Aspley State High School€¦ · Year 10 curriculum offerings prepare students for a range of...
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1 Aspley State High School Year 10 - 2018 Subject Selection Handbook
Transcript of Aspley State High School€¦ · Year 10 curriculum offerings prepare students for a range of...
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Aspley State High School
Year 10 - 2018
Subject Selection Handbook
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IINNTTRROODDUUCCTTIIOONN
Dear Parents
Thank you for your continued support of our school. Year 10 is a really important year for
your child. We begin the process of Senior Education and Training planning and move
into the senior phase of schooling. Year 10 academic achievement and attendance must
be the best it can be to ensure a quality senior pathway. Pass marks in core subjects and
full attendance are pre-requisites for access to senior education pathways.
Our goal is for all students to graduate from our school with the best results possible to
ensure they achieve the pathway that best suits them. In the modern educational
context, there are many pathways – University, Vocational Study (TAFE), School Based
Traineeships and Apprenticeships. Given this reality, our responsibility is to ensure that the
Year 10 curriculum offerings prepare students for a range of future pathways.
How do I choose a pathway?
Important questions to consider when choosing a pathway and selecting subjects:
What do I want to do with my future?
Do I want to study at university or TAFE?
What are the prerequisites for the university course I am interested in?
Are there any subjects or subject combinations that may give me an advantage?
Am I interested in an apprenticeship or trade?
What am I good at?
What do I enjoy doing?
What were my best subjects in Year 9?
Are my Year 9 results strong enough for me to be able to cope with the work in Year
10?
The Aspley State High School Curriculum has been deliberately built around:
A belief that all students can learn and succeed
High expectations of learning and teaching
Understanding the principles of middle years schooling and learning
Nationally recognised standards
As you read the subject offerings, you will see that the subjects of English, Maths, Science
and Social Science at the core – these are compulsory. Our teachers are expert – they
understand how students learn in these critical areas and organise their classrooms so that
all students continue to improve. Our elective offerings, outlined in this booklet, are broad
with excellent instruction from specialist teachers. Many have industry experience and
are current practitioners in their chosen field.
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How do I choose?
Choose your subjects according to the following:
Subjects you enjoy
Subjects you perform well in
Subjects that you need as tertiary prerequisites.
DO NOT choose your subjects for the following reasons:
“My friend is taking the subject.” There are usually several classes in a subject, so
even if you are doing the same subjects, you won’t necessarily be in the same class.
“I do/don’t really like the teacher.” There is no guarantee that you will have any
particular teacher.
“Someone told me that the subject is fun (or each, or interesting).” It may be
enjoyable/easy/interesting for someone but not necessarily for you. Make up your
own mind based on what you enjoy.
“Someone told me that the subject is boring.” See point above.
“Someone told me that I do/don’t need that subject for the course I want to take at
university.” Check tertiary prerequisites or see a Guidance Officer.
Below is the structure of our Year 10 timetable:
Year
10
English
Compulsory
Mathematics
Compulsory
Science
Compulsory
Social Science
Choose History, or History/
Geography combination
Elective
1
Elective
2
The start to the senior phase of schooling is an incredibly exciting time for students and
teachers. Daily work in class, a commitment to home study and engagement in target
setting will ensure your child reaches their potential. We look forward to working with you
to achieve this.
Regards
Jacquita Miller
Principal
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List of Subject Offerings
Year 10 – 2018
Subject Page
English 7
English Pathways 8
Mathematics 9
Mathematics Pathways 10
Science 11
Science Pathways 12
Social Science History # 13
Social Science History & Geography # 14
Social Science Pathways 15
Health & Physical Education 16
Aspley Eagles Soccer Enrichment Program 17
Health & Physical Education Pathways 18
The Arts - Visual Arts 19
The Arts - Dance 20
The Arts - Drama 21
The Arts - Music 22
The Arts Pathways 23
Business 24
Business Pathways 25
Food Studies 26
Home Economics 27
Home Economics Pathways 28
Industrial Design & Technology 29
Graphics 30
Industrial Design & Technology Pathways 31
Subject Selection Form 32
# Please note: in Social Science choose either History or History/Geography,
not both.
