaluate their own work and that of others.

Op Art is short for Optical Art or, art based on optical illusions. Pop Art is short for Popular Art, which takes its images from the commercial environment, e.g., Coca Cola bottles, junk food, pop stars, comics, etc. Op Art and Pop Art are quite demanding and not as easy as they sound, but they can be fun as you develop your skills and techniques. The quality of finish and detail are an important part of this work.

In the practical part of this unit there will be a balance between teacher-directed exercises and student-directed work. You will be required to record the planning of your ideas in a visual diary. In art appreciation you will study the work of famous Op and Pop artists.

You may also visit an art gallery in Canberra to see an exhibition relevant to this unit.

Assessment• Practical Work: 70%

• Visual Diary/Written Work: 30%

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Unit: Drawing StudioKey LearningOutcomesThis unit should enable students to:




ContentThis unit has been designed for students who really want to learn to draw. Guidance and regular practice are necessary. In this unit you will learn new skills and develop confidence in your ability to tackle drawing in its many different forms, media and techniques.

You will use media such as: pencils, pen and ink, paint, pastels, crayon and mixed media to make drawings from observation and your imagination, to convey information or express ideas and feelings.

In the practical part of this unit there will be a balance between teacher-directed work and student-directed work. You will be required to record the planning of your ideas in a visual diary. In art appreciation you will study drawings made by past and present artists from a variety of cultures and styles.

Relevant excursions to an art gallery or out of school locations for drawing may be included in this unit.


• Written Work: 30%

Unit: CeramicsKey LearningOutcomesThis unit should enable students to:




ContentIn this unit you will develop skills in a variety of ceramic media, construction and decoration techniques.

In the practical part of this unit you will develop skills in a variety of ceramic techniques such as hand

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building and sculpture. There will be a balance between teacher-directed and student-directed work. Your visual awareness will be nurtured and extended.

You will also be required to record the planning of your ideas in a visual diary. In art appreciation you will study and research the ceramic work of a range of artists and cultures.



• Visual Diary/Research: 30%

Unit: So SurrealKey Learning OutcomesThis unit should enable students to:




ContentIn this unit you will abandon logic and your ordinary, everyday way of seeing the world and try to reach beyond reason to images coming from your dreams and your subconscious mind.

Drawing, painting and sculpture will all be included in this unit. You will study artists such as Salvador Dali, Rene Magritte and Man Ray.

In the practical part of this unit there will be a balance between teacher-directed work and student-directed work. You will be required to develop your ideas in a visual diary. In art appreciation you will study and write about selected artists.



• Art History and Appreciation: 30%

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Unit: Places and SpacesKey Learning OutcomesThis unit should enable students to:




ContentThis unit of study may include both indoor and outdoor sketching, using a variety of traditional and contemporary approaches. Experimentation with a range of media such as pencil, charcoal, pen and ink, pastel, watercolours, acrylics and mixed media will be explored.

In the practical part of this unit there will be a balance between teacher-directed work and student-directed work. You will be required to record your ideas in a visual diary, and write about selected artists. In art appreciation you will study a range of landscape artwork made by artists from a variety of cultures and styles.

This unit may include excursions such as visiting an art gallery to see a relevant exhibition or to participate in practical work at an appropriate location.


• Art History and Appreciation: 30%

Unit:ArtintheDigitalWorldKey Learning OutcomesThis unit should enable students to:




ContentThis unit investigates digital art as an art form and commercial art using digital techniques.

This unit allows you to explore your own interests in art using digital media to produce fine artwork. You can also enhance your own original artwork using Photoshop. You will explore your own interests in the student-directed task which may include producing commercial artwork such as: illustrations for books, animae, posters, graphic novels, designs for fabric, or conceptual digital artworks.

In the practical part of this unit there will be a balance between teacher-directed work and student-directed work. You will be required to develop your ideas in a visual diary. In art appreciation you will study

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and write about selected artists.

Where possible this unit will include excursions such as visiting an art gallery to see relevant work or exhibitions.


• Theory: 30%

Unit: Through the Lens Key LearningOutcomesThis unit should enable students to:




ContentThis unit is designed for students who are interested in expressing their ideas through the medium of photography.

You will be provided with the opportunity to acquire skills and develop your ideas using photography as an art medium. Exploration and experimentation will be encouraged and may involve using the medium of photography in conjunction with other art media as well as on its own.

In the practical part of this unit there will be a balance between teacher-directed work and student-directed work. You will be required to document class exercises and record ideas for photographic themes in a visual diary. You will learn how to use an SLR and digital camera, make a photogram, and use digital imaging software. Written work may include items such as tutorials, exhibition reports or research.

Relevant excursions to a gallery or special location to take photographs will be included in this unit.


• Theory: 30%

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Unit:Art.comKey LearningOutcomesThe unit should enable students to:

• Refine the use of materials, techniques and / or technologies in the production of their work.

• Identify, analyse research and evaluate artworks.

• Implement visual conventions to represent and develop concepts in the production of their own work.

ContentIn this commercial art unit, you can develop knowledge and skills in designing art for visual communication. You can create designs for products such as; CD and magazine covers, visual advertisements, posters, illustrations and covers for books, calendars, gift papers and cards. You can improve your compositional skills by gaining a better understanding of the elements and principles of design and acquire new skills using digital applications. You have the choice of continuing to work with your established art skills or to combine them with digital applications.

In the practical component of the unit, there will be a balance of teacher-directed and student-directed tasks. You will have the opportunity to produce your own work which may be either two or three dimensional.

You will be required to record your planning and process work in a visual diary. You will study relevant artists and how they have used the elements and principles of design in their work.

Assessment:• Practical work 70%

• Art history and appreciation 30%

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St Clare's College 9-10 courses 2016

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Transcript of St Clare's College 9-10 courses 2016