Version 1 (October 2020) - Peregian Beach College

Version 1 (October 2020) 1


College Philosophy Mission

"To enable each of our students to realise their full academic, social, cultural, sporting and

community potential, and to assist them in becoming valued members of their communities."

Values The following principles and values guide all we do at Peregian Beach College:

Reflective Practices

We encourage students, staff and families to reflect on the contemporary world in the light of social

justice as the basis for individual and community growth.

Inclusivity

We are a friendly and inclusive College. We value each individual member and welcome all

families.

Service of Others We foster service of others by way of educational experiences that are based on justice and

compassion.

Excellence

We encourage our students to be persons of integrity, who realise their potential, and strive for

excellence.


Year 10 Subject Guides

2021 - 2022 This booklet has been compiled to assist students in understanding the requirements and possibilities for their education in Year 10 and to make informed decisions about their choice of subjects. Students in Year 10 have a core and elective program. All students in Year 10 study:

• English (5 lessons a week) • Mathematics (5 lessons a week) • History (2 lessons a week) • Geography (2 lessons a week) • Science (3 lessons a week) • Physical Education (2 lessons a week) • Home Room (1 lesson a week)

Students in Year 10 also choose three of the following elective subjects and study each one for 3 lessons a week:

• Visual Art • Health and Physical Education • Business Studies • Food Technology • Digital Technology • Music

Making Choices In making choices for your elective curriculum, it is important to consider subjects which:

• you enjoy • reflect your ability and or aptitude • reflect your interests • provide appropriate challenge and engagement… to stretch your boundaries… to make the most of your

capabilities • develop skills, knowledge and attitudes useful throughout life

It is also important to keep in mind that the subjects you choose will not limit or affect your future career as the compulsory subjects you undertake keep your options open. CAREER PLANNING In Year 10, students need to consider their career aspirations and possibilities. They should explore pathways to achieve their goals and formulate their Senior Education and Training Plan (SETP). Students and parents formulate and develop their plan, which can be reviewed and revised during Senior Schooling within parameters of the QCE and other constraints. Career information should continue to be gathered by the student throughout their senior years of schooling.


LIFE SKILLS Peregian Beach College has a highly valued Life Skills program that addresses the social and emotional well-being of our students. The Life Skills program is integrated into the curriculum from Prep to Year 12. Our College principles and values guide all that we do at school, both in the classroom and beyond. The College values are: Reflective Practices, Inclusivity, Service of Others and Excellence. The College has also implemented the You Can Do It! (YCDI!) Program, which focuses on building the social, emotional and motivational capacity of young people. The YCDI! Program is based on five foundations: Confidence, Persistence, Organisation, Getting Along and Resilience and within these foundations are supporting 12 Positive Habits of Mind. Students have one identified lesson of Life Skills each week although the college values and YCDI! Program are integrated in all learning. A major focus of the program is to teach young people to think more positively and confidently and take more responsibility for their learning. The Life Skills program in the Primary school is directed by the classroom teacher and in the Secondary school, students have a Life Skills teacher according to their Year group. In the Secondary school, students have Homeroom every morning for roll and announcements and a Life Skills lesson once a week, although the college values and YCDI! ethos are embedded in all learning. The Homeroom teacher is responsible for the general care and well-being of the students in their group and is the first point of contact regarding student-related issues (academic, behaviour, social, family matters, uniform standards, etc.). During late Term 3 and early Term 4 the Pastoral Care program focuses on Sexuality & Relationship Education. The program is based on guidelines provided by Family Planning Qld and develops five general themes at an age appropriate level: Keeping Safe, Understanding our bodies, Developing relationships, Healthy choices, and Living in the Community. Prior to the commencement of the program, parents will be provided further details of the SRE for each Year level.


Year 10 English

The Year 10 English curriculum is intended to equip students by exploring the three interrelated strands of Language, Literacy and Literacy.

