Curriculum Handbook | Year 10 - 2017 1 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

CURRICULUM HANDBOOK

CURRICULUM HANDBOOK

YEAR 10 | 2017

CRICOS Provider Number 02799F

All courses are ‘classroom delivery at St George College’

Curriculum Handbook | Year 10 - 2017 2 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Year 10 at St George College

At St George College, students are provided with a broad and engaging learning experience. The important interactive learning which takes place in the classroom is supported by challenging extra-curricular programs and engaging co-curricular programs. Students are also encouraged to take advantage of the leadership and mentoring opportunities to support their intellectual and personal growth. All learning is framed by a proactive well-being focus which reinforces our sense of Faith, Family, and Forever Excelling. Many students in Year 10 are still unsure which academic path they wish to follow. As such, the curriculum in Year 10 offers a broad educational foundation which thoroughly prepares students for Stage 1 of SACE while keeping their subject options open for the future. Each student in Year 10 will study the following compulsory subjects: English, Mathematics, Science, Humanities, Health and Physical Education, Modern Greek, Religion Studies and the Personal Learning Plan (PLP). All of these subjects, with the exception of the PLP, are full year courses. The PLP is a semester course and is the first requirement of the SACE. To provide for interests and passions, students will choose from the following electives. Each of the electives is a semester course. Students will select three from the following: Food and Hospitality, Visual Art, Drama, STEM (Science, Technology, Engineering and Mathematics), Musical Performance, Digital Music Composition and Soccer Academy.

Students will commence the South Australian Certificate of Education (SACE) studies in Year 10 by undertaking the Personal Learning Plan, a compulsory subject in the SACE. The Personal Learning Plan will help students: Identify and research career paths and options Choose appropriate SACE subjects and courses based on plans for future work and study Consider and access subjects and courses available in and beyond school Review strengths and areas students need to work on, including literacy, numeracy and ICT skills Identify goals and plans for improvement Review and adjust plans to achieve goals. The Personal Learning Plan will contribute 10 credits towards the required total of 200 credits in the SACE. As it is a compulsory subject in the SACE, students must achieve a C grade or better. For more information on the SACE, and to help with future planning, refer to the Year 11 and Year 12 curriculum handbooks.

Curriculum Handbook | Year 10 - 2017 3 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

CONTENTS

Subject Page Number

Chinese 4

Digital Music Composition 4

Drama 5

English 5

English as an Additional Language or Dialect 6

Food and Hospitality 6

Health and Physical Education 7

Humanities 7

Mathematics 8

Modern Greek 8

Musical Performance 9

Personal Learning Plan 9

Religion 10

Science 10

Soccer Academy 11

STEM 12

Visual Arts 12

Curriculum Handbook | Year 10 - 2017 4 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Chinese Length | One Semester

Students develop their skills to communicate meaningfully across linguistic, cultural systems and different contexts. They have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Chinese may feature in these.

Content Students interact with a range of known and unknown participants locally and globally, engaging in discussions about issues of personal interest (for example, relationships at home and school) and developing their ability to speak with confidence, experimenting with flow emphasis and stress to enhance their message. Students explore a range of text types, including informative digital media texts, opinion pieces and news, narrative fiction and non-fiction, short videos, TV programs and music. They learn to interpret, create, evaluate and perform different types of texts, such as procedural, persuasive and narrative, across a range of domains. Students access information and explore texts written in Chinese, developing strategies to interpret meanings where not all characters are known. Classroom discussions focus on exploring and extending learners’ understanding of contexts and audiences to enhance their personal communication skills. Students continue to develop their communication skills with increasing autonomy while drawing on diverse forms of scaffolding and models, including word lists, digital dictionaries, and teacher advice and support as required.

Assessment Students reflect on their understanding of and responses to their experiences when communicating across cultures. They construct blogs to post online, correspond with others by text message and email, and compose short texts on a range of issues for different audiences and purposes. They use creative, expressive and persuasive language in advertisements and posters relating to contemporary issues or events. They work collaboratively to exchange information and ideas and to share their life experiences with other Chinese speakers around the world.

Digital Music Composition

Length | One Semester

Learning in Music builds on the experience of the previous years. It involves students making and responding to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing. Students continue to develop their aural skills as they build on their understanding and use of the elements of music. They extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms. They extend their use of and identification of timbre to discriminate between different instruments and different voice types. As they experience music, students draw on music from a range of cultures, times and locations. They explore the music and influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Students learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies.

