Year 10 Curriculum Handbook - St Mary's College · PDF fileYear 10 Curriculum Handbook ... SBA...

St Mary’s College – Subject Selection Information – Year 10, 2015 1

Year 10 Curriculum Handbook

2015

Providing Quality Catholic Education for Boys Since 1899


From The Principal Our core business at St Mary’s College, Toowoomba is quality teaching and successful learning. The first step to enabling this to occur is for our students to choose the most appropriate subjects for any given year. This Year 9 Subject SelectionHandbook aims to provide the students and parents with valuable information about the content, assessment and general requirements and where subjects can lead in the future. With this information it is hoped that students will choose the most appropriate subjects to ensure the most positive learning outcomes and career pathways both for their immediate and future lives. So what should we be looking for when choosing the most appropriate subjects?

1. What do I enjoy? 2. What am I interested in? 3. What are my talents? What subjects will give me the most chance to achieve the highest marks? 4. What career am I interested in and therefore what subjects will help me achieve this career? 5. If you are unsure of a career, keep your options open and choose a variety of different subjects!

This booklet provides us with only half the answers to the most appropriate subject choices for a St Mary’s College student. There is also a need to talk with your teachers who are experts in their field of study and other students who have undertaken the same units of study in the past. Consider all this information to make an informed choice. Our Year 8 students study a variety of subjects which provide them to a wide range of possible future study pathways. Our Year 9 begin to specify their studies from a variety of subjects. All boys will study a set of core curricular subject areas; eg. Mathematics, Science, English, Physical Education, Religion and History. All units of study are semester units. This allows greater continuity of teaching and learning, exploration of topics in depth, and subjects which meet the needs of an ever-changing world and opportunities to further develop student-teacher relationships. Providing choice in subject selection ensures boys are both engaged in core learnings and at the same time accommodate the boys’ interests and future study and career pathway options for the boys. Life-long learning is the overall goal of our teaching and learning program. We believe that the subject choices and pedagogy used by teachers will enable this to continue to be a reality into the future. I sincerely thank the Assistant to the Principal, Ms Jessica Davidson and Junior Curriculum Coordinator, Mrs Catherine Gillespie for their expertise in preparing this booklet and managing the whole subject selection process for the boys. I also thank our subject Heads of Department for their preparation of this booklet and continuing verbal advice to the boys and their parents, namely: Mrs Kay Gleeson (Religious Education), Mr Steve Shaw (English), Mr Paul Pinzone(Mathematics), Mrs Eleighta Hannam (Science), Mrs Samanatha Parle (Humanities), Mr Brendon Willocks (E-Technology), Mr Robert Anderson (Health & Physical Education), Mrs Robyn Topp (LOTE), Mr Alwyn Rix (ATD) and Mr John Condon (Creative Arts). Let us join together in partnership through a conversation to ensure your son chooses the most appropriate subjects. Together, I am more confident that we can ensure the most positive learning outcomes for your sons. Don’t forget – if you have any questions, we are more than willing to assist. Michael Newman Principal


Table of Contents

Contents

Page Number

Selection of Subjects

4

Pathways Academic Pathway Enterprise Pathway Options Pathway

7

Learning Areas

Religion

9

English

12

Mathematics

17

Science

19

Humanities

22

Digital Technologies

26

Health & Physical Education

29

Languages - Japanese

32

Design Technologies

35

Metal / Wood Technology & Design 37

The Arts

43

Food Technology 52


Selection of Subjects Some General Points There are many important decisions you have to make while at school. Some of the most important are concerned with the choice of units to take in Years Nine and Ten, and later the selection of subjects for Year Eleven and Twelve. These are important decisions since they may affect the type of occupation or career you can follow when you leave school. Your course selections can also directly affect your success at school and how you feel about school. Overall Plan As an overall plan, it is suggested that you choose units:

you enjoy in which you have already had some success which will help you reach your chosen career/careers, or at least keep many careers open to

you which will develop skills, knowledge and attitudes useful throughout your life which spark your curiosity

This may sound difficult, but if you approach the task calmly, follow the guidelines provided, and ask for help along the way, you should come up with a list of units which meets your needs. Guidelines Keep Your Options Open Many students in Year Eight have thought about their future, but are still uncertain about courses or careers they would like to follow after they have finished school. It is wise, therefore, when looking at unit choice, to keep your options open. This means choosing a selection of units which makes it possible for you to continue thinking about your career choice over the next two years before making more definite choices as you approach the end of Year Ten. Think About Careers It is helpful to have some ideas about possible career choices at this stage, even though you may change plans or review decisions in Years Nine and Ten. Find Out About The Subjects Your School Offers Even though you have studied a wide range of subjects in Year Eight, it is important to find out as much as possible about the units offered in Years Nine and Ten. When investigating a unit to see if it is suitable for you, find out about the content (ie. what topics are covered in the subject) and how the subject is taught and assessed. For example: does the unit mainly involve learning from a textbook; are there any field trips, practical work, or experiments; how much assessment is based on exams compared to assignments, theory compared to practical work, written compared to oral work? Remember too, that your choice of units now may affect your subject choice later on in Years Eleven and Twelve. Make a Decision about a Combination of Units that Suits You It is important to remember that you are an individual, and that your particular needs and requirements in subject selection will be quite different from those of other students. This means that it is unwise to either take or avoid a unit because:

someone told you that you will like it or dislike it your friends are or are not taking the unit you like or dislike the teacher


Be honest about your abilities and realistic with your career aims. There is little to be gained by continuing with or taking advanced levels of units that have proved difficult even after you have put in your best effort. Similarly, if your career aims require the study of certain units; do you have the ability and determination to work hard enough to achieve the necessary level of results in those subjects? Be Prepared To Ask For Help If you need more help then seek it, or you may regret it later. Talk to your parents, teachers or career guidance officer. Make use of the school subject selection program. Year 9 Students Although there is a lot of scope for choice of units for Years Nine and Ten in what has been designed, there are some mandatory units. These units must be studied to ensure the student has a balance in their junior studies. Check the subject introductions and flowcharts for mandatory units. Pre-Requisites for Senior Studies Students also need to keep in mind that there are pre-requisite units at level 6 for some senior subjects. This will be noted in the flowchart or unit description. No Guarantees Not all units offered on the Course Selection Form will be timetabled in 2015. Some subjects, due to insufficient numbers, will not proceed. Changes to study programs are usually negotiated between the student and the Junior Curriculum Coordinator and the Assistant Principal Curriculum.


Pathways

Academic Pathway Enterprise

Pathway

Integrated Pathway Integrated

Pathway

Co

mp

uls

ory

Academic Pathway English Enterprise

Pathway English

Academic Pathway

English

Academic Pathway

Mathematics B

Enterprise Pathway

Mathematics A

Academic Pathway Mathematics B

Academic Pathway Science Enterprise Pathway

Science

Academic Pathway

Science or Enterprise

Pathway Science

Must do either AP

Science or Ap

Humanities

Academic Pathway Religion Enterprise Pathway

Religion

Academic Pathway

Religion

Academic Pathway

Humanities

Enterprise Pathway

Humanities

Academic Pathway

Humanities or

Enterprise Pathway

Humanities

Must do either

Science Extension

or Humanities

Extension

Academic Pathway Physical

Education

Enterprise Pathway

Physical Education

Academic Pathway

Physical Education or

Enterprise

Pathway Physical

Education

Elec

tive

s

IntroLegal& Econs

Commerce

Art

Drama

Music

Graphics

Geography

IT

Japanese

Food Technology

Wood Technology

Metal Technology

IntroLegal& Econs

Commerce

Art

Drama

Music

ExtensionGraphics

Geography

IT

Japanese

Food Technology

Wood Technology

Metal Technology

SBA

Students on a

Enterprise

Pathway may begin a

SBA/TAFE Cert in Year

10.


Religion

Overview Religious Education at St Mary’s College is compulsory, for all students, in each year level, from Years Five to Twelve. Religious Studies is a learning area, which draws on a number of sources of content. The content of the religious education area is organised through four conceptual strands: Sacred Texts, Beliefs, Church and Christian Life. Together these strands outline the knowledge, skills and processes characteristic of learning in the area.

Learning Focus Sacred Text The Bible and wisdom writing’s contain the foundational account of God's dealings with human beings and the human response to God. Students will grow in their familiarity with the Bible, both Old and New Testaments, and Christian Wisdom writings to develop their ability to authentically interpret the Scriptures and apply them, in relevant and fruitful ways, to the circumstances of life. Beliefs In summary form, the Creeds proclaim basic Christian beliefs about God, Creation, Jesus Christ, Salvation, Church and Human Destiny. In drawing on the Creeds, the Catechism of the Catholic Church elaborates, in a systematic and authoritative way, Catholic beliefs and teaching about God, Jesus Christ, the Holy Spirit, the concept of The Trinity, Salvation and Human Destiny. The beliefs of other traditions will also be explored. Church A central theme of the Bible is that of Covenant, understood as the loving, respectful relationship between God and the human person, and between the human person and God. From this relationship flows the love and respect that human persons are to show for one another and for the whole of God's creation. Thus, church and liturgy and sacraments are intimately linked to the daily lives of individuals as they struggle to make this relationship of love and respect a reality in their own living, and in their efforts to create Christian community. In this strand students will also explore the history of the Church since its inception and the impact this has and had on its people. Christian Life Loving, respectful, relationship with God, other human persons, and the whole of creation implies a sincere seeking of the good in one's living and actions. The basis for the development of the Christian conscience is found in the Old Testament ethics, such as The Ten Commandments, and the New Testament teachings like The Beatitudes and the parables. Moral formation is then heightened through an understanding of Catholic Social Teachings and the application of these to modern contexts. Learning Experiences In Junior Religious Education learning experiences may include but are not limited to:

Interactive activities using technology

Group work

Personal reflection and journal keeping

Video or text blogs

Use of BookCreator, Explain Everything, Movie and other IPad Apps to create unique assessments.