English/English Extension# OVERVIEW OF UNIT
Students will build on skills learned in the earlier phases of the national curriculum. The
focus will be on developing individuals who are able to write, read and respond to ethical
questions and issues developed from the study of plays and novels and mass media texts.
We aim to develop productive, literate and engaged citizens who at Year 10 level are
becoming increasingly independent in their ability to research and produce quality
written and spoken work.
Units will be 5 weeks in length and are based on the Australian National Curriculum. They
incorporate Aboriginal and Torres Strait Islander perspectives and will prepare students for
the demands of the senior phase of study. The English HOD and faculty staff will invite
students to be in English Extension classes.
UNIT TOPIC
Term 1: Narrative Writing – Short Story and response to stimulus.
Examination of short story genre
Term 2: Reading and interpreting a novel
Responding to a novel Moral and Ethical question
Term 3: Reading and interpreting a Shakespearean drama
Responding to a Shakespearean Play
Term 4: Exploring Social Issues in Australia
Understanding and analysing satire in texts
ASSESSMENT
Essay (In class and take home)
Oral Presentations
Written Assignments
Creative Writing.
HOMEWORK EXPECTATIONS
In the Year 10 English course homework workbooks are supplied to students and they do
one unit per week focusing on punctuation, grammar and spelling.
Other homework will occur when students draft assignment work, as part of course
requirements.
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Post School
University (Eng/Lit)
Post School
TAFE (Eng Comm)
UNI (Eng)
English Pathways
Year 11/12
English or English
Communication Vocationally based English.
Year 11/12
English
6 senior units per year.
OP based academic English
Year 10 English
Leads to Employment and Careers in many areas including:
Journalism Lecturer Librarian
Personal Assistant Politics Attorney
Project Co-ordinator Teacher Announcer
Author Childcare Copywriter
Foreign Affairs Commodities Trader
Historian
Year 10
English Extension
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Mathematics/Mathematics Extension#
OVERVIEW OF UNIT
In this unit, students interpret and solve problems using mathematical models of realistic
situations by algebraic, graphical and electronic methods. They find relationships
between mathematics and the real world. Mathematics is used to justify statements and
decisions.
# Extension material is provided in each topic and an analytical, problem solving
approach is taken. This subject is essential for students wishing to study Mathematical
Methods and/or Specialist Mathematics at senior level. Students who do not complete
the extension course will not be able to enrol in these subjects. The Mathematics HOD
and faculty staff will invite students to be in Mathematics Extension classes.
UNIT TOPICS
Surface area and volume of prisms
Probability
Data Representation
Geometry – similarity and congruence
Pythagoras’ Theorem and Trigonometry
Linear and Non Linear Relationships
Algebra
Financial Mathematics
#plus
Logarithmic and Exponential Functions
Polynomials
Networks.
ASSESSMENT
Investigation/assignment each semester
Written examination each term.
HOMEWORK EXPECTATIONS
Homework will be given and students are expected to complete the homework tasks.
Students are also expected to follow up on class tasks and complete those to ensure full
coverage of the work from class. If problems are encountered, students should seek
assistance from their teacher at the next opportunity.
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Mathematics Pathways
Year 10
Mathematics Core
Year 10
Mathematics Extension
Year 11/12
General
Mathematics
or
Essential Mathematics
Year 11/12
Mathematics Methods
Year 11/12
Specialist Mathematics
and or
Post School
Careers involving
general use of
mathematics or
mathematical
concepts
Post School
Careers involving
mathematics or
mathematical
concepts at a high
level
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Science
OVERVIEW OF UNIT
In the year 10 curriculum, students explore systems at different scales and connect
microscopic and macroscopic properties to explain phenomena. Students explore the
biological, chemical, geological and physical evidence for different theories, such as the
theories of natural selection and the Big Bang. Atomic theory is developed to understand
relationships within the periodic table. Understanding motion and forces are related by
applying physical laws. Relationships between aspects of the living, physical and
chemical world are applied to systems on a local and global scale and this enables
students to predict how changes will affect equilibrium within these systems.
UNIT TOPICS SCIENCE UNDERSTANDING
Biological Sciences – DNA, genetics, theory of evolution
Chemical Sciences – atomic structure, periodic table, chemical reactions
Physical Sciences – energy conservation, motion of objects
Earth and Space Sciences – universe, global systems, biosphere, lithosphere,
hydrosphere and atmosphere.
