Ayr State High School

Ayr State

High School

Subject Handbook

Year 9 - 2020

Year 10 - 2021

SUCCESS: Every Student, Every Day.

Ayr State High School Subject Booklet Year 9 2020 - Year 10 2021


Contents

Page Number

Subjects Offered in Year 9........................................................................................................................ 4

Making a Choice ....................................................................................................................................... 4

National Curriculum Mandated Subjects

1. English ............................................................................................................................................ 5

2. Health and Physical Education ........................................................................................................ 7

3. History ............................................................................................................................................. 9

4. Civics and Citizenship ................................................................................................................... 10

5. Mathematics .................................................................................................................................. 11

6. Science ......................................................................................................................................... 13

7. Wellbeing ...................................................................................................................................... 15

Electives - Students to choose three (3) Electives

8. Design and Technologies .............................................................................................................. 16

9. Digital Technologies ...................................................................................................................... 17

10. Drama ........................................................................................................................................... 18

11. Economics and Business .............................................................................................................. 20

12. Graphics ........................................................................................................................................ 22

13. Industrial Technology and Design ................................................................................................. 23

14. Japanese ...................................................................................................................................... 24

15. Music ............................................................................................................................................. 25

16. Visual Art ....................................................................................................................................... 27


Subjects for Year 9

Each student entering Year 9 in 2020 will study eight (8) subjects. Five (5) of these subjects are mandated as part of the National Curriculum. These five (5) subjects are; English, Health and Physical Education, History, Maths and Science. Students also participate in a mandatory Wellbeing lesson once a week. Students can indicate their preference for the remaining three (3) subjects from the following: Design and Technologies, Digital Technologies, Drama, Economics and Business, Graphics, Industrial Technology and Design, Japanese (SDE), Music and Visual Art.

Making a Choice

As an overall plan, it is suggested that you choose:

subjects which will help you reach your chosen career(s), or at least keep many careers open to you;

subjects which will develop skills, attitudes and knowledge useful throughout your life;

subjects in which you have had success this year or previous years;

subjects you enjoy.

Thinking 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 later. The Guidance Officer is a good person to see to help with career options.

Careers Website Ayr State High School has its very own careers website. It can be found at the following web address: http://www.ayrshscareers.com/ or simply Google: Ayr SHS Career Tools. The website is a ONE-STOP SHOP for everything you need to know about careers. It is a helpful and interactive tool that can be accessed by parent/carers, students and wider community members both at school or at home. When trying to decide what subjects you may want to choose, check out the range of ‘Bullseye’ posters on the website, under the ‘For Students’ tab. These posters show a range of occupations that use the knowledge and skills associated with each subject area. If you click on an occupation, it will link you to a description including: duties and tasks, personal requirements and related courses. The school invites parents/carers/employers to access the website to find out more. If you have any questions about the site or require any further information, please do not hesitate to contact the Guidance Officer on 4790 4333.

http://www.ayrshscareers.com/


English National Curriculum Mandated Subjects Core

Curriculum

Rationale The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. The study of English helps develop the knowledge and skills needed for education, training and the workplace.

Course Outline The English course is derived from the Australian English Curriculum. In Years 9 and 10, the teaching of English is structured around the three main strands of Language, Literature and Literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

Students will engage with a variety of texts, including: contemporary literature, poetry, drama, media and digital texts, for aesthetic and critical purposes. Year 9:

Unit Brief Outline

Examining representations of Australia’s peoples, histories and cultures

Students listen to, read and view literary and non-literary texts featuring different perspectives of Australia's peoples, histories and cultures to evaluate how text structures, language and visual features of texts, including literary techniques, myths and symbols, are designed to appeal to audiences and create an Australian identity.

Speculative fiction

Students listen to, read and view a variety of information and speculative fiction texts to produce close readings of these texts. In particular, students will examine how authors of information texts use text structures, language and visual features to present information, opinions and perspectives about issues commonly represented in works of speculative fiction.

Exploring ethical issues and manipulating language for effect

Students read a drama text to comprehend ideas about human experiences in response to ethical dilemmas, such as justice, equity and prejudice. They explore how the social, cultural and historical contexts of a text influence its construction, analysing and evaluating representations in a drama text.

Evaluating characters in a novel

Students read extracts from a novel to understand how authors use text structures and language features to construct representations of characters, ideas and issues. They read, listen to and view texts that build their understanding of the ways particular text structures and language features are used for specific purposes and effects.


Year 10:

Unit Brief Outline

Responding to literary texts Students read, analyse and evaluate a novel that explores issues relevant to Australian society. They examine narrative viewpoint, characterisation and plot structures in literature. They consider the links between values, beliefs, assumptions and the social, moral and ethical positions of authors.

Responding to poetry Students examine how poetry can be used to develop social, moral and ethical perspectives on issues that are relevant to particular audiences and contexts. They examine stylistic features, text structures and language features in poetry and consider how these elements combine to privilege perspectives.

Responding to a Shakespearean drama

Students read and interpret a Shakespearean tragedy. Students begin the unit by developing knowledge that will help them interpret Shakespearean drama; this is followed by a series of lessons where students read and analyse the play.