Practical and creating activities

Social Justice actions

Individual tasks

Teacher lead lessons

Discussions

Role Plays Assessment Within each unit a variety of assessment instruments will be used to help reinforce concepts and work covered in class. These assessment instruments will be used to determine final results for each unit. Assessment Items may include:


Short Response Exams

Response to Stimulus Paragraph and / or essay exams

Research Assignments

Reports

Essays: including evaluative, argumentative, reflective or critical.

Multi Modals: including you-tube clips, video and or text blogs, oral presentations, rituals

Poster and Brochures

Advocacy campaigns

Ebooks


Academic Pathway Learning Focus Provides opportunities for the students to begin to develop skills that will enable them to demonstrate the objectives of Study of Religion including: knowledge and understanding, evaluative processes and research and communication. Students will study similar content; however, consideration is given to the various steps to be taken by students to develop ability to access, process and present information that demonstrates evaluation and justification of ideas and hypothesis. Learning experiences are aimed at helping students observe, describe, classify, analyse and synthesise religious phenomena; to develop complex thinking processes to allow students to meet the Study of Religion syllabus requirements. Written and oral presentations demonstrate the effective use of language. Skills developed include the selection and sequencing of information, the accurate use of technical terms and the correct use of grammar, spelling, punctuation and layout. Students are also given opportunities to exercise higher levels of cognitive activity such as analysing, synthesising and theory formation. Opportunities to make intelligent comparisons, pass informed judgements and reflect on their own and other people's assessment of the value of particular religious claims and practices are provided. Assessment Assessment items may include:

Short response exams

Response to stimulus/unseen/questions/written essay exams

Research Assignments using essay and report genre

Multi modals including orals, videos and ‘you tube’ clips

Unseen question extended writing exams

Please note that students will be required (at least once per year) to carry out an ethnographic study. This will require the boys to gather primary data including undertaking interviews, surveys, observations or visits to practicing faith communities.

Assessment is concerned with the extent to which students address the following:

1. Knowledge and Understanding 2. Evaluative Processes 3. Research and Communication


Enterprise Pathway Learning Focus Students studying Religion in the Enterprise Pathway undertake a course of study that encourages students to explore the content descriptors of the syllabus and to refine their religious knowledge and skills. Where possible, students will access relevant information or study issues and topics that are relevant in today’s world. They will develop skills that will allow them to describe, analyse, compare and contrast and to communicate using differing modes to a variety of audiences. It supports students in developing the capacity to learn from spoken, written and visual texts and other sources including their family, friends and fellow students. Both pathways will cover similar content, however the Enterprise Pathway will lead students in to the the Study Area Specification of Religion and Ethics which has been developed to assist students from various cultural, social, linguistic and economic backgrounds to learn and reflect on religion, personal spirituality and one’s life choices.

Assessment Assessment items may include:

Multi modal presentations including orals and video compilations.

Extended writing such as reflective works, essays, reports or folios.

Short Response exams

Response to Stimulus written exams

Poster and Brochures

Advocacy campaigns

Ebooks Assessment is concerned with the extent to which students meet the objectives of

Criterion 1: Knowledge and understanding, Criterion 2: Processing skills and Criterion 3: Communication skills as stated in this study area specification

Requirements for Senior Subjects The Junior Religious Studies course has been designed to address the developmental stages of a student at each level in Years Nine and Ten. The academic pathway Religion equips students for “Religion and Ethics” or “Study of Religion” in Years Eleven and Twelve. Enterprise Pathway religion equips students with the skills required for Religion and Ethics in Years 11 and 12.


God, God, God & His Mystery Semester One Unit Description Students learn about various ways in which humans have understanding of the mystery of God or the ‘Other’ which is ultimately beyond human language, concepts and stories. These include the human experience of the created world; the valuable insights of the major world religions (Christianity, Islam, Judaism, Hinduism and Buddhism) as reflected in their core beliefs and practices; the different representations of God in Old Testament and New Testament texts by various human authors in different historical, social and cultural contexts; Christian spiritual writings that search for the mystery of God in the midst of world events and the course of human history; and participation in personal and communal prayer that can lead believers to contemplation (the simple awareness of the presence of God).

Nourishing Life of Believers & Stewardship Semester Two Unit Description Students explore how the Church has responded to the range of unprecedented threats to both human ecology and environmental ecology facing Australian and the Modern World (c. 1918 to the present) from science, technology, materialism, consumerism and political ideologies. They develop critical understanding of the various sources that guide the Church’s action in the world today, including the teaching of Jesus and the early Church; the principles of Catholic Social Teaching and the reasoned judgements of conscience, carefully formed and examined. Students examine the Eucharist as the primary and indispensable source of nourishment for the spiritual life of believers, sent to carry on Jesus’ mission in the world particularly focusing on the Letters of St Paul. They investigate a variety of personal and communal prayer experiences, including prayers for justice, peace and the environment.


English Introduction The Junior English course at St Mary’s aims to develop and refine the students’ capacity to compose and comprehend English – fluently, appropriately, effectively and critically – for a wide range of personal and social purposes. It is hoped that by the time students have completed Year Ten, they will be able to use English to: participate actively and confidently in family and community life, undertake study, understand how advertising is used to manipulate and change consumer behaviours, perform work and participate in a range of recreational activities involving literature, drama and the mass media. English is taught to enhance students’ enjoyment of language and to encourage them to think critically, logically and imaginatively. They will be exposed to a variety of learning experiences to meet their individual needs and interests. Learning Focus Students use their imagination, creativity and world views to interpret and construct English texts that share their ideas, persuade audiences and address issues and events in their own lives and communities. They recognise how English relates to shared cultural understandings, and to local, national and global settings. They analyse and evaluate how texts position audiences to view people, characters, places, events, things, issues and ideas in particular ways and with particular implications and impacts. They evaluate how a variety of texts represent Aboriginal knowledges, peoples, cultures and events, and Torres Strait Islander knowledges, peoples, cultures and events. Students use the Australian Curriculum framework in order to obtain an understanding of the world in which they live. This framework, which is organised around the concepts of literature, language and literacy, provides a scaffold on which they can decipher the signifiers that surround them and communicate deep and considered ideas and concepts clearly and coherently. They individually and collaboratively interpret and construct texts by understanding and manipulating language elements to position the audience and suit their subject matter and purpose. They develop an understanding of the interconnectedness between recognizing, explaining and analysing as a skill set, and creating and synthesising as another skill set, with the purpose of exploring how students see themselves as users of English. They reflect on their own and others’ language choices to achieve particular purposes and how they can apply their learning in future applications. Students select and use a range of tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs when interpreting and constructing texts. Year 10 students may choose either an Academic Pathway or an Enterprise Pathway. While both Pathways are assessed under the ACARA Assessment Framework, the choice of topics, texts and types of assessment vary in each to prepare the Academic Pathway for Senior OP English and the Enterprise Pathway for Senior English Communication. Choice of Pathway in Year 10 has prerequisite knowledge and understandings necessary for the Senior English selections. Assessment Focus Content Descriptors Students demonstrate evidence of their learning over time in relation to the following assessable elements, which are organised into three silos:

Language

Literature

Literacy


Language

o Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

o Understand that roles and relationships are developed and challenged through language and interpersonal skills

o Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor

o Understand that authors innovate with text structures and language for specific purposes and effects

o Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas

o Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes

o Explain how authors experiment with the structures of sentences and clauses to create particular effects

o Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text

o Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning

o Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness

o Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech

Literature

o Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

o Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text

o Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context

o Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

o Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style

o Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes

o Analyse text structures and language features of literary texts, and make relevant comparisons with other texts

o Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation

o Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and comedy, pun and hyperlink


Literacy

o Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts

o Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways

o Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects

o Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes

o Interpret, analyse and evaluate how different perspectives of an issue, event, situation, individuals or groups are constructed to serve specific purposes in texts

o Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

o Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

o Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts

o Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features

o Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features

o Use a range of software, including word processing programs, flexibly and imaginatively to publish texts


English – Academic Pathway

St Mary’s College Toowoomba - Unit Specifications 2015

English Youth and Media - 10 Academic Pathway

Unit Description The focus of this semester unit begins with language development, developing the theme of gender and stereotypes within the young adolescent’s world, which acts as a stepping stone towards the deeper understanding of the world outside the students’ individual context. From this, students will begin an understanding of gendered youth culture and media, building on the skills that they developed in Year 9 to both deconstruct and create analytical and advertising texts. Possible Learning Experiences

Using the a novel like "Looking for Alibrandi” as well as the genre of short story, the student will develop dialogue and descriptive language to express opinions about their world by interpreting the gender stereotyping that permeates their world. These themes will be connected to the world of advertising, and they will adopt the roles of both advertisers and advertising analysts to communicate their understanding of the world in which they operate.