Content

To introduce students to various music skills, concepts and experiences related to contemporary music creation

Topics addressed include music technology, music software- Garage Band, music producing, PA systems and film music

To engage students in the creation and manipulation of music through composition, arranging and analysis

To explore music through a variety of cultures and genres, styles and purposes of music across different societies

To explore music and its genres To Create Compositions using Garage Band Plan and organise compositions with an understanding

of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander Artists.

Assessment Assessment is cumulative and consists of the following: Compositions Assignments Documentation of skills Short presentations.

Curriculum Handbook | Year 10 - 2017 5 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Drama Length | One Semester

Drama in Year 10 involves the practical study of theatre and Drama in a historical context. The course is designed to encourage and nurture students’ creativity, group skills and confidence in a fun and supportive environment. Within this course there is a focus on developing performance and ensemble skills, exploring play making through self‐devised and script based work, introducing students to the process of translating text from ‘page to stage’ and developing an awareness of the role of the audience in a live performance and the skills needed to critically evaluate theatre production.

Course Content Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts. Through Drama, students learn to reflect critically on their own experiences and responses and further their own aesthetic knowledge and preferences. They learn with growing sophistication to express and communicate experiences through and about drama. Students will develop their skills and understanding through: Making Dramatic activities, games and exercises Prepared and spontaneous improvisation Group presentations Scene work. Responding Journal writing Analysis and evaluation of the dramatic work of others Dramatic text interpretation and analysis.

Assessment Assessment consists of journal writing, practical assessment of performance and ensemble skills.

English Length | Full Year

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

Course Content The course is divided into three learning strands: 1. Language: knowing about the English language 2. Literature: understanding, appreciating, responding to,

analysing and creating literature 3. Literacy: expanding the repertoire of English usage Students will study two written texts and two films. Students will also study poetry and mass media. Information Technology Skills will also be refined through desktop publishing and the Internet will be developed and employed where appropriate.

Assessment Assessment consists of: Examinations Oral presentations Text productions Responses to various texts Multimodal presentation.

Curriculum Handbook | Year 10 - 2017 6 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

English as an Additional Language or Dialect Length | Full Year

Students develop their communication skills to improve their use of English for social interaction, participate effectively in the school curriculum, and critically evaluate and influence the society in which they live.

Content Students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, nonfiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media, and the differences between media texts. There is a particular focus on punctuation, grammar and sentence structure. Themes include Personal and Cultural Identity, Interacting with Others, and Film and Literature.

Assessment Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews. Formative assessment is continuous and focuses on communication skills, language and cultural understanding, and language learning strategies. Summative assessment is based on oral, written and comprehension skills (reading and aural).

Food and Hospitality Length | One Semester

Through this course of study, students will be able to identify the steps in planning the production of designed solutions. They will continue to develop their time management, team work, collaboration and organisational skills to identify and establish food and safety procedures. Students will have opportunities to create, design, evaluate and make connections between the theory and practical components. There is a food focus on being healthy, safe and active, communicating and interacting for health and wellbeing and contributing to healthy and active communities. The technological focus on knowledge and understanding of measurements and weights and processes and production skills.

Course Content Students will develop their skills and understanding through: Kitchen chemistry Wet cooking Dry cooking Food and nutrition in Australia The Australian Guide to Healthy Eating Food groups Curriculum Food related conditions: food allergies and

intolerances Food related conditions: life‐style diseases Food and culture.

Assessment

Assessment consists of practical tasks, workbook activities, assignments and evaluations.

Curriculum Handbook | Year 10 - 2017 7 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Health and Physical Education Length | Full Year

The Year 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity and propose strategies that support the development of preventive health practices that build and optimise community health and wellbeing. In Year 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances.

Course Content The course is organised in two content strands: 1 Personal, Social and Community Health Positive Relationships Healthy People The Danger of Alcohol and Drugs Healthy Communities 2 Movement and Physical Activity Practical - may consist of the following: Korfball Ultimate Frisbee Indoor Cricket Touch Football Handball Slide Hockey

Assessment Students will be monitored continuously throughout the year in terms of their involvement, technique ability, game sense development and theoretical understanding. Assessment consists of Performance Checklist, Observation Checklist, Peer and Self-assessment, Written Assignment, Tests, Practical, Presentations, Laboratory Reports and Issues Analysis.

Humanities Length | Full Year

Humanities involves the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. There is a historical and contemporary focus, from personal to global contexts and considering challenges for the future. Students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate. Course Content The course is divided into two major topics: 1. History – The modern world and Australia. This is a study

of the history of the modern world and Australia from 1918 to the present, with the emphasis on Australia in its global context.