Responding to interpretations of Shakespeare in film

Students view a film interpretation of a Shakespearean play. They use their knowledge of visual codes, elements of sound and the text structures and language features of film review to evaluate the value of the selected film for contemporary Australian teenage audiences.

Senior Pathways Currently there are two English subjects offered in Years 11 and 12: General English and Essential English. Students wishing to maximise their choices for Senior School English will need to perform well in Years 9 and 10.

Students aspiring to tertiary study require successful study in General English in Years 11 and 12. At James Cook University, all courses require General English as a pre-requisite. Most apprenticeships require successful completion of an English subject in Years 11 and 12. All jobs require fundamental English skills that can be obtained from studying Essential English in Years 11 and 12.

Assessment Students will create a range of both written and spoken, imaginative, informative and persuasive text types. There is an emphasis on analytical and creative tasks. The importance of drafting and understanding how the task’s specific language features operate according to audience and purpose will be emphasised. The range of assessments include assignments, test, and multimodal oral presentations.

More Information Ms Hedgcock, Acting Head of Department - English, The Arts and Literacy


Health and Physical Education National Curriculum Mandated Subjects Core

Curriculum

Rationale In Health and Physical Education (HPE) students develop the skills, knowledge and understanding to strengthen their sense of self, build and manage respectful relationships, improve personal and community strengths, critique and challenge assumptions and stereotypes, and enhance safety and wellbeing. The acquisition and practice of movement skills and concepts is at the core of HPE and enables students to participate in a range of physical activities.

Course Outline Year 9: The Year 9 Health and Physical Education course is derived from the Australian HPE Curriculum. In Year 9 the course is structured around the two main strands of Personal, Social and Community Health, and Movement and Physical Activity. These strands support students to refine and apply strategies, evaluate and critically analyse health and physical activity, and to learn more specialised and complex movement skills and strategies.

Year 9 HPE

Functional Anatomy – study the skeletal (bones and joints) and muscular (muscles) systems, explore how these systems work together to produce movement.

Skill Acquisition – analysing motor skills and movement concepts, exploring classifications of motor skills, stages of skill learning.

Moving More Matters – explore fitness components, fitness exercises, FITT principle and training methods related to health, complete fitness test to identify own fitness levels.

Respectful Relationships – investigate respectful relationships, evaluate situations and propose appropriate responses on possible outcomes and make decisions in relationship contexts.

Orienteering, Tennis (Racquet Sports), Fitness – physical performances, movements, skills and strategies; where possible these physical performances will be integrated with theory units.

Year 10: The Year 10 Health and Physical Education course is derived from the Australian HPE Curriculum. In order to cater for the various needs of students entering the Senior School, students will be able to ‘test drive’ the requirements of Years 11 and 12 Physical Education whilst in Year 10 in order to make the best Year 11 subject selections.

Students wishing to choose Physical Education (or other ‘General’ subjects) in Years 11 and 12 will participate in a Year 10 program (General HPE) that emphasises and extends on the exercise science aspects of the National Curriculum. To be successful in this course, students should have achieved at least a B in Year 9 HPE. All other students will participate in a Year 10 program (Core HPE) that provides a functional understanding of exercise science.

Year 10 HPE

Skill Acquisition - analysing motor skills and movement concepts, exploring classifications of motor skills, stages of skill learning and types of practice.

Sports Psychology- explore psychology and mental factors (goal setting, motivation, anxiety) that influence and are influenced by participation and performance in sport, exercise and physical activity.

Energy for Football - energy systems and fitness requirements for sport (in particular football).

Ethics and Equity - access and equity issues in sport, exercise and physical activity.

Volleyball, Oztag, Football, Softball - physical performances, movements, skills and strategies; where possible these physical performances will be integrated with theory units.

It is important to note that all Year 10 HPE options will be assessed at the same standard (ie an A in one stream is the same quality as an A in another) and all assessment items will be assessed using similar conditions to Years 11 and 12. As the year progresses, students will have some opportunities to move between the different options as career aspirations and confidence levels change.


Senior Pathways There are three senior schooling subjects offered in Years 11 and 12 - Physical Education (General Subject), Sport and Recreation (Applied Subject) and Certificate III in Fitness (VET Subject).

Assessment Assessment consists of both theory and practical aspects. Students will complete one assessment task for each unit. There will be a variety of assessment tasks such as research assignments/reports, multi-modal presentations, examinations and physical performances.

Additional Costs (above Text and Resources Scheme) There may be minimal costs involved for excursions (eg. Tennis - use of Ayr Tennis Courts).

More Information Ms Carrigan, Head of Department - Health and Physical Education, Practical Technologies and LOTE


History National Curriculum Mandated Subjects Core

Curriculum

Rationale Awareness of History is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day.

Course Outline Year 9: The history course is derived from the Australian History Curriculum. The curriculum focus in Year 9 is The Making of the Modern World.

Students’ historical knowledge, understanding and skills are developed through inquiry questions and the use and interpretation of sources. The three in-depth studies at this year level are:

Year 9 - The Making of the Modern World

Movement of Peoples - What were the changing features of the movements of people from 1750 to 1918?