Notes Assessment will focus on written and oral tasks including writing a short story, media blog writing, and television commercial creation, as well as multimedia presentations.

The Bard and You - 10 Academic Pathway Unit Description

This unit explores representations of the past in the world of Shakespeare (his life and times and one of his plays) as well as the construction of Multicultural Australian identity through poetry.

The students will commence the semester with their first in-depth exposure to a Shakespearian text, Macbeth, in which they will encounter the themes of power, ambition, fate and the supernatural. Using these skills, students will then attempt to construct poetry that captures the unique ‘Australianness’ of themselves as individuals and the environment around them through the themes of Isolation and Assimilation. Possible Learning Experiences

As well as researching aspects of Elizabethan England including Shakespeare’s background, students will read, discuss and deconstruct the play ‘Macbeth’ in both the traditional and film text, representing the unusual themes in modern forms. Using Schoology as an online delivery program, this unit is a self-directed unit where each week students choose activities and work to a time frame to accomplish personal learning goals.

Australian heritage and culture will also be explored using poetry with teacher discretion; students will develop personal perspectives of Multicultural Australian identity exploring the themes of isolation and assimilation. Notes Assessment will involve written and spoken tasks. A culminating task will allow students to demonstrate acquired skills over two semesters.


English – Enterprise Pathway Youth and Media - 10 Enterprise Pathway Year Level: Pre requisites: Nil Unit Description The focus of this semester unit begins with language development, developing the theme of gender and stereotypes within the young adolescent’s world, which acts as a stepping stone towards the deeper understanding of the world outside the students’ individual context. From this, students will begin an understanding of youth gendered culture and media, building on the skills that they developed in Year 9 to both deconstruct and create analytical and advertising texts. Possible Learning Experiences

Using the novel “Will” as well as the genre of short story, the student will develop dialogue and descriptive language to express opinions about their world by interpreting the gender stereotyping that permeates their world. These themes will be connected to the world of advertising, and they will adopt the roles of both advertisers and advertising analysts to communicate their understanding of the world in which they operate.

Notes Assessment will focus on written and oral tasks including writing a short story, media blog writing, and television commercial creation, as well as multimedia presentations.

The Bard and You - 10 Enterprise Pathway Unit Description

This unit explores representations of the past in the world of Australian theatre (the life and times of Australian culture) as well as the construction of Multicultural Australian identity through film clips and ‘Simpson’s’ literary episodes.

The students will commence the semester with their first in-depth exposure to a dramatic text in which they will encounter the themes of power, ambition, fate and the mateship. Using these skills, students will then attempt to construct a visual narrative encompassing the characterisations presented in the visual texts that captures the unique ‘Australianness’ of themselves as individuals and the environment around them through the themes of acceptance and exclusion. Possible Learning Experiences

As well as researching aspects of Australian multicultural society, students will read, discuss and deconstruct the play in both the traditional and film text. Using Schoology as an online delivery program, this unit is a self-directed unit where each week students choose activities and work to a time frame to accomplish personal learning goals.

Australian heritage and culture will also be explored using indigenous and multicultural film clips with teacher discretion as a well as selected ‘Simpson’s’ episodes that revisit iconic literary works in a contemporary setting; students will develop personal perspectives of Multicultural Australian identity exploring the themes of acceptance and exclusion. Notes Assessment will involve written and spoken tasks. A culminating task will allow students to demonstrate acquired skills over two semesters.


Mathematics

Mathematics is the language with which God wrote the Universe.

Galileo Galilei

Introduction

The underlying intention of this mathematics course is to provide suitable ongoing mathematical experiences that build comfortably and deliberately on students’ previous experiences. Learning experiences are designed to suit particular stages of development of the students, which provides challenges and opportunities for intellectual growth in mathematics. Such growth is consistent with student ability and experience and future life needs. The Mathematics course at St Mary’s embraces the requirements of Australian Curriculum - Mathematics. It seeks to deliver a firm foundation in mathematics necessary for their future careers as well as for today’s increasingly technological society. This course will centre on those learning experiences that are of greatest use and relevance to students. In particular, this learning experience can range from practical in nature, activity-based and concrete in approach, to the abstract and theoretical, while simultaneously addressing students’ needs for fundamental life skills and further study. Overview

While all students are required to cover the same Content Descriptions, there will be some students who will need to revisit Content Descriptions appropriate to their understanding and skills with mathematics.

In Year 10, Students have a choice of two pathways; Academic and Enterprise, from which they can choose a stream of mathematics to suit their current and/or future need. Enterprise

1. 10MAE# (with consultation between parent and teacher) – for those students who need more

reinforcement, structure and teacher interaction and will choose to study Prevocational

Mathematics in the senior school.

Academic

2. 10MAA# – for those students who choose to study Mathematics A in the senior school.

3. 10MBA# – for those Students who choose to study Mathematics B and/or C in the senior school.


Year 10

4.

5.

6.

7.

8.

Year 11 and 12

9.

Figure 1: Mathematic Pathways

How are students assessed?

Students will be assessed on their ability to recall and display an understanding of the Content Descriptions they have been exposed to in the course. The assessment of a student’s progress will be done using a variety of methods. The traditional examinations form the majority of the assessment but in addition they will be required to complete investigations and/or online activities.

10MAE#

10MAA#

10MBB#

Pre-

vocational

Maths

Maths B

and/or

Maths C

Academic Pathway Enterprise Pathway

Maths A

Maths A


Science

The stars, Earth, stones, life of all kinds, form a whole in relation to each other and so close is this relationship that we cannot understand a stone without some understanding of the great sun. No matter what we touch, an atom or a cell, we cannot explain it without knowing of the universe. The laws governing the universe can be made interesting and wonderful to children, more interesting than things in themselves, and they begin to ask: what am I? What is the task of humanity in this wonderful universe?

Maria Montessori

Overview

There are two science courses available to year 10 students: Enterprise Pathway Science and Academic Pathway Science. All students are eligible to elect Enterprise Pathway Science, however, Academic Pathway Science is reserved for students who have achieved highly in Year 8 and 9 Science, and who are considering choosing Biology, Chemistry or Physics in Year 11 and 12. Both courses will follow the Australian Curriculum, but will differ in the depth of content taught, the breadth of scientific skills developed and the styles of assessment techniques used.

The Australian Curriculum - Year 10:

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

Students will develop questions and hypotheses and independently design and improve appropriate methods of investigation. They will 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.

http://www.australiancurriculum.edu.au/Glossary?a=S&t=analyse

http://www.australiancurriculum.edu.au/Glossary?a=S&t=table

http://www.australiancurriculum.edu.au/Glossary?a=S&t=properties

http://www.australiancurriculum.edu.au/Glossary?a=S&t=systems

http://www.australiancurriculum.edu.au/Glossary?a=S&t=relationships

http://www.australiancurriculum.edu.au/Glossary?a=S&t=force


http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluate

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evidence

http://www.australiancurriculum.edu.au/Glossary?a=S&t=theories


http://www.australiancurriculum.edu.au/Glossary?a=S&t=models

http://www.australiancurriculum.edu.au/Glossary?a=S&t=theories

http://www.australiancurriculum.edu.au/Glossary?a=S&t=hypotheses

http://www.australiancurriculum.edu.au/Glossary?a=S&t=design

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigation

http://www.australiancurriculum.edu.au/Glossary?a=S&t=digital+technologies

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=analysing

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data


http://www.australiancurriculum.edu.au/Glossary?a=S&t=conclusions

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluate

http://www.australiancurriculum.edu.au/Glossary?a=S&t=validity

http://www.australiancurriculum.edu.au/Glossary?a=S&t=secondary+sources




Academic Pathway Science

Learning Focus

This course aims at providing strong foundations for future senior science studies. Students will study challenging units within the three major fields of science – biology, chemistry and physics. They will experience a depth, breadth, complexity and pace, similar to that exercised in senior science. Practical and written skill development is also a focus of the course. Students will learn essential laboratory skills so that they may design and conduct experiments independently and collect data accurately. They will be taught how to critically analyse and evaluate scientific data to identify trends and anomalies. Students will also be immersed in the language of science and will be given many opportunities to cultivate their ability to write effectively within the scientific report genre.