Science as a Human Endeavour and Science Inquiry Skills overarch our program. More
information can be found on ACARA website (http://www.acara.edu.au/default.asp)
Assessment
Research reports
Presentations
Supervised assessment
Experimental investigation and scientific reports
Field reports
Response to stimuli.
Homework Expectations
Students will be expected to undertake not less than 30 minutes of homework following
each lesson. Homework will consist of a variety of activities designed to consolidate the
knowledge and processes undertaken in class. It will also incorporate activities to develop
the scientific literacy and numeracy for all students.
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Science Pathways
Further study in:
Audiology Dentistry Dietetics
Entomology Environmental
Science Nursing
Obstetrics Optometry Psychiatry Psychology
Sports Science
Possible career paths
include:
Animal Attendant Nursery Worker Dental Assistant
Vet Nurse Audiometrist
Fisheries Officer Science Field
Officer
Further study in:
Biomedical Engineering
Pharmacology Forensics Nursing
Pathology Toxicologist
Environmental Health
Biochemistry
Possible career paths
include:
Chemical Plant Operator
Veterinary Nurse Food Processing
Technician Anaesthetic Technician
Pest and Weed Controller
Further study in:
Science Engineering
Medicine Veterinary Science
Architecture Nuclear Medicine
Radiology Biomedical Engineering
Possible
career paths include:
Aircraft Engineer
Laboratory Worker Sound Technician Petroleum Plant
Operator Pilot
Optical Mechanic
Year 11/12
Biology
Year 10 Science
Year 11/12
Chemistry
Year 11/12
Physics
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Social Science- History OVERVIEW OF UNIT
Through our subject offerings we aim to broaden our student’s knowledge of significant
world events and issues. Students will be challenged to become active and informed
citizens who are aware of the major issues facing Australia and the world.
In Years 11 and 12, our Senior students have the opportunity to specialise in areas of
interest – Ancient History, Modern History, Economics or Geography or Social and
Community Studies.
Through the Social Sciences, we challenge our students to embrace their roles as
members of society and encourage them to question why the world is the way it is and
how they can contribute to making it better. With an excellent team of teachers whose
experiences, interests and passions are varied, the Aspley State High Social Science
Faculty are proud of their motto “bringing the world to a brain near you”.
UNIT TOPICS
In Year 10 we move firmly into the 20th Century and look at the world following World War 1.
Australia in the 1920s and 1930s
The Rise of Fascism – Nazi Germany and imperial Japan
World War II
Rights and Freedoms
The Migration Experience
Australia in the 1950s and 1960s.
Assessment
Students will complete three pieces of assessment each semester:
A Short Response Test
A Written Research Assignment
An Extended Writing Test.
Homework Expectations:
Students are expected to complete nightly homework that may be given by their teacher, finish
work that was not completed at school, keep their History book up to date, work on assignments
(if required) and spend some time in the day reading either newspapers or a book that relates to
Social Science in some way.
Watching the news and good quality documentaries on television is a good way of student
developing their general knowledge. This can be a significant advantage to students as they
make their way through Social Science.
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Social Science – History and Geography
Unit Topics Semester 1
World War II
Rights and Freedoms
The Migration Experience.
Unit Topics Semester 2
Global Environments
Life in the Freezer
The Urban Environment
Land Degradation and Management.
Assessment
Students will complete three pieces of assessment each semester:
A Short Response Test
A Written Research Assignment
An Extended Writing Test.
Homework Expectations:
Students are expected to complete nightly homework that may be given by their teacher,
finish work that was not completed at school, keep their History book up to date, work on
assignments (if required) and spend some time in the day reading either newspapers or a
book that relates to Social Science in some way.
Watching the news and good quality documentaries on television is a good way of
student developing their general knowledge. This can be a significant advantage to
students as they make their way through Social Science.