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

World War I - What was the significance of World War I?

History is studied for three terms in Year 9. In the remaining term, students will undertake an intermediate induction to the use of ICTs at Ayr State High School.

Year 10: The history course is derived from the Australian History Curriculum. The curriculum focus in Year 10 is The Modern World and Australia.

Students’ historical knowledge, understanding and skills are developed through inquiry questions and the use and interpretation of sources. The three in-depth studies at this year level are:

Year 10 - The Modern World and Australia

World War II - How did the nature of global conflict change during the twentieth century?

Rights and Freedoms - What were the consequences of World War II? How did these consequences shape the modern world?

The Environmental Movement - How was Australian society affected by other significant global events and changes in this period?

History is studied for two terms in Year 10. In the remaining two terms students will study two units of Civics and Citizenship.

Senior Pathways The study of Humanities (including History) provides a direct pathway to the study of Legal Studies and Modern History in the senior school. The inquiry approach to learning is fundamental to this area of study and often involves investigation and research to address a hypothesis.

Assessment Students will complete one formal assessment task for each unit. There will be a variety of assessment tasks such as research assignments, multimodal presentations and response to stimulus questions or tests.

Additional Costs (above Text and Resources Scheme) Students may be expected to participate in excursions around the local community.

Special Equipment Access to a personal computer would be an advantage, particularly for research purposes.

More Information Ms Ruge, Head of Department - Business, Information Technology and Humanities Mrs Vollema-Creek, Teacher - Humanities


Civics and Citizenship National Curriculum Mandated Subjects Core

Curriculum

Rationale A deep understanding of Australia's federal system of government and the liberal democratic values that underpin it is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. The Civics and Citizenship curriculum explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation.

Course Outline Year 10: The Civics and Citizenship course is derived from the Australian Curriculum. The aim is to ensure students develop:

a lifelong sense of belonging to and engagement with civic life as an active and informed citizen in the context of Australia as a secular democratic nation with a dynamic, multicultural, multi-faith society and a Christian heritage

knowledge, understanding and appreciation of the values, principles, institutions and practices of Australia’s system of democratic government and law, and the role of the citizen in Australian government and society

skills, including questioning and research; analysis, synthesis and interpretation; problem-solving and decision-making; communication and reflection, to investigate contemporary civics and citizenship issues and foster responsible participation in Australia’s democracy

the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level and as individuals in a globalised world.

Civics and Citizenship is studied for two terms in Year 10. Students will undertake study of two units:

Examining How Australia’s Political And Legal Systems Enable Change

How and why do groups participate in civic life? How are ideas about and experiences of Australian identity influenced by global connectedness and social media? What is the role of political parties and independent representatives in Australia’s system of government? What are the key features of Australia’s court system? What are the key principles of Australia’s justice system?

Sustaining Australia’s Democracy

What is a resilient democracy? What are the challenges to and ways of sustaining a resilient democracy and cohesive society? What are Australia’s roles and responsibilities at a global level? How do the key features and values of Australia’s system of government compare with Indonesia’ system of government? What is the role of the High Court?

Senior Pathways The study of Civics and Citizenship provides a direct pathway to the study of Legal Studies in the senior school. The inquiry approach to learning is fundamental to this area of study and often involves investigation and research to address a hypothesis.

Assessment Students will complete one formal assessment task for each unit. These will include a research assignment and a response to stimulus questions test.

Additional Costs (above Text and Resources Scheme) Students may be expected to participate in excursions around the local community.

Special Equipment Access to a personal computer would be an advantage, particularly for research purposes.

More Information Ms Ruge, Head of Department - Business, Information Technology and Humanities Mrs Vollema-Creek, Teacher - Humanities


Mathematics National Curriculum Mandated Subjects Core

Curriculum

Rationale Success in Mathematics is important for effective participation in so many aspects of our everyday life as well as being essential for a great number of careers.

Course Outline Year 9: The Year 9 Mathematics course is derived from the Australian Mathematics Curriculum. It is a continuation from Year 8 Mathematics in terms of structure and expectations and follows the following format:

Unit Brief outline

Gradient and Ratio Rates/ ratios/ direct proportion; Gradient; Practical graphs; Linear graphs; Direct

proportion

Algebra Like terms/ collecting / cancelling ; Distributive Law; Simple Interest; Index Laws;

Scientific Notation; Solving equations

Area and volume Areas of composite shapes; Surface area; Volume of cylinders and right prisms;

Surface area of right prisms

Triangles and scale

Scale Factor; Enlargement transformation and Similar Triangles;

Trigonometry of right-angled triangles – sine, cosine, and tangent ratio; Theorem

of Pythagoras

Statistics and Probability

Relative frequencies from given or collected data;

Two-step chance experiments with and without replacement; Tree diagrams and

arrays; Probabilities of events including involving “and” and “or”; Mean, median,

mode, and spread;

Stem-and-leaf plots; Histograms; Describing data;

Collecting data, including census, sampling and observations

Year 10: The Year 10 Mathematics course is derived from the Australian Mathematics Curriculum. In order to cater for the various needs of students entering the Senior School, a number of maths options will be available for students entering Year 10. Students will be able to ‘test drive’ the requirements of Years 11 and 12 Maths subjects whilst in Year 10 in order to make the best Year 11 subject selection they can.