The Peregian Beach College English programme in Year 10 provides students with the opportunity to:

• develop their listening, reading, viewing, speaking, writing and creating skills to interact with peers, teachers, individuals, groups and community members

• use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction • engage in familiar and unfamiliar texts from different historical periods and a variety of cultures • develop critical, creative and personal approaches to studying and analysing literary and non-literary texts • critically evaluate, discuss and perform literary texts in which their primary purpose is to inform, persuade

and / or tell a story • develop spelling, grammar, punctuation and vocabulary skills and apply these through formative and

summative assessments, such as the National Assessment Program – Literacy and Numeracy (NAPLAN) tests

• explore language through a variety of media and modes • develop a lifelong interest in reading

Some of the units studied in Year 10 English include:

Unit Assessment Media Watching Students analyse and evaluate how issues are represented in media texts. They develop an understanding of the contemporary media by investigating how it can position and manipulate audiences through the way that news is presented and constructed.

Students present a seminar in which they analyse how a contemporary issue of their choice is represented in a range of different media sources.

Contemporary Literature Students compare and contrast the social, moral and ethical themes in a range of contemporary literature texts, including the study of the novel Animal Farm. They evaluate how text structures, language and visual features can be used to influence audience response

Students write an analytical exposition in response to a novel that explores a social, moral or ethical theme.

The Classics Students investigate classic world literature including a play by Shakespeare, to explore themes of human experience and cultural significance. Students reflect on the classic and contemporary relevance of the themes in world literature and discuss how language devices layer meaning and influence audiences.

Students write a literary analysis in response to either Macbeth or Romeo and Juliet.


Year 10 Mathematics

The proficiency strands of Understanding, Fluency, Problem-Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level:

• understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two- and three-step experiments

• fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve

equations and using calculations to investigate the shape of data sets • problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve

practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events

• reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and

evaluating media statements and interpreting and comparing data sets.

Term Concepts

Term 1 • linear relations • geometry • indices

Term 2 • trigonometry

• quadratic expressions and equations • semester review 1

Term 3 • measurement

• parabolas and their graphs

Term 4 • probability • statistics • semester review 2


Year 10 Business & Economics Studies Business Studies is designed to introduce students to areas such as Business, Marketing, Economics, Management, Entrepreneurship and Australian Governance. Assessment techniques include exams (including unseen stimulus) and investigative business reports. Both assessment method mirror those of Years 11 and 12, which creates a seamless transition from 9/10 to 11/12 Business. It is highly recommended that students wishing to take 11/12 Business undertake Business Studies in years 9/10 in order to develop a solid foundation of skills and knowledge.

Consumer and financial literacy Term 1 – Financial and Consumer Risks Why and how people manage financial risks and rewards in the current Australian and global financial landscape

• Explaining the role of banks • Identifying financial risks such as scams

and identity theft, and how to protect against them

• Debating the difference between good and bad debt, how to manage debt and the importance of having a savings buffer

• Investigating different types of investment that enable people to accumulate savings for the future

Term 2 – Work and Work Futures The changing roles and responsibilities of participants in the Australian or global workplace

• Identifying the responsibilities of workplace participants

• Examining changes to the roles of employees in the workplace

• Examining changes to workplaces, especially post-Covid19 (work futures)

• Discussing the responsibilities of government in improving the conditions of workers (for example, work health and safety, equal employment opportunity, anti-discrimination laws)

Term 3 – Introduction to Economics Identifying and explaining indicators of economic performance and how Australia’s economy is performing in the Covid-19 era

• Identifying indicators of economic performance such as economic growth rates, unemployment trends, inflation rates, sustainability indexes

• Investigating the performance of the Australian economy using key indicators

• Governmental interventions of fiscal and monetary policy

• Government intervention that aim to redistribute income

• Explaining the impact of minimum wage, government payments, taxation and government-funded services

Term 4 – Introduction to Criminal Law The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements.