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Social Science Pathways
Year 10
History
(for both semesters)
Year 10
One Semester of
History &
One Semester of Geography.
or
Year 11/12
Ancient History
Year 11/12
Modern History
Year 11/12
Economics
Year 11/12
Geography
Year 11/12
Social and
Community Studies
Post School
Career or Further Study:
Advertising,
Journalism,
Public Relations,
Teaching,
The travel industry,
Industrial Relations Law
Post School
Career or Further Study:
Forestry,
Conservation,
Mining,
Surveying,
Farming,
Recreation
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Health and Physical Education OVERVIEW OF UNIT
This unit allows students to participate in various selected sporting activities to learn, and
experience the ways by which sport performance is improved. Theoretical information is
organised to be presented in conjunction with the selected sport activities to give it more
relevance and to be more personalized for the individual student.
It is designed to make students focus on and analyse their own and others sport
performance and make decisions and actions that help promote the performance of
themselves and others as well as offer them insight into the senior physical education
course. This course is both practical and theoretical.
UNIT TOPICS
Touch Football / Exercise Physiology
AFL / Human Movement
Netball / Human Development
Volleyball / Sports Psychology.
ASSESSMENT
Touch Football
Exercise Physiology
AFL
Sport Science; Human Movement
Netball
Human Development
Volleyball
Sports Psychology
Written Article focusing on chosen sports psychology skill and application within
sport.
HOMEWORK EXPECTATIONS
Students will be allocated a number of homework tasks throughout the course of study
including additional studies, research tasks, performance activities and training. It is
expected that all students complete set homework in preparation for proceeding lessons
and learning activities.
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Aspley Eagles Soccer
Enrichment Program
OVERVIEW OF UNIT
This unit allows students to participate in various selected activities relating to the sport of
soccer. Students will be provided with a range of enriching activities to enhance their
knowledge of key Physical Education principles, knowledge of the World Game, and
opportunities to improve performance in a football context.
This course is designed to allow students to focus upon analysing and improving ones
performance and that of others. Unit topics will help form a solid base for students wishing to
further their studies within Health, Physical Education and Recreation, utilising hands on
experiences to gain greater understanding of key principles and practices. This course
contains both theoretical and practical components.
UNIT TOPICS
Sports Psychology / Soccer Performance
Soccer Coaching / Soccer Performance
Anatomy and Physiology / Soccer Performance
Strength and Conditioning / Soccer Performance.
ASSESSMENT
Sports Psychology
Soccer Performance
Soccer Coaching
Soccer Performance
Anatomy and Physiology
Soccer Performance
Strength and Conditioning
Soccer Performance.
HOMEWORK EXPECTATIONS
Students will be allocated a number of homework tasks throughout the course of study
including additional studies, research tasks, performance activities and training. It is expected
that all students complete set homework in preparation for proceeding lessons and learning
activities.
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Health and Physical Education
Pathways
or
Year 10
Health and Physical Education
Year 10
Aspley Eagles
Soccer Enrichment Program
Year 11/12
Health &
Physical Education
Year 11/12
Recreation
Post School TAFE or Uni
Post School TAFE or Uni
Leads to Employment and Careers in many areas including:
Physiotherapy
Osteopathy
Health Care
Physical Education Teacher
Coaching
Personal Trainer
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The Arts
Visual Art
OVERVIEW OF UNIT
From the earliest civilisations, people have attempted to document their culture, rituals
and beliefs. Historically, artists have attempted to portray their world and the people in it
in a way which best describe and depict their intentions. This unit will look at the
techniques which artists have employed to create the illusion of depth on a two
dimensional surface.
From Leonardo da Vinci to Jeffrey Smart, students will learn the ‘tricks of the trade’ to help
them create illusions through their artwork. Students will focus on the areas of drawing and
painting and examine the development of these mediums through history.
UNIT TOPICS
Within this course students will:
Study the techniques in figure drawing
Study a broad range of art movements and artists from the Romantic period to
contemporary artists
Understand a range of art specific terminology
Study a variety of painting styles: impressionist, expressionist, surrealist an cubist
Understand the compositional rules
Develop an understanding of digital imaging techniques
Develop 3D design
Communicate within the dynamics of a design pitch
Understand how to work in 3D space
Explore a variety of sculptural techniques
Discover how artists have influenced design.
UNIT ASSESSMENT
Student will complete three major pieces of assessment including:
A creative power point presentation and supporting visual aid. (End Term 1)
A developmental design folio. (End Term 2)
Major canvas painting illustrating figure and perspective skills. (End Term 2)
An assembled sculpture (End Term 3)
A design pitch based on class work (End Term 4)
A supporting visual image (CD design or promotional film poster) completed using
computer software (End Term 4).