Students can choose from the following Maths programs in Year 10:

Terms 1 – 3 Term 4

Mathematical Methods / General Mathematics

OR

Essential Mathematics

Mathematical Methods

OR

General Mathematics

OR

Essential Mathematics

Students wishing to choose Mathematical Methods or General Mathematics in Years 11 and 12 will participate in a joint program that emphasises the algebra/trigonometry aspects of the 10 and 10A National Curriculum in Terms 1 to 3. In Term 4, separate programs are run for Mathematical Methods and General Mathematics with specific focus on most relevant Year 10 work for each stream. To be successful in this course, students should have achieved at least a B in Year 9 Maths.

Students wishing to select Essential Mathematics in Years 11 and 12 will participate in a Year 10 program that emphasises the more practical aspects of the 10 and 10A National Curriculum, including a stronger focus on probability, statistics, trigonometry and measurement.


It is important to note that all Year 10 Maths options will be assessed at the same standard (ie an A in one stream is the same quality as an A in another) and all assessment items will be assessed using similar conditions to Years 11 and 12. As the year progresses, students will have some opportunities to move between the different options as career aspirations and confidence levels change.

Senior Pathways There are a number of Maths subjects offered in Years 11 and 12 and all students need to select a Maths subject that they will be successful in. Students wishing to maximise their choices for Senior School Mathematics will need to perform well in Year 9.

Students aspiring to some university careers require successful study in Mathematical Methods/General Mathematics in Years 11 and 12. Most apprenticeships require successful completion of a Maths course in Years 11 and 12. Some more technical apprenticeships require success in specific Maths subjects such as Mathematical Methods. Nearly all jobs require fundamental Maths skills that can be obtained from studying Essential Mathematics in Years 11 and 12

Assessment A mixture of tests and problem-solving and modelling tasks will be the major forms of assessment. As well, marking of student note books and other in-class activities may also form part of the assessment process.

Additional Costs (above Text and Resources Scheme) Optional activities include the Maths Competition (approximately $7.00) Calculators FX-82

More Information Mr Tye, Acting Head of Department - Science and Mathematics


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Science National Curriculum Mandated Subjects Core

Curriculum

Rationale In this ever changing world, knowledge and understanding of Science is becoming increasingly important. As a result, Science attempts to produce inquiring students who enjoy science, relate science responsibly to everyday life and have a solid base on which to build a wide range of future careers/jobs/apprenticeships. Skills include working in groups, managing tasks through to completion, manipulating equipment and using critical thinking. These skills are sought after by a large number of employers as well as being necessary for productive participation in an ever changing world.

Course Outline Year 9: The Year 9 Science course is derived from the Australian Science Curriculum. It is a continuation of the Year 8 program in terms of expectations and structure. In this course, there will be an emphasis on contextual learning including the experimental and investigative nature of science.

Units of Study Brief Outline

Chemical Reactions Types of chemical reactions, conservation of mass; Chemical equations

Energy makes the world go around

Forms of energy - light, sound, electricity and heat

Balancing Biology Homeostasis, control systems of the body and how the body responds to unbalanced situations.

Shake, rattle and roll Structure of earth and earthquakes

It’s elementary Structure of the atom; Radioisotopes

Year 10: The Year 10 Science course is derived from the Australian Science Curriculum.

Unit Brief Outline

Chemistry isn’t magic Introduction to Chemistry; chemical bonding; nature of the atomic model, chemical reactions and balancing equations

It’s in your genes Introduction to Biology; genes, chromosomes, DNA, punnet squares and genetic disorders

Moving Forward Introduction to Physics; forces, acceleration, Newtons Laws of motion and their application to the real world

Reaction Rates Factors that affect chemical reactions and continuation of Unit 1 bonding (covalent) and applications of covalent bonded substances

Evolution Concept of scientific theory and the nature of the evolutionary theory and evidence

Energy on the move Explanation of energy transfers and transformations including emphasis on experimental skills

At the end of Term 3, there may be some reallocation of classes to cater for student subject selections in Years 11 and 12.

Senior Pathways There are a number of Science subjects that students can study in Years 11 and 12. These include: Biology, Chemistry, Physics, Agricultural Practices and Certificate II in Aquaculture. Students traditionally study these subjects to maximise their chances of entry to university, for specialised apprenticeships/traineeships as well as for the challenge and critical thinking fostered within these subjects.

Students wishing to maximise their chances for success in Senior School Science subjects will need to perform well in Year 9 and Year 10.


Assessment A range of predominantly “in-class” assessment tasks will be used (including tests, research investigations, data tests and experimental investigations). Students will be expected to complete approximately four (4) pieces of assessment for the year.