Assessment

Assessment is necessary to gauge learning, to identify strengths and weaknesses and to direct future teaching and learning. The folio of assessment in Academic Pathway Science also aims to prepare students for the assessment techniques required by the senior science syllabi. Students will be scaffolded the skills required to complete these various assessment techniques effectively. Throughout the course, students’ scientific understanding and skills will be assessed through:

examinations (short-response and extended-response questions)

an extended experimental investigation (students design and conduct their own experiments,

collect and analyse data, and present their findings in the scientific report genre)

an argumentative essay (students collect research from valid sources, form opinions on

scientific topics, then write persuasively in response to a question)

Future Pathway

Students who study and succeed in Academic Pathway Science will be eligible and well-equipped to study Biology, Chemistry and Physics in senior school. The study of these senior sciences can support the pursuit of careers in a variety of industries, including engineering and design, human and animal health, food and agriculture, communications and electronics, environmental conservation and education.


Enterprise Pathway Science

Overview

This course aims to develop within students, a curiosity and enthusiasm for understanding the world around them. Students will approach scientific concepts in a variety of ways, so that they learn to ask questions and investigate relationships to find answers. To support their understanding of the content of the course, concepts will be presented in multiple modes, often supported with digital technologies, educational films, hands-on models and regular practical activities. They will continue to develop the skills acquired from previous years such as following practical procedures safely, and collecting, recording, presenting and analysing scientific data.

Assessment

Assessment is necessary to gauge learning, to identify strengths and weaknesses and to direct future teaching and learning. The folio of assessment in Enterprise Pathway Science also aims to engage students to produce work which demonstrates their understanding and skills. Some of the assessment techniques which may be used are:

examinations (multiple-choice and short response questions)

multimodal presentations (students demonstrate their understanding of an investigation

through spoken and visual modes)

iBook publications (students publish the findings of their investigation in an iBook)

Future Pathway

Students who have studied Enterprise Pathway Science will meet all requirements of the Australian Curriculum. They will be equipped with skills and an understanding of science which enhances their participation in society. The course aims to cultivate students’ natural curiosity and provide them with the capabilities to investigate and answer their own questions – a process vital to life-long learning.


Humanities Overview

The purpose of Humanities at St Mary’s College is to equip students with the necessary knowledge, skills and attitudes to become active and informed participants in Australian society. This means that students become aware of such issues as man’s impact on the environment, our political system, our cultural heritage and the way society can change. These ideas are taught through the existing subjects of History and Geography as well as the new National Curriculum areas of Business & Economics and Civics & Citizenship. Learning Focus History Under the Australian Curriculum, the study of History is now mandated to Year 10. As a result, all students in Year 10 will study History. The Australian Curriculum-History is driven by inquiry-based learning, asking students to look critically at the past and question how our nation, our world and our relationships have been formed and shaped by the experiences of the past. History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. The curriculum generally takes a world history approach within which the history of Australia is taught. This approach equips students for the world in which they live. ACADEMIC PATHWAY – HISTORY Students who have achieved well in Year 8 History (Humanities) are encouraged to take the Academic pathway in 10 History. This will enable them to keep their options open with regard to Senior subject choices in the future. Those students who choose the Academic History pathway will be well prepared for the senior subject of Modern History, but also for the analysis and writing demands of Legal Studies, Geography, Economics and Board English. ENTERPRISE PATHWAY – HISTORY Students who have found History and Humanities in the junior years challenging are encouraged to take the Enterprise Pathway in 10 History. This course will embed multi literacy skills and focus on applicable and transferrable knowledge in the teaching of high interest units. Geography Geography involves the education of young people about their society and environment. This involves two vital dimensions:

The spatial dimension - focussing on where things are and why they are there, and

The ecological dimension - considering how humans interact with environments.

Students may elect to study one semester of Geography in either or both Year 9 or Year 10. Law & Economics This unit has been designed to give Year 10 students an insight into the Senior subjects of Legal Studies and Economics. The study of the legal system enables the students to understand the many diverse legal situations and issues that arise in their everyday lives. They will be taught strategies to


examine legal issues and make informed decisions. Students will also become aware of their own rights and responsibilities. Understanding the Australian economy, the objectives of government and the role of markets can assist students to use their future power as consumers, tax payers and voters effectively. Students will develop a basic economic understanding and be able to interpret the world they live in more accurately. The Law & Economics unit is available to Year 10 students only and is an elective unit. Assessment Focus Assessment in all Humanities subjects may take the format of a combination of the following:

In-class tests

Field trip reports

Assignment work

Case studies

Response to stimulus

Oral/Multimodal presentations

Pathways to Senior Subjects It is recommended that students intending to study Senior Geography study at least one Junior Geography unit. It is recommended that students intending to study Senior Legal Studies or Senior Economics the Year 10 unit – Law and Economics. It is recommended that students intending to study Senior Modern History study junior History via the Academic Pathway.



Academic Pathway - History CORE UNIT - ACARA History – The Modern World - Australia Unit Description In this unit students will consider the following Key Inquiry Questions through the exploration of three depth studies. The depth studies will focus on World War II, Rights and Freedoms and the Migration Experience. Possible Learning Experiences The key Inquiry Questions that will guide learning will be: 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?

Students of Academic Pathway – History will be expected to consider historical sources, consider their meaning and significance and evaluate the decisions of the past. Notes

Assessment:

Assessment in Academic Pathway – History is designed to prepare students for the assessment expectations of Year 11and 12. Assessment tasks will include research tasks requiring high level analysis and annotated bibliographies while exams will refer to historical sources in a response to stimulus format.

Enterprise Pathway - History CORE UNIT - ACARA History – The Modern World - Australia Unit Description In this unit students will consider the following Key Inquiry Questions through the exploration of three depth studies. The depth studies will focus on World War II, Rights and Freedoms and the Migration Experience. Possible Learning Experiences Students in Enterprise Pathway – History will be engaged in the study of the national curriculum through high interest classroom delivery that draws on interactive learning methods such as guest speakers and virtual tours. Skills taught in these classes will focus on transferable skills, particularly in the areas of literacy and numeracy, so that students will develop skills applicable for their future workplaces as well as a fundamental understanding of Australian history. Notes

Assessment:

Assessment in Enterprise Pathway – History will rely more on vocational communication skills than academic writing. As such, assessment may include the creation and presentation of Keynote presentations, interviews with people of historical interest and investigations of historical concepts at a family or local context.


Academic Pathway – Law and Economics ELECTIVE UNIT - Law and Economics

As citizens, the law and the economy impact on virtually all areas of our life:

How are laws made? What impact do they have on our choices?

What is the economy? What drives people in their decision making?

What does it mean to be sued? Who can sue you?

What are the implications of a criminal conviction for you?

What are the papers talking about when they say ‘inflation’, ‘recession’, ‘GFC’?

Possible Learning Experiences

Students will be able to interpret and understand everyday applications of the law. They will learn how to interpret evidence and come up with informed conclusions and opinions. They will develop an economic vocabulary and be able to analyse the decision making processes of consumers, governments and businesses. Notes

Assessment:

Assessment in Academic Pathway – Law & Economics is designed to prepare students for the assessment expectations of Year 11and 12. Assessment tasks will include research tasks requiring high level analysis and annotated bibliographies while exams will refer to relevant materials in a response to stimulus format.

Academic Pathway – Geography ELECTIVE UNIT – ACARA Geography - Environments & Human Well-being Unit Description

In this unit, students will investigate the two topics as set by the National Curriculum:

Environmental change and management and Geographies of human well-being. An in-depth study of specific environments (domestic and overseas) will enable students to understand the functions of an environment and the impacts of change. The different concepts and measures of human well-being will enable students to investigate the global, national and local differences in human well-being between places. Possible Learning Experiences Collection and analysis of data relating to environmental health and human well-being will enable students to reach conclusions about measurement and outcomes. Field trips to consider and investigate change of environment. Notes

Assessment in Academic Pathway – Geography is designed to prepare students for the assessment expectations of Year 11and 12. Assessment tasks will include research tasks requiring high level analysis and annotated bibliographies while exams will refer to relevant materials in a response to stimulus format.

Field Work is a requirement of Geography and students will be required to attend an overnight trip for this purpose.


Academic Pathway Digital Technologies

In a world that is increasingly digitised and automated, it is critical to the wellbeing and

sustainability of the economy, the environment and society, that the benefits of information

systems are exploited ethically. This requires deep knowledge and understanding of digital

systems (a component of an information system) and how to manage risks. Ubiquitous digital

systems such as mobile and desktop devices and networks are transforming learning,

recreational activities, home life and work. Digital systems support new ways of collaborating

and communicating, and require new skills such as computational and systems thinking. These

technologies are an essential problem-solving toolset in our knowledge-based society.

Digital Technologies provides students with practical opportunities to use design thinking and to

be innovative developers of digital solutions and knowledge. The subject helps students to

become innovative creators of digital solutions, effective users of digital systems and critical

consumers of information conveyed by digital systems.

A deep knowledge and understanding of information systems enables students to be creative

and discerning decision-makers when they select, use and manage data, information,

processes and digital systems to meet needs and shape preferred futures.

Digital Technologies provides students with authentic learning challenges that foster curiosity,

confidence, persistence, innovation, creativity, respect and cooperation. These are all

necessary when using and developing information systems to make sense of complex ideas

and relationships in all areas of learning. Digital Technologies helps students to be regional and

global citizens capable of actively and ethically communicating and collaborating.