HOMEWORK EXPECTATIONS
Students will receive regular homework. Students are expected to regularly work on their
own Visual Diary and complete assignments at home. Homework will involve researching
an artist, developing their own ideas, drawing and collating ideas.
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The Arts
Dance
OVERVIEW OF UNIT
In this unit the students will study the dance work of an influential artist. This will track their career
path and highlight how this artist has been inspired by the popular dance within that period of
time. For example: Michael Jackson, Janet Jackson, Madonna and Beyoncé.
In this unit the students will also learn about modern and post-modern dance as a means for
comparison. This unit will then further explore the current practice of contemporary dance to
allow students to develop an ability to create and manipulate contemporary dance using
selected structuring devices and movement components.
UNIT TOPICS
Learn dance skills, including technical skills, expressive skills and problem-solving and
research skills
Learn about group formations, focus and the alignment of body positions
Refine and rehearse technical and expressive skills in performance
Perform works demonstrating expressive skills and technical skills to realise the
choreographic intent of different dance styles
Reflect on their own learning, apply new understandings and make connections to inform
future dance experiences
Analyse, interpret and evaluate dance in context to consider audience, style, purpose and
function, with justification
Research artist, their careers, dance influences and movement styles
Create works using dance elements and employing dance skills to express a stated
choreographic intent in different genres, styles and contexts
Analyse. Interpret and evaluate dances in context to consider audience, style, purpose
and function, with justification
Consider audience, genre, style, function and purpose of dance
Learn genre-specific actions and how they are used to create dance movements and
sequences
Learn combinations of time and energy elements, including movement qualities and force
are used to manipulate dynamics in a dance sequence
Learn structuring devices, such as climax, rondo, accumulation and retrograde and how
they are used to organise movement.
UNIT ASSESSMENT
Performance Task – Teacher – devised piece inspired by the mega mix artist
Appreciation Task – Oral presentation research assignment and analysis of the artist’s work
Choreography task
Appreciation Task – Extended written essay.
HOMEWORK EXPECTATIONS
Students are expected to complete regular Reflection and Responding Tasks for homework.
Written assignment work will also form part of homework. Homework will usually focus on finding,
planning for, preparing for, and rehearsing for dances. This will involve research, choreography
and memorisation. Memorisation does not happen overnight. It requires that you practice and
rehearse your dances over and over.
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The Arts
Drama
OVERVIEW OF UNIT
This unit explores the conventions of ritual within a classical and contemporary context.
The pretext to be used is the story of Anna Wood – the 15 year old Sydney girl who died at
a Rave Party from taking ecstasy without her parents knowing. The students will use their
knowledge in order to shape and present a piece of ritualistic drama that aims to
challenge and empower young people through non-realistic symbolic forms.
The study of theatre history is an essential part of any theatre education. The projects in
this unit expose students to more than just the traditional survey study of Greek and
Elizabethan theatre. It is important for students to gain a broad sense of theatre traditions
from around the globe so that they can recognise the diversity of dramatic performance
and can appropriately situate current theatre practices. An opportunity to explore Greek,
Shakespeare, Commedia del ‘Arte, Melodrama, Realism and Epic Theatre will occur
throughout the semester. Students will explore major past and present playwrights,
analyse non-traditional theatre practice, design, and perform from a variety of theatrical
time periods.
UNIT TOPICS
Develop an interest and enjoyment in performing in variety of performance styles
Develop an understanding of the Greek Theatre genre
Develop an understanding of the actor/audience relationship
Develop an understanding of the processes of working in ensemble and the social
skills required when working creatively with others.
Explore and consider the collaborative roles of the director, the performer and the
production team in the interpretation and performance of scripts.
Interpret and present a scripted performance
Present a rehearsed, polished performance applying performance skills.
UNIT ASSESSMENT
Forming Task – Portfolio of work (script, ideas, statement)
Presenting Task – group performance of a ritualistic drama
Responding Tasks – a floating play review.