Additional Costs (above Text and Resources Scheme) Optional activities include the Science Competition (approximately $7.00)

More Information Mr Tye, Acting Head of Department - Science and Mathematics


Wellbeing National Curriculum Mandated Subjects Core

Curriculum

Rationale and Course Outline Wellbeing related issues are covered formally in Years 9 and 10 in one lesson per week. The course is a significant aspect of pastoral care for students. It covers topics such as HRE (Human Relationships Education), RE (Religious Education), Career Development, Dealing with Bullying, Learning Styles, Study Skills, Drug and Alcohol Education, Resilience, Motivation, Self-Confidence, Thinking Skills, Habits of the Mind, Multiple Intelligences, Safety and many other general “Life Skills” relevant to living and thriving in school and broader community. Year 10 students focus on career development and study the QCAA Short Course on Career Development, which earns students one (1) credit point towards their QCE (if completed to a satisfactory standard).

Additional Costs (above Text and Resources Scheme) The Student Planner is the major resource used in the course. Costs associated with shows and performances are covered by the school.

More Information Mr Ballin, Head of Department - Student Services Ms Carrigan, Head of Department - Health and Physical Education, Practical Technologies and LOTE


Design and Technologies Electives Electives

Rationale Design and Technologies students engage in the production of high quality design solutions to identified challenges for both Foods and Textile aspects. The subject engages and motivates students with a variety of learning experiences to develop skills that are transferable to family/home survival skills, leisure activities, community contribution and the world of work.

Course Outline In Years 9 and 10 the course is derived from the Australian Curriculum. The course is structured around the two main strands of knowledge and understanding and processes and production skills. These strands provide students with knowledge, understanding and skills through which they can safely and ethically design, plan, manage, produce and evaluate products, services and environments.

Across the two years, students will utilise and develop food and textiles skills, with a major focus on the hospitality industry. Possible units/content focus may include:

Textiles - fibres and fabrics, using patterns to design products, sewing machine skills.

Foods (Hospitality) - safe and hygiene in the preparation of foods, preparation and cooking a variety of foods, different cultures and food, nutrition.

Senior Pathways Presently, there is one senior subject offered in Years 11 and 12 - Certificate II in Hospitality (VET subject).

Assessment Students will undertake a variety of assessment - practical creations/cooking, exams, design tasks and journals.

Additional Costs (above Text and Resources Scheme) Students will be required to bring and purchase materials for textiles and ingredients for cooking - this expense will often depend on student design and recipes.

More Information Ms Carrigan, Head of Department - Health and Physical Education, Practical Technologies and LOTE Mrs Bromham, Teacher - Hospitality


Digital Technologies Electives Electives

Rationale Digital Technologies seeks to empower students with the confidence and understanding to make maximum benefit of digital technologies, including:

Creating digital solutions that respond to the needs of individuals, society, the economy and the environment

Becoming effective users and critical evaluators of digital systems

Creating, interpreting and sharing information

Helping students to be regional and global citizens.

These concepts are likely to be as relevant in the future, both with regards to the study of Digital Technologies and to future computing related jobs, as they are today.

Course Outline This course of study uses a project approach, where students create a range of digital solutions that:

Apply computational, systems and design thinking

Develop an understanding of - and skills in applying - key concepts

Apply technical skills and appropriate protocols

Engage with authentic learning challenges involving active collaboration and communication.

Units of study may include context based studies in the following areas:

Digital Technologies Fundamentals

Digital Imaging and Graphic Design

Web Design, Development and Evaluation

Game Design and Development

Animation

Video Design and Development

Algorithms and Coding

Senior Pathways The study of Digital Technologies may be useful in preparing students for the General subjects of Design and Digital Solutions in Years 11 and 12 as well as the Applied Information Communication and Technologies course. Additionally, the study of Digital Technologies will be beneficial to many senior subjects where the expectation is to incorporate digital technology skills.

Assessment Students may be assessed up to three times per semester. There will be a variety of assessment tasks such as practical projects, collections of work, and response to stimulus tasks.

Additional Costs (above Text and Resources Scheme) There may be the opportunity to participate in national and local competitions which would incur additional costs.

Special Equipment Access to necessary computer equipment and software will be guaranteed by the school for all class lessons however access to a personal computer with relevant software is considered an advantage. This can be easily achieved by participating in the Ayr SHS BYOx program.

More Information Ms Ruge, Head of Department - Business, Information Technology and Humanities


Drama Electives Electives

Rationale Drama is an expressive and educational tool, which allows students to explore their lives and those of others. There are many educational and personal benefits that can be gained from the study of Drama, such as building confidence and self-esteem, interacting with people, solving problems and working with others to gain a common outcome, all while using the theatre to comment on society and for performers to express their ideas, beliefs and opinions. It can prepare them for careers in the theatre arts industry, education and media.

Students have the opportunity to develop themselves personally by;

Improving self-confidence/self-esteem

Developing written and oral communication as well as social interaction skills

Developing strong interpersonal communication skills by learning to negotiate and cooperate with others

Empowering students to make meaning of their own lives within society by creating, presenting and responding to issues and situations within drama

Enhancing student experience and understanding of theatre.

Course Outline Year 9: Drama allows students to explore a wide range of dramatic styles such as Realism, Australian Theatre and Comedy. As well as studying theatrical styles, the course gives students on insight into future careers and pathways Drama lends itself to. Students will have the opportunity to explore theatrical history through the following forms and styles of theatre;

Physical Theatre

Clowning

Documentary and Verbatim Theatre

Realism.