• The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal

• Criminal Law principles • Participants in the criminal

investigation-trial-punishment process • Exploring the issue of what type of

punishment is effective- we will examine deterrence and punishment mechanisms to critically evaluate Australia’s system, identify short-comings and make recommendations to improve legal outcomes


Year 10 Geography Geography is the study of the human and physical characteristics of places and the interactions between them. It is a rich and complex discipline, which includes two vital dimensions:

• The spatial dimension, which focuses on where things are and why they are there • The ecological dimension, which considers how humans interact with environments

Geography in Year 10 hopes to develop the students’ knowledge and appreciation of the world’s unique environments. Our two greatest resources are our land and our people and an understanding of the ways in which we interact with our natural environment and the impact this has on the rest of the world is one of the most relevant issues young people face today. A range of landscapes will be studied and students will learn of the unique ecological balance of each one. The ways in which peoples have adapted their lifestyle to the demands of these areas is explored, as are changes we have brought to many of these fragile ecologies.

Course Outline Term 1 Environmental change and management ‘Environmental change and management’ focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental world views – including those of Aboriginal and Torres Strait Islander Peoples – that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. Students will:

• Reseach the causes and consequences of human-induced environmental changes.

• Investigate how different worldviews influence environmental management.

• Investigate strategies to manage environmental change in Australia and other countries.

• Evaluate maps, graphs, statistics, photographs, surveys, interviews, reports and ICT on the loss of boidiversity and how this challenges sustainability.

Term 2 Land degradation and management / inland water and management Inland water on Earth creates aquatics environments, such as rivers, aquifers and wetlands, which support a diversity of ecosystems. Sustainable management requires an understanding of the sources, sink, service and spiritual values of freshwater environments, knowledge of biophysical processes that create freshwater environments and determine how they function, and a holistic management approach that considers the causes and consequences of human environment interactions. The application of economic, social and environmental criteria evaluates management responses to the change. Students will:

• Explain the operations of a major natural system and its interaction with human activities.

• Question reports in the media on land management using the inquiry process.

• Collect, record and represent a range of information from primary and secondary sources on land management; and create maps to show environmental change to land using spatial technologies.

Term 3 Global population, poverty and the environment In the world today, there is a large gap between how people live in developing countries and in developed countries. Getting enough of the basic necessities of life such as food, water and health care is a harsh struggle for most of the world’s people. The challenge for the future is to share resources more equally, while ensuring that the natural environment is managed in a sustainable way. The physical environment and human activities both play a major role in determining the distribution of resources. Students will:

• Describe and explain the global pattern of population growth and poverty.

• Analyse the reasons for poverty and the global, regional and local action that is taken to overcome poverty.

• Formulate programs and policies aimed at reducing global poverty.

Term 4 Geographies of interconnections ‘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. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world. Students will:

• Investigate the development of technology and communication around the world – incorporating the positive and negative effects.

• Investigate how and why places are interconnected regionally, nationally and globally through trade in goods and services.

• Explore the environmental impacts of the consumer product on the places that produce the raw materials, make the product, and receive the wastes at the end of its life.


Year 10 Physical Education Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active. Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills. In an age when there are concerns regarding the balance of experiences that young people are focused on, it is important for youth to make informed decisions about their physical activity future. In Year 10, Physical Education draws its subject matter from the content strand ‘Movement and Physical Activity’ from the Australian Curriculum: Health and Physical Education. Students learn to apply more specialised movement skills and complex movement strategies and concepts. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities. The focus of their lessons shifts toward development of the skills required to sustain long-term involvement in physical activity. The students are involved in game-centred problem solving, reflective thinking and decision-making (including Games for Understanding and the Sport Education models for learning). They perform, refine and apply movement skills in both individual and team settings. Activities include athletics, modified games and team sports (eg soccer, touch, softball, netball, team handball, basketball, water polo and volleyball), fitness and exercise and dance. Involvement in Physical Education will place each young person in a better position to develop a healthy diversity in their interests that includes physical activities into their lifestyle.


Year 10 History History provides us with an understanding and appreciation of the past, which in turn helps us to understand the present. The study of history also provides students with valuable skills in the gathering, analysis and clear presentation of information and arguments, which enhance learning across the curriculum. This Year 10 History course introduces students to the making of the modern world.The course has been developed on 4 units based on the depth studies: The Globalising World, (Popular Culture and Environment Movement) Rights and Freedoms, and Migration Experiences. These topics have been chosen to provide students with an understanding of the cause, effect, and significance of change as the modern world developed. The Year 10 History course provides opportunities for students to understand key events that have shaped world history and impacted upon Australia from 1918 to the present. A key emphasis is on Australia in its global context, and the twentieth century as a critical period in Australia’s social, cultural, economic and political development.