HOMEWORK EXPECTATIONS
Students are expected to complete regular Reflection and Responding Tasks for
homework. Written assignment work will also form part of homework. Homework will
usually focus on finding, planning for, preparing for, and rehearsing for monologues, duets,
one-acts, plays. This will involve research and memorisation. Memorisation does not
happen overnight. It requires that you practice and rehearse your lines out loud over and
over.
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The Arts
Music
OVERVIEW OF UNIT
African music has been the foundation for western popular music genres such as the blues, rock
‘n’ roll, R’n’B and hip hop and therefore plays a significant role in our everyday lives. This unit
endeavours to teach students the basic elements of music and composition through the
performance and analysis of traditional African music. This unit has been designed to lead into
Term 2’s unit, The Blues. The Blues has been a ground breaking musical genre in history. Starting
with the African slave freedom songs, moving into the jazz revolution of the 1920’s to Rock ‘n’ Roll
and one of the most popular genres of our day, R’n’B (which stands for Rhythm and Blues). This
unit extends on the skills that students have learnt in term 1 and introduces them to Sibelius, a
music writing program. Students will also learn guitar, keyboard and singing in this unit.
This unit is a semester long study on popular music. Socially, popular music functions as a form of
expression of who we are and how we feel. Building on the skills taught in the previous units,
students are encouraged to explore how popular music creates a platform for expression through
composition, analysis and performance. The first half of the unit specifically looks at lyric setting
and the 4 chord song. The second half of the unit specifies in arranging. Arranging gives students
the ability to take any popular song and make it into their own unique performance. This unit
extends on the student’s knowledge of Sibelius, popular music genres, time signatures, key
signatures, rhythm and harmony.
UNIT TOPICS
Develop skills in composition, score layout and music notation.
Investigate the integration of traditional African musical elements into contemporary music
styles.
Develop performance skills in voice and percussion
Develop a basic harmonic vocabulary and an understanding of chords and chord
relationships
Learn song writing and arranging skills
Research and prepare a presentation on their favourite music artist
Develop performance skills in voice, guitar and keyboard.
UNIT ASSESSMENT
Composition (16 bars) African style piece (Mid Term 1)
Performance of student compositions (End Term 1)
Composition (12 bar blues) (Mid Term 2)
Performance in small groups (End Term 2)
Review (End Term 2)
Performance – 4 chord mash up (Term 3)
Program Notes to accompany performance (Term 3)
Composition – arrangement of a popular song in a contrasting style (Mid Term 4)
Poster (Term 4).
HOMEWORK EXPECTATIONS
Students will be expected to regularly practice with an instrument outside of class time. Where
necessary, keyboards and guitars are available for use before school and during lunchtimes.
Some assignment tasks will need to be prepared and drafted at home.
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The Arts Pathways
Year 10
Drama
Year 10
Dance
Year 10
Music
Year 10
Visual Art
Year 11/12
Drama
Year 11/12
Music
Year 11/12
Visual
Art
Year
11/12
Visual Arts
in Practice
Year 11/12
Dance in Practice
Post School
Career or Further Study Options:
Choreographer, Arts Administrator, Performer, Artist, Therapist,
Scriptwriter, Advertising
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Business OVERVIEW OF UNIT
Throughout this course students will have the opportunity to explore introductory concepts
of business and technology and their authentic integration in today’s society. This course
is designed to provide students with knowledge and skills to enhance the transition into
their senior schooling pathway.
UNIT TOPICS
Some examples of concepts that students might study include:
Introduction to Law
Accounting Fundamentals
Financial Literacy
Economics
Entrepreneurship
Participation in the Buy Smart Competition.
Students will also have the advantage of gaining an understanding of a selection of the
Microsoft Office Package including Publisher, Word, Excel and Powerpoint.
UNIT ASSESSMENT
Students’ knowledge and skills will be assessed using a variety of techniques including:
Practical projects
Presentations
Short response examinations
Extended written responses
Reports
Research assignments.