Aims

Digital Technologies more specifically aims to develop the knowledge, understanding and skills

to ensure that, individually and collaboratively, students:

design, create, manage and evaluate sustainable and innovative digital solutions to meet

and redefine current and future needs

use computational thinking and the key concepts of abstraction; data collection,

representation and interpretation; specification, algorithms and implementation to create

digital solutions

confidently use digital systems to efficiently and effectively automate the transformation

of data into information and to creatively communicate ideas in a range of settings

apply protocols and legal practices that support safe, ethical and respectful

communications and collaboration with known and unknown audiences

apply systems thinking to monitor, analyse, predict and shape the interactions within and

between information systems and the impact of these systems on individuals, societies,

economies and environments.


Digital Technologies

Yr 9

Yr 10

Yr 11/12

‘App...App...and Away!’

App Programming & Development

Data Analysis Cybersafety

‘Digital Design’ Graphic Design - Photoshop Animation - Flash Web Design - HTML CyberSafety

Certificate II in Information, Digital Media & Technology

ITS

Information Technology

Studies

IPT

Information Processing Technology

‘iThink, iLearn, iProgram’

Game programming Information

Systems/Databases Cybersafety

Authority Subjects (OP)

‘Creative Media’

3D Modelling & Printing Video Editing Cybersafety



Digital Technologies Creative Media Unit Description In this unit, students will be introduced to the concepts of both ‘3D modelling & printing’ and ‘Video Editing’. Possible software includes:

Solid Edge – 3D Modelling and Printing

iMovie / Pinnacle / Premier Pro – Video editing.

Possible Learning Experiences At the conclusion of this unit, students will be able to:

Create 3D models and print a physical copy of their design;

Realise the process of evaluation and redesign in the 3D design context;

Design, develop and evaluate 3D models and videos;

Use video editing software to produce and edit a clip that meets specifications;

Capture video; and

Capture video using a Green Screen. Notes Assessment in this unit includes practical tasks and projects. This unit introduces practical skills which will benefit students studying ITS and Cert II in IDMT in Years 11 and 12, and Business, IT, Multimedia, Creative Art courses at university.

iThink, iLearn, iProgram

Unit Description In this unit, students will be introduced to concepts of programming, including languages, constructs, syntax and decision-making code. The logical processes and computational thinking that is developed will be of benefit to students in many areas of their future study and our rapidly expanding digital world. Possible Learning Experiences Students will learn to apply programming concepts and structures in order to solve a problem. This will require students to:

Interpret instructions;

Devise solutions;

Write programming code;

Test and debug programs; and

Create a user friendly interface. Notes Assessment in this unit includes practical tasks and projects. This unit introduces practical programming skills which will benefit students studying IPT and ITS in Years 11 & 12, and Business / Programming / Information Technology courses at university.


Health & Physical Education To keep the body in good health is a duty… otherwise we shall not be able to keep our mind strong and clear.” ~ Buddha

Overview

Health and Physical Education offers experiential learning, with a curriculum that is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate. Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies that enable students to confidently and competently participate in a range of physical activities.

In Health and Physical Education students develop the knowledge, understanding and skills to support them to be resilient, to develop a strong sense of self, to build and maintain satisfying relationships, to make health-enhancing decisions in relation to their health and physical activity participation, and to develop health literacy competencies in order to enhance their own and others’ health and wellbeing.

Health and Physical Education Curriculum - Year 10:

Health and Physical Education will offer a variety of pathways for students in Year 10. An overview of the Academic Pathway and Enterprise Pathway are below.


Academic Pathway

Health & Physical Education Learning Focus

This course aims at providing strong foundations for future studies in senior Physical Education. Students will study challenging units across the integrated strands of the Australian Curriculum – Personal, Social and Community Health and Movement and Physical Activity. They will experience theoretical content and assessment strategies similar to that utilised in senior Physical Education. Practical skill and game development is also a focus of the course. Students will learn how to apply skills across a variety of contexts within and across sports and physical activity.

Practical Options

Students undertaking the Academic Pathway course of study will have the option of choosing either of the following two strands;

Athletic Development – the focus of the Athletic Development strand is on the building of

knowledge, fitness and skills specific to the physical activity being undertaken. There will be

provided with the opportunity to differentiate the activity/sport undertaken to suit the needs

and interests of the learners within the class.

Rugby League – this strand will focus on the development of fitness, skill and game-related

knowledge to enhance students’ performance in rugby league. Students can expect to engage

in skill development, game structures, game/skill analysis and strength and conditioning in this

course of study.

Assessment

Assessment is necessary to gauge learning, to identify strengths and weaknesses and to direct future teaching and learning. Assessment techniques in Academic Pathway Health and Physical Education aims to prepare students for those required by the senior Physical Education syllabi. Students will be scaffolded the skills (in practical and theory) required to complete these various assessment techniques effectively. Assessment techniques that may be used are, but not limited to:

examinations (multiple-choice, short and/or extended response questions)



reports (reporting the findings of a topic or test)

Future Pathway

Students who study and succeed in Academic Pathway Health and Physical Education will be eligible and well-equipped to study Physical Education in Year 11 and 12. The study of Physical Education can support the pursuit of careers in a variety of industries, including education, health (physiotherapy, nursing, nutrition etc.) and sports science.


Enterprise Pathway

Health & Physical Education

Learning Focus

This course aims at providing the foundations for future studies in the senior subjects of Recreation and/or Certificate III in Fitness. Students will study challenging units across the integrated strands of the Australian Curriculum – Personal, Social and Community Health and Movement and Physical Activity. They will experience theoretical content and assessment strategies similar to that utilised in senior Recreation. Practical skill, fitness and game development is also a focus of the course. Students will learn how to apply skills across a variety of contexts within and across sports and physical activity.

Assessment

Assessment is necessary to gauge learning, to identify strengths and weaknesses and to direct future teaching and learning. The assessment strategies used in Enterprise Pathway Health & Physical Education also aims to engage students to produce work which demonstrates their understanding of rules, knowledge and skills. Some of the assessment techniques which may be used are:

examinations (multiple-choice and short response questions)



reports (reporting the findings of a topic or test)

folios (a record of activities over a period of time that demonstrates learning objectives)

Future Pathway

Students who have studied Enterprise Pathway Health and physical Education will meet the requirements of the Australian Curriculum. They will learn skills and habits to enable them to be active, health promoting members of their community. The course aims to engage students in physical activity and equip them with the confidence, knowledge and skills to pursue a career in the fitness industry.


Academic Pathway

Japanese Rationale Japanese is a valuable language for Australians to learn. For Queenslanders, the study of Japanese is especially important given the strong cultural, economic and political ties with Japan. Queensland learners, and in particular St Mary’s students, have many opportunities to meet Japanese speaking people within the school context and in the general community, through: Our Homestay programs The biennial Japan tour Our Japanese assistant and visiting native Japanese Sporting trips to Japan Toowoomba’s international relations with Takatsuki, sister city in Japan. As the Japanese language deeply reflects the cultural heritage of Japanese society, the students will be able to develop sensitivity towards the values and ideas of the Japanese people. Thus the students should become more aware of, and able to participate more fully in our global community. The study of a foreign language also has important cognitive and economic benefits. LANGUAGE learners are better able to solve problems, think logically and to express themselves with clarity. Research has shown that the study of other language systems improves proficiency levels in the first language. Moreover, the practical language skills should increase the students’ opportunities for employment in many fields such as tourism and hospitality, business, international relations and diplomacy, education and communications. This ability also opens up opportunities to study abroad, and to travel and live in parts of the world that would not have been possible without the local language.

Overview

The study of another LANGUAGE is a compulsory subject for all Year Eight students. On completion of Year Eight, students may choose to continue their formal study of Japanese to Year Nine. An added incentive is that both the University of Queensland and Griffith University offer two bonus points towards students’ entry rank for passing an approved Language other than English course. Assessable Elements Students will demonstrate evidence of their learning over time in relation to the following assessable elements: Knowledge and Understanding Comprehending Texts Composing Texts Intercultural Competence Reflecting By the end of Year 9 students who study Japanese will use the essential process of Ways of working to engage in learning and to develop and demonstrate their Knowledge and understanding. Ways of working


Students are able to: interpret ideas and information in spoken and written texts and make judgments about the ways

that people, places events and things are represented. Locate, analyse and respond in the target language to information on topics and issues of

significance to members of the target cultures of a similar age plan, monitor and adjust verbal and non-verbal language to suit the role, purpose, context and

audience construct spoken and written texts that present an argument, perspective or opinion recognise that texts are culturally constructed, and analyse embedded cultural information notice and compare similarities and differences in text formats, language and style between

similar texts in the target language and English, and/or other familiar languages, to inform intercultural communication

notice and compare beliefs, values and practices in target language texts to identify the author’s purpose and audience

reflect on and evaluate the appropriateness of their own and others’ language choices in target language texts for purpose, context and audience

reflect on and evaluate learning to evaluate and apply new understandings and future applications Knowledge and understanding Comprehending and composing in the target language Comprehending and composing texts for particular purposes, contexts and audiences requires knowledge about the interrelations among purpose, text type, audience, mode and medium.