Year 10 Migration Experiences Students will explore how Australian immigration policies and how they have changed since 1945. They will look at the experience of migration changed over time, for both immigrants and Australian residents. The unit will unpack the opportunities immigrants have had available to them and how this compares to established Australians.

The Globalising World (two seperate units)

• Popular culture (1945 – present)

• The environmental movement (1960s – present)

In these depth studies, students investigate the influence of migration experiences on the shape of Australian society from 1945 to the present. They explore how Australia’s World War II experiences, and events in Asia in the post-World War II era, have contributed to migration experiences. Rights and Freedoms In this depth study, students focus on the struggles for human rights. They investigate how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context.

• Integration and the 1967 Referendum • The tent Embassy and land rights in the ‘Lucky Country’ • Land rights, policies and the law c.1972-2000 • Mabo, Wik and native title issues • Stolen children, stolen identities • ‘Some day women will have jobs just like men…’


Year 10 Food Technology At this level of Food Technology, students become increasingly aware of the processes of growth and development and take increasing responsibility for their own growth and development. They make decisions and take actions to promote healthy eating and develop a sensitive approach to interpersonal relationships. They contribute to environments that are supportive of human growth and development and develop a respect for the lifestyle choices of other people. They become more aware of the factors that influence and shape their choices with regard to health and wellbeing and the cultural diversities that exist within their own environment.

CONTENT ASSESSMENT

Term 1 Introduction to Food Technology

• Understanding the design brief • Contextual factors • Sensory Analysis • Making Smart Food Choices

Practical performance & booklet completion

Term 2

Food for Thought

• Using local and organic • Sustainable considerations • Hazard Critical Control Points • Customer Profiling • Modifying & Engineering Recipes

Booklet Completion

Practical performance

Term 3

Special Occasion Dinner Party

• Product Development/ Disassembly • Sensory Evaluation & Quality Assurance • Exploring Primary Produce: sustainable & ethical?

Individual Power Point/ KeyNote Presentation

Individual practical performance

Term 4

Celebrations

• Introduction to Hospitality Studies Menu planning & table setting, trends and plating

• Australian food industry & employment options

Individual research project

Individual & group practical performance


Year 10 Digital Technology Digital Technologies is a specialised subject that focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database-driven websites and games. In Year 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems. Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments. To be successful in Year 9 & 10 Digital Technologies, it is recommended that students have obtained at least a B in Digital Technologies and Mathematics at Year 8 level.

Term Odd Years (2021) Even Years (2022)

1 Robotics – Line follower, Sumo, Rescue Robotics – Entrepreneur RoboRave challenge

2

Structures of Programming

JavaScript and Advanced Web Programming

Big Data

Advanced Spreadsheets, Pivot Tables and Databases

3

Introduction to Python Programming

Electronics Programming

Database Design and SQL

4 Object Oriented Programming and Pygame

Networks and Cyber Security


Year 10 Music In Year 10 Music, students compose musical works by manipulating music elements to express meaning in different contexts. Students perform musical works to particular audiences for a specific purpose, style and function, using music techniques and skills in their chosen instrument. Students respond by analysing musical works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, analysing the manipulation of musical elements and languages. They reflect on learning, apply new understandings and justify future applications. Students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Performance • Composing • Musicology

The units and assessment pieces covered over 4 terms in Year 10 are:

TERM UNIT ASSESSMENT

Term 1 Popular Music Analysis assignment Performance

Term 2 Vocal Music Analysis Examination

term 3 Jazz and It’s Many Styles Composition

Term 4 Jazz and It’s Many Styles (continued) Performance


Year 10 Science

In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang. Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.