Depth Study 1: World War II (1939-45) Students

investigate wartime experiences through a study of World War II in depth.

Depth Study 2: Rights and Freedoms Students

investigate struggles for human rights in depth.

Depth Study 3: The Globalising world: Popular Culture (1945 – present) or Migration experiences (1945 – present) or The Environmental Movement.

2. Geography – There are two units of study in the Year 10 curriculum for Geography: Environmental Change and management- provides

an overview of how the natural environment supports all life, the major challenges to their sustainability, and how these challenges are dealt with

Geographies of human wellbeing: Students

investigate differences in levels of development and human wellbeing between places.

Assessment Assessment consists of Semester examinations, short response to stimulus type tests, extended response to stimulus assignments, source analysis, multimodal presentations and an inquiry based Research Project.

Curriculum Handbook | Year 10 - 2017 8 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Mathematics Length | Full Year

The proficiency strands; understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

Course Content The course is divided into three learning strands: 1 Number and Algebra

Patterns and Algebra Linear and Non-Linear relationships

2 Measurement and Geometry

Using units of measurement Geometric reasoning Pythagoras and trigonometry

3 Statistics and Probability

Chance Data representation and interpretation

Assessment Assessment consists of examinations, tests, assignments and directed investigagtions.

Modern Greek Length | Full Year

Year 10 Modern Greek is a practical communicative course where students decode a range of linguistic structures and features in written and aural texts. They identify and understand the structures and characteristics of these text types and focus on the development of explicit grammatical skills. Students will use the Modern Greek language with a degree of fluency, accuracy and appropriateness in activities that involve all of the three strands of language: Communication (listening, speaking) reading and writing; understanding language and understanding culture.

Course Content Students will develop their reading, writing and comprehensions skills through the topics of: Who are we? A description of one’s self /Heritage Research on Famous Greek Australians National and Religious Traditions Easter Family Relations and the Generation Gap Mother’s Day Research: The Aegean Islands Plans for the future / goal Setting Occupations Research on Greek UNESCO sites Christmas.

Assessment Assessment consists of examinations, oral presentations, interactions, listening, reading and responding and written tasks. One in-depth research assignment in Semester 1 and one in Semester 2.

Curriculum Handbook | Year 10 - 2017 9 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Musical Performance Length | One Semester

Learning in Music builds on the experience of the previous years. It involves students making and responding to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing. Students continue to develop their aural skills as they build on their understanding and use of the elements of music. They extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms. They extend their use of and identification of timbre to discriminate between different instruments and different voice types. As they experience music, students draw on music from a range of cultures, times and locations. They explore the music and influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Students learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies.

Content To introduce students to Music appreciation Topics addressed include Rhythm, pitch, treble and

bass clef, time signatures, notation, grouping of notes and rests, scale structures, key signatures and accidentals, Ensemble and performance

Students sing the different voices- soprano, Alto and Tenor

Students engage in Ensemble activities Demonstrate listening / aural skills Read and perform on Voice Understand and demonstrate notation and tempo Identification of pitch (high and low) Identify different tone colours Work with an accompanist and backing tracks Co-curricular ensemble participation.

Assessment Assessment is cumulative and consists of the following: Course work Read and perform on Voice Co-curricular ensemble participation Participation in ensemble activities Practical tests Aural tests Part Testing.

Personal Learning Plan Length | Full Year

The Personal Learning Plan (PLP) is a compulsory 10-credit subject. The PLP helps students to plan their personal and learning goals for the future and make informed decisions about their personal development, education and training. Developing goals for the future will engage students in activities such as: Selecting subjects, courses and other learning relevant

to pathways through and beyond school Investigating possible career choices Exploring personal and learning goals. Students begin the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12. Students must achieve a C grade or better to successfully complete the PLP and they have opportunities to add further evidence of learning at any stage during their SACE studies.

Content The content in the Stage 1 Personal Learning Plan comprises: The Seven Capabilities

Literacy, numeracy, information and communication technology capability, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding.

Personal and Learning Goals

Students write personal learning goals and devise strategies to achieve them

Topics based around the theme: “Getting along in the

world and planning for the future”.

Assessment Assessment at Stage 1 is school-based. Teachers design a set of assessments that enable students to demonstrate the knowledge, skills and understanding they have developed to meet the learning requirements of the PLP. Teachers use performance standards to decide how well each student has demonstrated her learning, based on the evidence provided through the set of five assessments.