Verbal language and non-verbal language are adapted, based on role, purpose, context, audience,

mode and medium Context, vocabulary and syntax combine to provide clues to the purpose and meaning of texts High-frequency forms and identification of register help when interpreting complex language

involving dependent clauses Ideas and information can be expressed through a variety of text types and language adjusted to

suit formal and informal contexts Language can be manipulated to make original and extended texts that are organised according to

sociocultural conventions Common colloquial expressions are used in communication and these can be regional in their use

and often meaningless when translated word for word Intercultural Competence and Language Awareness Intercultural competence and knowledge of languages and cultures allow for differing ways of experiencing, acting in and viewing the world.

Regional and social diversity exists within and across languages and cultures, and this diversity

informs appropriate communication Familiarity with issues and topics of significance to members of the target culture enhances

intercultural communication Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these

aspects can facilitate intercultural communication Requirements Students wishing to study Japanese in the Senior School are encouraged to complete the four semester units over Years Nine and Ten. Because each semester unit is designed to give a solid foundation of Japanese language based on particular topics it is recommended that all semester units should be studied. As the students progress through these units, their language skills become increasingly more sophisticated. Every second year a study tour to Japan is planned. This tour is available to students who are studying Japanese and is an excellent opportunity for students to enhance their Japanese language skills and to gain first hand experiences of the unique Japanese culture.



Japanese Farewell to Japan, Welcome to Australia Semester One Prerequisites: JL571, JL572 Unit Description This unit focuses on the final shopping experience in Japan (buying souvenirs for family and friends) and, on your return to Australia, welcoming Japanese students to your school. Students will gain an awareness of the favourite shopping venues of Japanese people and the ever popular 100 yen shop.

Suggested Topics

Translations in Japanese shops, describing past activities, entertaining Japanese visitors to Australia, what you want to do and why; food and restaurant etiquette.

Possible Learning Experiences Reading and writing a menu, shopping list, role play in restaurants/shops, reading shopping catalogues, video of popular shops, going shopping and Japanese restaurants.

Making leisure arrangements with Japanese students, giving opinions about activities and food, using a Japanese counter system while shopping, computer activities, emails, internet.

Students will participate in an excursion to South Bank, Queen Street Mall and a Japanese restaurant.

Essential learnings will be assessed as they relate to the four areas of reading, writing, speaking and listening.

Notes Requirements: Notebook, A4 display folder, squared booklet.

Sayonara After An Aussie Experience Semester Two Prerequisites: JL671 Unit Description This unit focuses on activities with Japanese host visitors, touring the host school and experiencing a day trip to local tourist spots. It concludes with a Sayonara Party for the students.

Suggested Topics Tour of school and popular destinations, compare features of Japanese and Australian schools, describe animals and the countryside, prepare farewell speeches and Sayonara party activities, describe events and people, give opinions.

Possible Learning Experiences Role play a tour of the school, draw animals from given description, songs, computer activities, emails, internet activities.

Preparing farewell speech, playing “nininboari”, role play of conversation at a Sayonara party and perform at a Sayonara party,

Essential learnings will be assessed as they relate to the four areas of reading, writing, speaking and listening.

Notes Requirements: Notebook, A4 display folder, squared booklet.


Graphics The Graphics course is about enhancing students’ range of communication skills and developing their understanding of shape, pattern and space. The ability to communicate effectively is an essential requirement in every field of endeavour and often our communication requirements are inadequately served by the spoken and written word. This is especially true in our increasingly complex society where there is so much information to be absorbed and acted upon each day. Much of this information is of a technical nature, where drawings, sketches and coloured illustrations are often needed to enable clear and efficient communication. A basic knowledge of Graphics is an important part of preparation for life in today’s society. Students study the main forms of technical drawing used throughout the world, together with some underlying principles of these forms. They draw patterns for a variety of solid shapes, containers and pipes, do exercises in surveying, work with charts and diagrams and learn techniques of rendering and colour to enhance the presentation of completed work. Students are encouraged to apply technical knowledge to a variety of situations, think critically and independently about problems, and form opinions about the quality of work produced by the class group. Students learn about graphics by routine and practical experience in the classroom. Prerequisites Graphics is a subject which requires students to develop skills in a sequential manner. Each unit will cover specific content and skills. Students need to do at least one semester unit of Graphics before doing GR673. Students considering in enrolling in Senior Graphics in Years Eleven and Twelve should achieve a satisfactory standard in GR674. Future Overview The study of Graphics will be of benefit to students who are looking at both vocational and professional occupations. Occupations involved in publishing, printing, advertising, packaging, architecture and most trades use the skills and knowledge covered in Graphics.


Graphics


Graphics Product Design Semester One Unit Description This unit focuses on elements of plane and solid geometry, presentational graphics, and the graphical representation of the process involved in, and development of, product components. Possible Learning Experiences By completing this unit, students should be able to : understand Australian standards for printing and line work; understand basic geometrical constructions and plane geometry; understand applications of logograms; understand elements of product creation / presentation in text, layout, rendering and sketching; complete simple developments (layout, rollout, radial); complete simple trade logos, two-dimensional geometrical shapes using properties of tangency; produce orthographic projections; produce geometrical shapes using CAD. Notes A levy applies to this unit (approximately $12.00). This unit contains an assignment where the process involved in the creation and development of a product or product component, is represented graphically. Items of assessment may include: classwork/homework folio and class test.

CAD – Computer Aided Design Semester Two Unit Description This unit is a series of exercises designed to introduce students to the computer and in particular CAD. Possible Learning Experiences

After completing this unit a student will have been exposed to some or all of these areas: basic computer knowledge; basic software operations: co-ordinate system; basic commands of the “CAD” software, which will enable the student to draw basic objects, use text and dimensions, print drawings and save and retrieve drawings.

Notes A levy applies to this unit (approximately $12.00). Items of assessment may include classwork/homework folio and class test. Possible CAD projects: a cog, shaft, spindle etc. Possible architectural projects: a three bedroom house, industrial work shop etc.


Metal Technology & Design Course Overview Metal Technology and Design can give students an insight into our modern technical world. By studying and working with metal materials, students become aware of the tradition and technology behind many of the products that have become part of their daily lives. At this early stage students concentrate on hand skills linked closely with planning and design procedures. Students handle a variety of materials, such as tinplate, galvabond, steel, aluminium and copper, and study the appropriate working and fastening methods. They learn to operate the metal lathe, bench drill, and some portable power tools, study low voltage electrical circuits and investigate the basic principles of mechanics. This practical work is supplemented by the study of underlying principles of tools and equipment and the properties and characteristics of materials. Students are exposed, during the course, to a routine workshop safety programme in the hope that they will “catch the safety habit” and be safer in their daily lives. Students learn by working with materials, tools and equipment. They construct a number of individual projects in which they have a varying share in the design. Technical information comes from printed material, videos, films and visits to industry. During the course, students are encouraged to form judgments about the quality of craftsmanship, design and construction methods. Requirements for Senior Subjects Students who are considering doing a Certificate 1 in Engineering would benefit from achieving a satisfactory standard in unit MT IV. Future Overview The study of Metal Technology and Design will be of benefit to students who are looking at the following occupations: Plumbing Aircraft fitter Electrical Turner & repairer Metal fabrication Fitting and turning Boilermaker/welding


Metal Technology & Design


Metal Technology & Design Metal Technology III Semester One Prerequisites: MT I and/or MT II Unit Description This unit advances students’ skills, knowledge and understanding in working a variety of metal products in the construction of a windmill. Students will further develop skills and understanding of low voltage circuits by constructing and assembling low components working from a circuit diagram. Possible Learning Experiences After completing this unit students should be:

- aware of safety issues - demonstrate correct marking out, cutting, folding and joining techniques in sheet metal - demonstrate correct lathe and machine procedures - demonstrate soldering and brazing techniques - demonstrate threading techniques - apply spray paint to a suitable standard - Demonstrate knowledge and understanding of common electronic circuits - Use electronic testing equipment - Solder electronic circuitry

Notes A levy applies to this unit (approximately $68). This unit is designed around the construction of a windmill and Metal Detector projects. Items of assessment may include: classwork projects, theory test and design folio.


Metal Technology IV Semester Two Prerequisites: MT I and/or MT II Unit Description This unit is aimed at giving an introduction to many machines and processes common in metal technology. Students considering doing a Certificate 1 in Engineering in Year Eleven and Twelve will find this unit helpful. Possible Learning Experiences After completing this unit students should have a basic knowledge of:

- aware of safety issues - Centre geared head drills - MMAW (manual metallic arc welding) - Vernier height gauges - Micrometers - Vernier calipers

- Oxy-acetylene - demonstrate correct lathe and machine

procedures - be able to safely perform simple tasks

using their knowledge gained from this unit

Notes A levy applies to this unit (approximately $44). Possible projects are: plant hanger, plumb bob, pliers and welding projects/ exercise. Items of assessment may include classwork projects, theory test and design folio.