With the confidence and experience gained in dramatic study, students will often be involved in a range of extracurricular arts endeavours such as Musical and Drama Festival.

Assessment Drama offers a range of assessment instruments within the Dramatic Styles. The intent of assessment in Drama is for students to learn through experience, the skills and processes needed to communicate in the two dimensions of Drama: Making and Responding. There will be four (4) or five (5) pieces of assessment each semester selected from the following:-

Making Responding

Directing Original script writing Backstage prompt copy Group Scripted performances Student Devised performances

Analytical essays Exams Journal Entries

Year 10: In the Year 10 course, students will delve into a range of forms and styles of the dramatic art form and gain understanding that will help to prepare them for the two year senior course. Drama explores a wide range of dramatic styles from Realism to Commedia dell Arte, Shakespeare to Gothic Theatre.

With the confidence and experience gained in dramatic study, students will often be involved in a range of extracurricular arts endeavours such as Musical and Drama Festival.

Creating Presenting Responding

Directing/ director’s folio Monologues Original script writing Backstage prompt copy

Group Scripted performances Student devised performances

Analytical essays


Senior Pathways Students who choose Drama in Years 9 and 10 will develop skills to be successful in Drama or Drama in Practice in Years 11 and 12. Students who choose Drama in Years 11 and 12 could have the opportunity to progress to university courses which link to career pathways. Drama in Practice also offer a variety of career pathways, however, these do not include those which require university entrance.

Additional Costs (above Text and Resources Scheme) Students may be involved in excursions to various performances which may have an associated cost.

More Information Ms Hedgcock, Acting Head of Department - English, The Arts and Literacy Ms Gillispie, Teacher - Drama


Economics and Business Electives Electives

Rationale Economics and Business activity affects the daily lives of all Australians as they work, spend, save, invest, travel and play. It influences jobs, incomes and opportunities for personal enterprise. Economics and Business education is important for students at all stages of their lives particularly as they gain a degree of independence in accumulating and managing finances, make decisions about goods and services, and acquire legal rights and responsibilities as citizens. Students studying Economics and Business will develop effective reasoning and decision-making skills related to consumer behaviour and the management and evaluation of personal financial matters, resulting in improved economic, consumer and financial literacy.

During the course of study students will:

Engage in activities that promote entrepreneurial practices

Acquire and demonstrate knowledge about business and economic concepts eg Australia’s place in the global economy, consumer and financial decision-making, economic performance and management, and the participants in a changing work environment

Become confident, competent and productive users of ICTs

Develop the ICT skills needed for practical problem-solving and communication using the internet and a variety of media eg spreadsheets, multimedia software, word processing, desktop publishing

Develop and apply an understanding of the need to record and report for a business concern.

Course Outline

Real World Business

What types of business exist? How do businesses operate? What are the main industry sectors?

Competing as a Business in the Global Economy

How do participants in the global economy interact? What is Australia’s place

in the global economy? How do global events affect business decisions?

What’s Your Business Worth?

How is the worth of a business determined? What are assets, liabilities and owner’s equity?

Entrepreneurship ($20 Boss Program)

What are the characteristics of entrepreneurs? What are the factors that influence major consumer and financial decisions? What are the short and long-term consequences of these decisions? How can I run a small business to make a profit? What is corporate branding? What promotional techniques can be used to market this business?

Managing Your Millions

What strategies can be used to manage financial risks and rewards?

Managing a Global Economy

How is the performance of an economy measured? Why do variations in economic performance in different economies exist? What strategies do governments use to manage the economy?

Improving Business Productivity

How does a business measure profit? How can business records help inform decisions?

Business Plan How do governments, businesses and individuals respond to changing economic conditions? What are the responsibilities of participants in the workplace and why are these important?

Senior Pathways This course provides a pathway into the General courses of Accounting and Business as well as Certificate II in Business, as it provides a solid foundation for unit(s) studied in these subjects.

Assessment Students will complete one formal assessment task for each unit. There will be a variety of assessment tasks such as practical projects, research assignments, multimodal presentations and response to stimulus questions or tests.


Additional Costs (above Text and Resources Scheme) There may be the opportunity to participate in excursions which would incur additional costs.

Special Equipment Access to a personal computer would be an advantage.

More Information Ms Ruge, Head of Department - Business, Information Technology and Humanities


Graphics Electives Electives

Rationale This subject focuses on the use of graphics and technical drawing as a means of communication. Students will develop visual literacy as they view, read, comprehend and generate graphical representations and consider what can be seen and how people interpret what is seen.

Course Outline In Years 9 and 10 the course is derived from the Australian Curriculum. The course is structured around the two main strands of knowledge and understanding and processes and production skills.

Year 9: The main areas of study for this subject are:

Conventions used for graphical communication, including the relevant Australian Standards.

Techniques for manipulating graphical information including manual drafting, CAD and Parametric Modelling Design using a variety of graphical methods and techniques.

Year 9 Graphics is a pre-requisite for Year 10 Graphics.