Term Topic

1 Biological Sciences

- Genetics - Evolution

2 Earth and Space Sciences

- The Solar System - Global Systems

3 Physical Sciences

- Energy Conservation, Transfers and Transformations

- The Laws of Physics

4 Chemical Sciences

- Atomic structure and the Periodic Table - Chemical reactions


Year 10 Visual Art Visual Art students in Years 9 and 10 explore and express ideas and emotions from a range of contexts – social, psychological, political, historical, cultural – to expanding their knowledge and understanding of the power of the visual image or object to communicate and alter meanings for particular audiences over time. Students work individually and collaboratively to make images and objects for various purposes – advertising, entertainment, conveying a message - experience displays and exhibitions within and outside the school context and appraise their own and others’ artworks. They build and consolidate more complex understandings of design elements and principles and their function in visual communication in various media such as painting, digital imaging, ceramics, printmaking, and drawing. Students are required to submit documentation showing the development of their ideas, the completed portfolio and research tasks. Depending on the individual and collective needs and wants of the student cohort, sample units of Visual Art study may include:

Year 10 Visual Art - 2 Year Course outline Visual Art Units: Media Areas Assessment 2021 Unit 1

Personal Symbols & Design

o Sculpture o Graphic Design o Design o Drawing

Making: o Artworks o Artist statement Responding: Short response art analysis

2021 Unit 2

Cultural Identity & Time o Clay sculpture o Mixed Media o Digital imaging o Installation

Making: o Artworks o Artist statement Responding: Short response art analysis

2022 Unit 1

Nature Insects & Flora

o Lino Print o Drawing o Painting o Sculpting

Making: o Artworks o Artist statement Responding: o Short response art analysis

2022 Unit 2

Colour & Light o Series of paintings o Colour Schemes o Abstraction o Digital Media o Photo imaging

Making: o Artworks o Artist statements Responding: o Short response art analysis


Year 9 Health & Physical Education Health and Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active. Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills. Health and Physical Education is organised into two content strands:

• Personal, Social and Community Health – Being healthy, safe and active; communicating and interacting for health and wellbeing; and contributing to healthy and active communities

• Movement and physical activity – moving our body, understanding movement and learning through movement

Health and Physical Education offers students opportunities to develop knowledge, processes, skills and attitudes necessary for making informed decisions about each of the two strands. Students learn to build on personal and community strengths and assets to enhance safety and wellbeing. They critique and challenge assumptions and stereotypes. Students learn to navigate a range of health-related sources, services and organisations. At the core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively. Students acquire an understanding of how the body moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in Australian society and globally. The course involves both physical performance and theoretical work, with approximately equal time spent studying each. Students are required to submit a piece of theoretical work each term and participate in physical activities.

Personal, Social and Community Health Movement and physical activity Term 1 Water Safety – personal and environmental

Students will identify water hazards and assess the safety of the three local locations. Students will then evaluate the areas potential dangers, identifying hazards and making recommendations about how the problems could be managed, solved or mitigated.

Games and Sports Bronze Medallion

Feature article Physical performance of skills in drills, modified games and competitive games

Term 2 Anatomy and Fitness Students will provide training tips and anatomical information about a chosen sport or physical activity to target the specific fitness components and most suitable training methods.

Games and sports Ultimate Frisbee

Information pamphlet Physical performance of skills in drills, modified games and competitive games

Term 3 Biomechanics Students will explain how simple biomechanical principles can have a positive effect on the physical performance of athletes.

Games and sports Touch Football

Multimodal presentation Physical performance of skills in drills, modified games and competitive games

Term 4 Nutrition Student will research and write a report that investigates and makes recommendations about a Nutrition issue.

Lifelong physical activities Biathlon/Circuit training

Research report Physical performance of activity specific skills in competitive setting


INITIAL SUBJECT CHOICE: YEAR 10 (2021 & 2022) All students are asked to choose from the following range of subjects so that they can study these subjects for two (2) years. Some subjects are compulsory. Subjects:

Compulsory ü English ü Mathematics ü Science ü History ü Geography ü Physical Education

Elective Subject Proposals Please select three (3) subjects from the list below by highlighting the subject (one per line): (e.g. if you choose Art then you will not be eligible for HPE. If you choose Food Technology, then you will not be eligible for Business Studies…)

Art HPE

Business Studies

Food Technology

Music Digital Technology

Student Name: Student Signature: Parent signature: Date: / /20 Comments:

Version 1 (October 2020) - Peregian Beach College

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