Wood Technology & Design Course Overview Wood Technology and Design can give students an insight into our modern technical world. By studying and working with timber and plastic materials, students become aware of the tradition and technology behind many of the products that have become part of their daily lives. As the roots of our technology lie in the ancient handcrafts, at this early stage students concentrate on hand skills linked closely with planning and design procedures. Students study timber, timber products (plywoods, hardboards and particle boards), acrylic sheet and other plastic materials, along with appropriate working and fastening methods. As well as learning to use hand tools, students operate the wood lathe, bench drill and a number of portable power tools, and learn about the safe use and storage of paints, varnishes and other finishing materials. The practical work is supplemented by the study of underlying principles of tools and equipment and the properties and characteristics of materials. During the course, students are exposed, to a routine workshop safety programme in the hope that they will “catch the safety habit” and be safer in their daily lives. Students learn by working with materials, tools and equipment. They construct a number of individual projects in which the student has a varying share in the design. Technical information comes from printed material, videos, films and visits to industry. During the course, students are encouraged to form judgments about the quality of craftsmanship, design and construction methods. Requirements for Senior Subjects Students who are considering doing Building and Construction and /or a Certificate 1 in Furnishing would benefit from achieving a satisfactory standard in Unit WT IV. Future Overview The study of Wood Technology and Design will be of benefit to students who are looking at the following occupations: Furnishing industry Glass industry Cabinet industry Joinery Architecture Carpentry Painting industry Hardware industry Home maintenance



Wood Technology & Design Wood Technology III Semester One Prerequisites: WT I and/or WT II Unit Description Students will design, make and appraise a CO2 (carbon dioxide) Dragster with the intention of entering it into a school based competition and the possibly into the Queensland CO2 Dragster Competition.

This course also aims to continue the development of skills involving the use of woodworking tools and plastic hand tools. Students will be instructed in workshop safety – the safe and proper use of machines such as the wood lathe, the bench drill, belt and disc sander, band saw and buffing machine. Students will cover general construction processes, applying finishers and basic workshop graphics. Possible Learning Experiences After completing this unit students should be able to:

- use a template - use woodworking machinery - read technical drawings - use cutting and shaping tools - investigate the properties and uses of

materials, adhesives, abrasive materials, hardware items and surface treatments

- evaluate design

- recognise the design process involved - work within specifications - create a design - learn to appreciate other designs - understand the theory elements

associated with the design and construction of the dragster

- craft a dragster using a variety of tools - compete in a friendly environment

Notes A levy applies to this unit (approximately $64). Possible projects include: CO2 Dragster, Coat Hanger, Wall Clock and Lathe Work. Items of assessment may include: classwork, design folio and theory test.

Wood Technology IV Semester Two Prerequisites: WT III Unit Description This unit should enhance the basic skills involved in working with wood and plastic. The unit particularly deals with general power tools usage, safety and glue technology. Students will investigate the properties and uses of materials, adhesives, abrasive materials, hardware items and surface treatments Possible Learning Experiences After completing this unit students should be able to:

- plan, design and appraise framed wood projects

- use woodworking machinery - choose and construct framing joints - choose and use various types of glues

including contact glue, PVA and tile glue

- investigate manufactured timber products, plastics, ceramic tiles and glues.

- read technical drawings

- sketch, measure and prepare drawings of simple furnishing projects


- produce scaled drawings

- apply graphic methods to reproduce shapes

- evaluate design.

Notes: A levy applies to this unit (approximately $70). Possible projects include: Coffee Table, Trinket Box

and Lathe Project. Items of assessment may include: classwork, design folio and theory test.


Arts Introduction The study and making of art work has permeated across civilizations, cultures and societies. From ancient cave markings to 21st century computer animation, man has always been driven to express, imagine, dream, interpret and perceive. Art communicates people’s response to the world. Art can change the way we see and the way we think. Through studying Art, students learn to be visually literate by making and appraising. Visual Arts Through participating in the visual arts activities students are provided with opportunities to develop: Visual perception, visual language and visual problem-solving skills.

The ability to use visual literacy and communication to express ideas, feelings, experiences and

observations.

Knowledge of the elements, concepts, forms, materials and processes of visual arts and an ability

to use them as a means of personal expression

An awareness of the aesthetic domain and its relation to the visual arts.

An ability to rework and refine visual arts ideas and concepts.

Knowledge and understanding of the visual arts in various cultural, social and historical contexts.



Art Back To The Drawing Board Semester One Unit Description By re-presenting symbols, students explore Cubism, and then learn and explore the rules of two-point perspective. Possible Learning Experiences After completing this unit, the students should be able to use skills and techniques in painting, such as dry brush, scumbling, double-loading etc. Students will also know the rules of two-point perspective and the skills associated with drawing from real life. Notes HB, 2B , 4B pencils, eraser, 40cm ruler, detail brush, scissors, glue stick, colouring-in pencils, A4 visual diary.

Where Art Thou? Semester Two Unit Description This unit explores techniques associated with printmaking and painting and focuses on skills and methods used in cartooning, caricature and Pop Art. Possible Learning Experiences After completing this unit, the students should be able to use skills and techniques to give form to ideas, explore cartooning and caricature, explore visual design elements and principles relating to a variety of media; observe, collect and compile and record visual, verbal and sensory information and ideas to develop and resolve major art works, recording the process in the Visual Diary. Notes HB, 2B, 4B pencils, eraser, detail brush, scissors, glue stick, colouring-in pencils, A4 visual diary.


Music St Mary’s College believes all boys have the capacity to enjoy and make music! Music is an academic and fun subject where all boys can achieve success. Boys learn music by listening to, creating, and performing music. Music provides boys with many unique opportunities to succeed in their academic studies and personal growth, as well as provides a balance to their other academic studies. Music is Unique Virtually every person every day experiences music. Every culture in the world includes music in some form - for ceremony, relaxation, communication, celebration and enjoyment. Music offers many unique qualities:

Music provides a unique means of communication and expression through sound.

Music provides a context for the understanding and transmission of beliefs and values.

Music has its own body of knowledge and skills.

Music functions as a means of entertaining, celebrating, relaxing and expressing.

Music brings joy and satisfaction, fosters creative expression, challenges thinking and

stimulates imagination.

Music learning contributes to intellectual and cognitive growth through the development of

skills, techniques and processes.

Music learning contributes to social and personal growth.

Music engages all aspects of a person: cognitive, emotional, sensory, physical and spiritual.

Music is an abstract, creative medium which allows for unique individual expression.

Recent research illustrates how learning music can help students improve in other academic and social areas of their lives.

Improved reasoning capacity and problem solving skills

Improved maths and language performance

Increased memory

Greater social and team skills

The College offers a Middle School Music Programme that is flexible and varied. While some traditional areas are included, boys also have the opportunity to study and create the music used in computer games and films, electronic music and popular music. Middle School Music Music is best learnt through a sequential skill based program where music making operates at its core. However, in order to allow boys every opportunity to study Middle School Music, each unit is discrete in terms of the unit theme. The learning experiences for every unit are specific to the needs and abilities of the class group. Core music literacy skills are introduced, revisited, and reinforced in every unit. Boys may study music at St Mary’s in a number of different modes.

MUSIC MAJOR Developing significant skills in music requires continuous and sequential study. As a result, boys and families interested in a continuous music education should complete all four semesters of Middle School Music. At the very least, boys interested in Senior Music should complete Middle School Music Studies I, III and IV.

MUSIC MINOR


Boys may choose to study individual units of Music. Boys who enrol in a unit without completing the previous units may need to undertake additional developmental work in music literacy skills. This is a normal expectation of any subject. For those boys unsure if they are interested in music studies, it is recommended that they enrol in MU I in Semester 1 of Year 9 to trial the subject.

Development of Music Literacy Skills Regardless of the number of music units studied during Years 9 and 10, over time boys will develop core music literacy skills. These include music reading and notation, understandings about melody, rhythm and harmony, and the ability to write about the music they hear. These aspects of music will be revisited in all units of study, such that students have the opportunity to build skills over time, and that students who continue with Senior Music are properly prepared. Extra-Curricular Music While encouraged, participation in the extra-curricular music program is not required to study classroom music, although boys who play an instrument or sing are advantaged. Boys may become a part of the extra-curricular music program at any time during their schooling and are encouraged to do so. In addition to the classroom music program, private instrumental lessons are available to boys in Years 5 - 12. For information on how to become involved in the extra-curricular music program, please contact the Head of Music (Performance). Senior Music Boys may continue their music studies into the Senior School. At the very least, boys interested in Senior Music should complete Middle School Music Studies I, III and IV. Career Pathways Many boys choose to study music because of their love for the subject. Boys are able to direct this passion into a career pathway that might appeal to them. Some are listed below:

music administrator – software designer – music therapist – performer – composer teacher – conductor – instrument repairer/maker – recording technician – producer music journalist – band manager – radio/tv work – events coordinator – arts lawyer


Music

Year 10

Senior Music *

Students intending to do Senior Music should undertake Middle School Music Studies

MU I Music Studies I

[Music in the Media]

Sem I - Yr 9 MU III

Music Studies III [Vocal & Music

Through the Ages]

Sem I - Yr 10

MU IV Music Studies IV [Musical Theatre &

Jazz]

Sem II - Yr 10

EXTRA-CURRICULAR

MUSIC

While encouraged,

participation in the extra-

curricular music program is not

required to study classroom music, although

boys who play an instrument or

sing are advantaged.