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Business Pathways
Year 11/12
Accounting
Year 11/12
Business Major
Cert II Business
Cert II Information,
Digital Media & Technology
Post School
Uni
Further studies in
Business
Business
Management
Accounting Economics
Post School
TAFE
Further studies in Business
Computing
Office Management Digital Media
Leads to Employment and Careers in many areas including:
Accounting Digital Media Solicitor
Auditing Finance Management
Barrister I.T. Web Design
Business Lawyer
Marketing
Taxation
Year 10
Business & IT (BIT)
Year 11/12
Legal Studies
Post School
TAFE or Uni
Further studies
in Law or Justice
Year 11/12
Business
Post School
TAFE or Uni
Further studies
in Business
Business
Management or Marketing
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Food Studies
OVERVIEW OF UNIT
This unit will introduce the Hospitality industry to students along with an exploration of a variety of
world cuisines.
World Cuisine begins at home by exploring contemporary nutritional issues that are shaping the
Australian cuisine. Skills are developed to enhance individual and family diets through increasing
nutrition for a variety of circumstances.
A Taste of Hospitality will introduce students to the Hospitality and Tourism industry by exploring the
diverse jobs and careers within the industry. Hospitality skills both front and back of house will be
developed through hospitality events held at school. The art of tasting will be developed along
with exploration of the science of cooking.
Food Studies is highly recommended for students intending to study Hospitality in Year 11 and 12.
As this is a practical subject, it is expected that students will bring ingredients and cook every
week.
UNIT TOPICS
Within this unit students will:
Explore careers and identify career pathways into the Hospitality industry
Develop waiting and barista skills
Plan and implement a hospitality function
Explore the science of food cookery
Develop sensory evaluation skills
Create exciting and nutritional meals for everyday use
Create healthy lifestyle options to overcome our time poor, media influenced society
Develop skills to adjust recipes to meet individual needs
Identify cultural influences on various cuisines
Explore Asian, European, Mexican and African cuisines.
UNIT ASSESSMENT
Continuous Practical Cookery
Written Assignment
Written Exam
Practical Exam.
HOMEWORK EXPECTATIONS
Students must organise and bring resources for practical lessons; complete a weekly Production
Sequence for practical cookery; complete any unfinished class activities and do chapter revision
from text book. There will also be written assignments and practical evaluations.
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Home Economics
OVERVIEW OF UNIT
This unit of work focuses on the needs of children within the family. Not only will students
explore the impact of changing technologies and marketing on the feeding requirements
of the young child but they will investigate, in a practical enquiry approach, the
development of children in a modern and changing world.
Home Economics is highly recommended for students intending to study Home
Economics in Year 11 and 12.
UNIT TOPICS
WITHIN THIS UNIT STUDENTS WILL:
Identify and explore stages of children’s growth
Investigate practices in bringing up children
Engage in the observation of a child at play
Design and create a child’s toy Create meals to meet the nutritional needs of
children
Investigate fresh versus processed foods (including snacks) for young children
Explore advertising and marketing influences on meal preparation.
UNIT ASSESSMENT
Continuous Practical Written Assignment
Written Assignment Cookery
Written Exam
Practical – Child’s Toy.
HOMEWORK EXPECTATIONS
Students must organise and bring resources for practical lessons; complete a weekly
Production Sequence for practical cookery; complete any unfinished class activities and
do chapter revision from text book. There will also be written assignments and practical
evaluations.
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Home Economics Pathways
Year 10
Food Studies
Year 10
Home Economics
Year 11/12
Home Economics
Home Economics
Year 11/12
Hospitality Major
Year 11/12
Hospitality Practices
Post School
TAFE Hospitality
Tourism
Events management
Business
Post School
TAFE Childcare
Fashion
Interior Design
Textiles
Community services
Post School University
Hospitality
Management
Hospital Food Service
Management
Food technology
Business
Management
Tourism
Post School University
Fashion Design
Dietetics
Nutrition
Food Technology
Interior Design
Health
Childcare
Teaching
Post School Work
Barista
Bar Attendant
Croupier
Flight Attendant
Waiter
Club/ Hotel/ Restaurant
Manager
Events co-ordinator
Travel consultant
Tourism operator/
manager
Post School Work
Dietician
Nutritionist
Interior Designer
Fashion Designer
Nanny, Childcare worker
Community worker
Theatrical costume maker
Food Technologist
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Industrial Design and Technology
OVERVIEW OF UNIT
This course is aimed at those students who are interested in careers that use hand skills
and basic design principles. This course will develop the skills required to achieve success
in Certificate I Furnishings as well as preparation for some trade based courses. As such,
the course is divided into contextual units or projects as outline below. Most work will be
completed by hand although machinery will be introduced during the course. Students
will be expected to prepare sketches and use design concepts to start each unit.