Year 10: Students will experience a journey from planning to production in simulated real word contexts. They will communicate and comply with standards and conventions that make Graphics an international language. Graphics contributes to developing technological literacies, communication, analytical and problem solving skills required for a large number of educational and vocation pathways.

Students will:

Develop literacy and specialised language of the discipline

Generate skills in the use and application of information and communication technology

Gain knowledge and understanding of fundamental graphical communication

Gain a number of mathematical concepts such as measurement and space

Use drawing programs like Inventor and Auto CAD along with standard board work.

Senior Pathways Students who choose Graphics in Years 9 and 10 will develop skills to be successful in Design (General subject), Industrial Graphics Skills (Applied subject) and Industrial Technology Skills (Applied subject) in Years 11 and 12.

Assessment Students will undertake a variety of assessment tasks including folio’s, drawing exams and contextual assignments.

More Information Ms Carrigan, Head of Department - Health and Physical Education, Practical Technologies and LOTE Mr Lacey or Mr Prideaux, Teacher - Manual Arts


Industrial Technology and Design Electives Electives

Rationale Industrial Technology and Design focuses on various aspects of safety and industry environments related to construction, manufacturing and design. This subject involves the creative processes through which products are designed and developed. Through Industrial Technology and Design students manage projects independently and collaboratively from conception to realisation. Students will experience a strong sense of satisfaction and enjoyment from their opportunities to develop innovative design solutions.

Safety Students are required to behave responsibly and safely at all times in the workshop environment. Behaviours that place any student at risk will not be tolerated and may lead to denial of a workshop access.

Course Outline In Years 9 and 10 the course is derived from the Australian Curriculum. The course is structured around the two main strands of knowledge and understanding and processes and production skills.

Year 9: Students will engage in practical skills with projects that:

Explore the nature of industrial materials

Develop construction techniques

Identify safety and hazard risks.

Year 10: Students will:

Document design ideas and communicate these to a wider audience

Select and work with a wide range of materials

Work with a wide range of tools and machines

Explore creative and innovative design solutions for real world applications

Uphold a high level of safety and maintenance practices

Senior Pathways Students who choose Industrial Technology Skills in Years 9 and 10 will develop skills to be successful in Design (General subject), Industrial Graphics Skills (Applied subject) and Industrial Technology Skills (Applied subject) in Years 11 and 12.

It’s extremely important to choose and be successful in these subjects for those who aspire to an apprenticeship or career pathways in the building industry.

Assessment Students will undertake a variety of assessment tasks including practical projects, design folios and theory exams.

Additional Costs (above Text and Resources Scheme) Throughout the course students will use a substantial quantity of materials which may incur costs.

Special Equipment To ensure personal safety in the workshops, students will be required to wear fully enclosed footwear (laced up) and wear cotton clothing at all times when working in practical areas. Note: The standard school uniform meets these requirements.

More Information Ms Carrigan, Head of Department - Health and Physical Education, Practical Technologies and LOTE Mr Prideaux or Mr Lacey, Teacher - Manual Arts


Japanese Electives Electives

This subject is studied through the School of Distance Education. The timing of these lessons are negotiated at the beginning of the year.

Rationale Japanese provides students with the opportunity to continue their learning of the Japanese language and culture. Students need to be highly motivated and independent learners. Students are required to participate in three (3) online lessons each week (this could occur before school or at alternate times to our school sessions). In addition to online lessons, students are required to work online regularly in a vocabulary learning program (Education Perfect) as well as complete and submit tasks as per the Work Rate Calendar for this subject. Ability to read and write Hiragana, some Katakana and Kanji is essential.

Course Outline Each course is a one year course with Year 9 (students should at least achieve a C standard) a prerequisite for Year 10.

Students will cover the following topics:

Year 9 Year 10

Milestones in young people’s lives

Uses of Katakana

Languages and how they are studied

Nationalities

Where you were born and grew up

Popular fast food in Australia and Japan

Where you shop and why

Department stores in Japan

What you do in your free time

Making, accepting and declining invitations.

Leisure activities and school trips

Country and city living in Japan and Australia

Part-time work and future goals

Homestay in Japan and in Australia.

Senior Pathways This course provides a pathway to Years 11 and 12 Japanese (also studied through School of Distance Education).

Assessment Students will undertake formative and summative assessment tasks: Formative: complete vocabulary work on Education Perfect and submit send-in tables and/or

homework tasks each week. Summative: Students are assessed on their communicating and understanding skills.

Additional Costs (above Text and Resources Scheme) Students need to purchase the following textbook: iiTomo 3 and 4 Student Book Textbook is approximately $50-60.

Special Equipment Access to a computer/laptop with internet capability and a printer/scanner is essential due to the online nature of the course. A computer headset with a microphone is essential.

More Information Mr Ballin, Head of Department - Student Services Ms Carrigan, Head of Department - Health and Physical Education, Practical Technologies and LOTE


Music Electives Electives

Rationale Music focuses on the ability of student’s to express themselves through sound. The course involves students making and responding to music independently and in small groups, and with their teachers and communities. As they make and respond to music, students explore meaning and interpretation, forms and elements and social, cultural and historical contexts of music. They explore music as an art form through listening, composing and performing.