Boys can become a

part of extra-curricular music program at any time of their

schooling and are encouraged to do so. In addition to

the classroom music program,

Private Instrumental Lessons are

offered to secondary boys of

the College.

For information on how to

become involved in the extra-

curricular music program, please contact the Head

of Music (Performance).



Music Music Studies III Jazz and Rock Styles Semester One Prerequisites: MU I and/or MU II Unit Description This unit of study has two main focus areas – JAZZ and ROCK. Students will become immersed in the many forms of jazz and rock music, covering jazz styles from the 1920’s until the present day, and rock music (which emerged from Jazz during the 1950’s). Students will learn the defining characteristics between the different styles of jazz including Dixieland, Blues, Bebop, Big Band Swing, Cool Jazz and Hard Bop. Students will be asked to compose their own Blues for assessment using the Blues scale.The course also looks at ways rock bands were influenced by each other, and how often their music was controversial and broke social etiquette. In common with MU II, boys will discover how the popular music we hear today is influenced by the past. Possible Learning Experiences During this unit you may:

perform, read, write and create music

study a range of music from a vast array of jazz and rock styles

continue indepth study of the musical elements

extend music literacy skills

perform individually and/or in an ensemble

Notes There will be various types of assessment for this unit that assess your musicianship. Your assessment will include the following: a performance task, musicianship tasks (composing, performing and responding) and a musicianship exam.

Music Studies IV: Orchestration, Arranging and Technology Semester Two Prerequisites: MU I or MU II and MU III Unit Description This unit prepares students for Senior Music, and concentrates on the ways music technology has impacted music-making – both in terms of performance and in creating music. Students will learn about recording technologies and equipment, music production, and how to create music for bands and instrumental ensembles. Students will also experiment with sound creation and synthesis using software applications. This unit has a contemporary focus, and allows students to create the style of music that most interests them. Possible Learning Experiences During this unit you may:

perform, read, write and create music

study a range of repertoire from a vast

array of styles and genres throughout

the ages including classical and

popuklar music


continue indepth study of the musical

elements

use technology to make music

extend music literacy skills

perform individually and/or in an

ensemble

Notes There will be various types of assessment for this unit that assess your musicianship. Your assessment will include the following: a performance task, musicianship tasks (composing, performing and responding) and a musicianship exam.


Drama Introduction Drama is an exciting and enticing subject. It involves students, individually and in groups, learning about themselves and others, and the interaction of their minds and their bodies with others. Drama develops relationships, and gives students confidence to stand up in front of others and speak. Speaking in front of others is listed as the greatest fear of 85% of people, with 40% fearing it more than death. As a learning experience, Drama is unique. Various forms and styles are explored through tasks requiring the students to find a deeper meaning. Drama aims to facilitate skills and opportunities in the fields of functional communication, process and performance, group dynamics and specific areas of personal and creative expression. Junior Drama aims to develop students’ ability to approach life and drama with confidence and sensitivity as well as developing a solid grounding in the elements of drama. The skills developed in Junior Drama can easily be transferred across all key learning areas and provide a solid grounding for studies in Senior Drama.

Drama teaches you how to:

Negotiate in groups

Build teams

Use problem solving

Balance assertion and compromise

Reach collaborative decisions

Become an independent thinker

Be confident in your own ability

Find creative solutions to a range of situations

Real skills for university, employment and life

Where will Drama lead me?

Journalism / Media Studies

Law

Science

Psychology

Business

Human Resources

Hospitality and Tourism

Retail

Entertainment Industry



Drama Let’s Take It To The Stage Semester One Unit Description The focus of this semester is on developing performance skills to create and maintain a role. Students will study play texts to explore scriptwriting techniques, themes, characterisation, relationships, stereotypes, status and subtext. Students will then rehearse their own dramatic statements and present their work in a sustained role, in a realistic dramatic presentation. The resulting performance will be an innovative, unique and a compelling live performance. Possible Learning Experiences Reading, responding and reflecting on play texts; visit to see a professional production; responding to a professional theatre production; examining subtext, relationships, stagecraft, voice and movement skills through comprehensive character development workshops; brainstorming/concept mapping; scriptwriting; producing technical and multimedia effects to establish and maintain mood; working in an ensemble to produce a polished performance. Notes Excursion/guest artist visit, therefore cost will incur. Recommended for entry into Senior Drama or for students who need to present orals in Senior subjects. This unit contains both theoretical and practical assessment.

All The World’s A Stage Semester Two Unit Description This unit focuses on the interpretation of playscripts and the production of plays from the premodern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of drama as an art form. Throughout the term students work with playscripts in both their written form and in performance. They learn about the times, places and cultures of key theatrical developments and develop awareness of the traditions and histories of theatre. Students will then demonstrate, through the technique of Documentary Drama, how our own true stories can be powerful and provocative material for performance work. Possible Learning Experiences Reading, responding and reflecting on a variety of theatre styles; drawing on personal stories and historical events as the basis for performance work; utilising the skills of listening, interpretation and improvisation to ‘playback’ personal stories; explore both realistic and non-realistic acting styles in Documentary Drama exercises and performance work; experiment with modern theatrical styles, including modern technology, to create new and innovative performance; examine and explore the influence that heritage theatre has had upon contemporary performance; devise a performance using the techniques and conventions of Documentary Drama. Notes Excursion/guest artist visit, therefore cost will incur. Recommended for entry into Senior Drama or

for students who need to present orals in Senior subjects. This unit may include a levy fee. This unit

contains both theoretical and practical assessment.


Food Technology Introduction Food Technology provides opportunities for students to engage in the design process through the

development of food products in a variety of settings. Practical skills are developed through the care

and safe handling of equipment, food preparation activities, and by the design, production and

evaluation of food solutions.

Overview

During the course students study essential core content: food preparation, nutrition and consumption. Students will develop skills in the selection, preparation and presentation of food that is nutritionally balanced as well as culturally and socially significant and safe to consume.

Knowledge of nutrition is integral to making healthy food choices. Students will examine the nutritional

components of food and food developments aimed at enhancing health, the impact of food consumption

on nutrition and explore ways of meeting nutritional requirements to maintain optimum nutrition or

manage nutritional issues. Food is processed to varying degrees. Students will explore safety and hygiene practices relating to food, and changes that occur in the functional properties of food. They will also examine the social, economic and environmental impact of food studies. Food service and catering are important areas of the food industry as they provide people with both sustenance and employment. Students will examine food service and catering ventures and their operations across a variety of settings and investigate employment opportunities. Students will plan and prepare safe and appealing foods appropriate for catering for small or large scale functions.


Food Technology

Yr 10

Yr 11/12

Hospitality

Authority-registered subject

This unit focuses on providing the students will skills to produce their own nutritious meals and menus. Students will also explore café cookery

and food & beverage service.

Teens, Diets and Café Cookery

‘Different Teens, Different Diets’

‘Café Cookery’

This unit focuses on developing hospitality skills and prepares students to transition into Senior

Hospitality (year 11 and 12).

Kitchen to Restaurant

‘Kitchen Operations Food and Beverage

service



Food Studies Teens, Diets and Café Cookery Semester One Unit Description

Different Teens, Different Diets focuses on the different nutrient needs of individual adolescents. The unit investigates the six essential nutrients, the factors that influence nutrient needs and how these vary between individuals. Application of this knowledge is used to adapt both case studies and personal diets. Students are able to implement the theoretical concepts of nutrients to prepare a weekly food plan. The Café Cookery unit, focuses on a day in the life of a café worker. The students look at the varying jobs associated with working in a café. They study a typical café menu, learn to cook a variety of meals and drinks to a café standard and examine the food choices available in a café are compared to that of a restaurant. The cookery is focused around the food choices available with particular attention to the preparation and serving of café food.

Assessment

Theory & Practical examinations Assignments

Kitchen to Restaurant Semester Two Unit Description

Hospitality covers all aspects of food preparation, safe service of foods, working in teams, communicating in a culturally diverse workplace, customer skills, food and beverage service, menu planning and menu production. The Kitchen Operations touches on all of these topics, with particular attention paid to the hygienic preparation of food and working in a team. Students explore the running of functions and restaurants. They look at the different types of jobs available, and the roles of each employee. The students learn how to cook restaurant standard food items and meals, prepare these meals for service and provide high quality food and beverage service. The assessment involves the students working as a team to design and run a restaurant/function, they look at menu planning, portion control and the costs involved in a restaurant, such as food, decorations, garnishing, equipment etc.

Assessment

Theory & Practical examinations Assignments


My Academic Course Record

This page should be updated each semester so you have an accurate record of your studies.

This will assist you in planning your course of study.

The units I have completed are:

YEAR 10

Semester 1 Semester 2

Year 10 Curriculum Handbook - St Mary's College · PDF fileYear 10 Curriculum Handbook ... SBA...

Documents

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