UNIT TOPICS
Spice Rack - Basic joinery using butt joints
Trinket Box - Joinery using dovetail joints
Paper Towel - Holder Joinery using machines
Mirror - Wood turning and joinery.
UNIT ASSESSMENT
Students will be assessed at the completion of each task as follows:
Construction – students will be assessed on the quality of the work that they
produce
Theory – procedural and reflective writing tasks
Industry – students will be assessed on their work ethic, their attitude towards Health
and Safety and their application to task.
HOMEWORK EXPECTATIONS
Students must bring their resources (Pen, Pencil 2H and Eraser) for each practical lessons;
complete any unfinished class activities including individual job reflections.
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Graphics OVERVIEW OF UNIT
This course is aimed at those who are interested in a career that involves drawing and
design. Graphics and Design guides students toward careers such as Engineering,
Architecture, Surveying, Graphic Design, Industrial Design or Landscape Architecture.
Graphics is also a good preparatory course for trade based careers such as Furniture
Making, construction, Electrical, mechanical and engineering trades. The Course is
delivered in a design focussed manner:
UNIT TOPICS
EXPLORING DESIGN PROBLEMS:
Exploring the design problem means we focus on what the issue is that we need to
solve. To do this, identify what the ‘end users’ needs are, we research what existing
products are available that may meet that need and then develop a set of criteria
that we can work to for the design’s success.
DEVELOPING IDEAS;
When we have looked at the needs of the client and assessed what is already
available for use, we then interpret that information and use it to formulate some
ideas. We do this, first of all, by listing all the thoughts we have on the subject on a
piece of paper using sketching- these are called our ‘initial ideas’- they help
navigate where we go to next. If we like one or two of these ideas, we can then
take them and ‘refine’ them- this means we take the idea and look at it a little more
closely, attempting to make it more suitable for the task.
PRODUCING GRAPHICAL PRODUCTS:
After some refinement, we come up with a ‘solution’- this is firstly represented by a
neat and fairly elaborate sketch, which show’s lots of detail. To present a high
quality solution drawing, part of the process of design is being able to present the
solution in a context that the user understands. This is followed by a thorough
evaluation of our product, reflecting on how the solution matches our criteria-
evaluating out choices and justifying our decisions made throughout the design
process.
HOMEWORK EXPECTATIONS
Graphics and Design is rich in higher order thinking, encouraging students to tap into their
creative processes and find solutions to complex design problems. Students are
expected to complete a range of activities that focus on sketching skills as well as utilising
3D CAD modelling programs.
Students are to complete assigned class work, as well as revise from the text book.
Students will on occasions be required to research upcoming design briefs. Students are
also expected to regularly practise the 3 CAD programs to maintain their skills.
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Industrial Design and Technology
Pathways
Year 10 Industrial Design and
Technology
Year 10
Graphics
Year 11/12
Industrial Design
and Technology
Major
Year 11/12
Senior Graphics
Post School
Further training or study
in:
Apprenticeships,
Traineeships,
Cadetships
Careers in:
Product Assembly,
Craftsperson,
Tradesperson
Post School
Further study in:
Architecture,
Graphic Design
Possible careers in:
Drafts Person,
Applied Graphics,
Planning
Year 11/12
Industrial
Technology
Skills
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33
10 22001188 YEAR 10
SUBJECT SELECTION FORM
Surname: __________________________________________ First Name: ______________________
Compulsory Subjects:
English or English Extension
Math or Math Extension
Science
Please tick History Combo History & Geography
Elective Subjects:
You will study 2 electives in 2018. The school will attempt to give you your first 2 preferences but in
some cases this may not be possible. You are therefore asked to select 4 electives.
Please number 1, 2, 3, 4
HPE Music
Soccer Business
Visual Art Food Studies
Dance Home Economics
Drama Graphics
Industrial Design & Technology
Form due back Friday 11th November, 2017 to school office.
_________________________________ ____________________________________________ ________________
Student Signature Parent Signature Date
*Please remove this page and return to the office*