Course Outline Year 9: Students learn to recognise and interpret the emotional and expressive content in the music they hear and perform. Music is carefully chosen to create a diverse environment in which students can experience listening, playing, analysing, composing, improvising, and exploring new technologies. The course may include the following units of study:

Foundation Unit

Film Music

The Blues

Game Music.

Assessment Year 9 Music allows for the continuous development of skills and learning experiences through four processes:

Composing - Writing Music: recording and notating

Performing - Performing to a live audience

Musicology - Analysing and Evaluating Music: written, spoken and multimodal tasks

Musicianship - Elements of Music: Written and Aural. This is a one year course which leads into Year 10 Music. Students enrolled in this course will have a significant advantage if they continue their studies in Music into the senior schooling phase.

Course Outline Year 10: Students will engage in:

Rock ‘n’ Roll

Australian Music

Musical Theatre

My Sound

Assessment Year 10 Music allows for the continuous development of skills and learning experiences through three processes:

Composing - Writing Music

Performing - Playing Music

Musicology - Deconstructing and Evaluating Music.

This is a one year course which acts as an introduction for the Senior Music program. Through immersion in repertoire from various cultural and historical contexts, students learn to aurally and visually identify, respond to and use elements and patterns of music.

Students learn to recognise and interpret the emotional and expressive content in the music they hear and perform. Music is chosen to create a diverse environment in which students can experience listening, playing, analysing, composing, improvising, and exploring new technologies.

It is preferred that students wishing to undertake Year 10 Music must have satisfactorily completed Year 9 Music.


Senior Pathways Students who choose Music in Years 9 and 10 will develop skills to be successful in Music or Music in Practice in Years 11 and 12. For those students who have a musical talent, and enjoy a challenge, Music extension is offered in Year 12.

Music Studies also offers a variety of career pathways, however, these do not include those that require university entrance.

Additional Costs (above Text and Resources Scheme) As part of developing an awareness and appreciation for local music, students may be involved in excursions to various cultural performances which may have an additional cost.

Special Equipment Headphones

More Information Ms Hedgcock, Acting Head of Department - English, The Arts and Literacy Mr James Phillips, Teacher - Music


Visual Art Electives Electives

Rationale Students who choose to study Visual Art generally find it to be both enjoyable and rewarding. Being very practical, it allows students to engage in a range of activities designed to gradually build skills and develop a student’s level of confidence across a range of artistic areas. Visual Art also provides students with the foundations needed for further involvement in artistic interest which can be enriching throughout life.

Course Outline Year 9: Year 9 Visual Art is organised around the descriptive framework which incorporates planning and design, manipulation of digital technologies and processes as well as refining techniques to represent ideas. Another key component is how students respond to different artistic styles including those of Aboriginal, Torres Strait Islander and Asian perspectives. The Visual Arts course for Year 9 is aligned with the units and assessment following the Australian Curriculum. Students will be assessed in the areas of Making and Responding through the following disciplines:

Drawing

Painting

Sculpture

Printmaking

Art Appreciation and Appraising

New Media Arts and Digital Manipulation.

Year 10: Studying Visual Art in Year 10 offers a unique way for students to communicate and connect with their world using critical and creative thinking. It is aligned with the Australian Curriculum through Making and Responding. Students are able to plan, design, analyse, evaluate, justify and reflect upon creative ideas. Techniques, processes and manipulation of digital technologies allow students to develop a more perceptive awareness of Visual Literacy and Application throughout the course. Cognitive learning in the arts develops students’ abilities to think and solve complex arts problems with intuition, creativity and imagination.

Students who participate in Year 10 Visual Art begin to develop stronger connections between the more exploratory years of Years 8 and 9 and the more conceptual Years of 11 and 12. They begin to develop sensory awareness and discrimination of things around them. These processes contribute to the construction of a personal aesthetic and foster a critical awareness of values within and across cultures and social groups.

Media areas include:

Painting

Sculpture

Printmaking

Environmental and Installation Art

Wearable Art and Design

Art Appreciation and Appraising

New Media Arts and Digital Manipulation.

Senior Pathways Studying Visual Art in Years 9 and 10 prepares students for the general subject of Visual Art or Visual Art in Practice (Applied subject) Years 11 and 12. It also gives students the opportunity to progress into university courses which link to career pathways.


Assessment Assessment each semester is comprised of:

A Practical Folio of work which comprises of at least two (2) resolved artworks.

One written assignment - Year 9 (minimum 500 - 700 words), Year 10 (minimum 700 - 900 words) for which an amount of class time is allocated.

Additional Costs (above Text and Resources Scheme) Students will be required to purchase a small stretched canvas for painting approximately 50 cm x 60 cm or 60 cm x 60 cm.

Special Equipment Students undertaking the art course need to supply basic drawing equipment (pencils, rulers, erasers) and a Visual Diary. All other materials are provided, including a large range of class text sets and most painting, drawing, sculptural and print making materials and equipment.

More Information Ms Hedgcock, Acting Head of Department - English, The Arts and Literacy Mrs Hoey, Teacher - Art

Ayr State High School

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