Curriculum Handbook | Year 10 - 2017 10 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Religion Length | Full Year

The emphasis is on commitment as expressed in the life of the church. The challenge to serve God and to be a true disciple of Christ as summed up by the examples of Christ, the Theotokos, the Apostles and Saints, which provide an integrative perspective within which the students can think about and make their own purposeful choices. Students will develop their knowledge of Christianity through exploring the values and beliefs of the Orthodox faith, engage in the study of the New Testament and explore Jesus’ ministry and His concern for all people. They will gain an understanding of the link between their faith and concern for others and understanding of religious experiences, beliefs, stories, ethics and symbols.

Course Content Students will explore religion through: The history of the Greek Orthodox Church Christianity and other religions The creed of faith Church traditions Church customs.

Assessment There will be no assessment in this subject.

Science Length | Full Year

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. They will develop their understanding of atomic theory to understand relationships within the periodic table and understand that motion and forces are related by applying physical laws. Students learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.

Course Content The course is divided into three learning strands. 1 Science Understanding:

Biological Sciences Chemical Sciences Earth and Space Sciences Physical Sciences

2 Science as a Human Endeavour

Nature and development of Science Use and influence of Science

3 Science and Inquiry skills

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Assessment Assessment consists of examinations, tests, assignments, guided investigations and practical reports.

Curriculum Handbook | Year 10 - 2017 11 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

Soccer Academy

Length | One Semester

The Year 10 Soccer/Futsal curriculum supports students with the opportunity to develop their potential towards the ‘elite’ level whilst maintaining their performance in academic studies. Students will be provided with quality coaching and feedback on their development in the school environment. Students will learn to apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. In Year 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in Soccer/Futsal. The curriculum also provides opportunities for students to refine and consolidate the personal and social skills necessary to demonstrate leadership, teamwork and collaboration in a range of physical activities. Students who participate in the Soccer/Futsal Academy will also be expected to be part of the College’s Weekly Squad, Knockout Squad, Involvement in these competitions is a privilege and provides students the opportunity to compete against other schools at the highest level. Positions in the academy are limited and the College will use the following criteria in order to be considered for the academy: Work towards realising your full potential in sport and

studies Conduct yourself in a manner that meets with the

school’s expectations and rules Comply with all “reasonable” training requirements

required Maintain personal habits of health that will contribute

to sporting excellence Abide by the rules and the spirit of the sport Demonstrate sportsmanship and fair play principles

when competing Represent the college in Weekly and Knockout

competitions.

Course Content Content will include: Individual ball skills Speed, endurance and agility to improve coordination

and quickness Team related tactical knowledge, principles of attack

and defence, awareness and games sense. In addition, your child is provided with information on: Diet and nutrition Fitness and weight training

An understanding of the physiological and

psychological requirements of the game.

Assessment Students will be monitored continuously throughout the semester in terms of their involvement, technique ability, game sense development and theoretical understanding. Assessment consists of Performance Checklist, Observation Checklist, Peer, Self and Written-assessment.

Curriculum Handbook | Year 10 - 2017 12 | P a g e CRICOS Provider No. 02799F | All courses are ‘classroom delivery at St George College’

STEM Length | One Semester

This course is designed to give students an opportunity to improve students’ scientific investigation, research and problem solving skills. They achieve this by engaging in a variety of learning activities that are practical and research based. Some units of work will integrate concepts from the different disciplines of Science to solve a problem. Practical activities will give students the chance to hone their laboratory skills and improve their scientific literacy. This course will also assist students to develop their Critical and Creative Thinking capability as well as prepare for Science and Technology subjects at a higher level. There will be an emphasis on applying scientific knowledge, solving real-life problems and using technology.

Content Topics covered include: Planning a Mission to Mars Precipitation Reactions Biomechanics and Human Movement Introduction to Computer Programming Enzymes.

Assessment Assessment for this course will be assignment based. Students will complete Practical Reports, Visual and Oral Presentations and Research Reports. There are no tests or examinations.

Visual Arts Length | One Semester

Visual Art is designed to develop creativity and imaginative thought and to create artworks that explore social, cultural and / or environmental issues. Students will develop an appreciation for the range of expressive forms employed by artists and promote an understanding of the role of art and artists in society. They will also develop a repertoire of skills, techniques and disciplines required to demonstrate innovative interpretations of, and solutions to art ideas as well as to increase knowledge and appreciation of art and artists.

Course Content Art work in Mixed Media Drawing Painting Art movements in History Contemporary South Australian Art/Artists Art and Culture.

Assessment Assessment consists of practical application of tasks, Developmental processes, Artwork, Critical Analysis (both oral and written).