FULL COURSE

HALF COURSE

23/08/2017

INTRODUCTION

The Year 10 curriculum is composed of compulsory (core) areas and specialist areas. Students will study five

periods of English, Humanities, Mathematics and Science; one period of RAPS, one period of Health and three

periods of Physical Education each week. In addition, students have the opportunity to select two or three

specialist courses, we offer Full and Half courses all of which run over the whole year. Full courses are studied

for four periods per week for the full year. Half courses can be thought of as broadening courses or taster courses

and are studied for two periods per week. Students may select two full courses or one full course and two

half courses. Students will be expected to study one area in detail, hence the requirement for one full course to

be studied.

In order to allow students greater specialization, students may select any combinations of specialist courses

available on the timetable with the only restriction being:

Only one Health and Physical Education course may be selected.

Students can only study a particular course once

Once students have submitted their preferences on-line using the Web Preferences System, a timetable grid will

be established, based on student interests and on the competing requirements of other Year Groups.

Unfortunately, it is likely that due to staffing and rooming constraints, not all combinations will be possible within

the timetable.

Specialist courses available for 2020

ARTS

FULL COURSE HALF COURSE

Visual Arts

Drama

Media

Music

Visual Arts - Specialist Sculpture

TECHNOLOGIES FULL COURSE HALF COURSE

Robotics

Food Technology

Design – Creative Design

Textiles

Materials Technology – Metals

and Wood

Robotics

Food Technology

Building & Construction

Textiles

Engineering

LANGUAGES FULL COURSE

French

Japanese

P a g e 2

HEALTH & PHYSICAL EDUCATION

HALF COURSE

Aquatics

Dance

Outdoor Education

Physical Education Studies

HUMANITIES & SOCIAL SCIENCES

FULL COURSE HALF COURSE

Business & Finance

Business & Finance – Dipping your toes into the business world

Law and Order

SCIENCE

FULL COURSE HALF COURSE

IGSCE Chemistry

Students will be asked to indicate their interest using the Web Preferences on-line system. Students have

received information on accessing the system during a briefing session at school. Each student will receive a

personalised access code and pin number via email. This is the same system that students used last year.

Once preferences have been entered, Parents are requested to print off two copies of the receipt and sign one

copy. Students are asked to bring this receipt to Administration. Where there is a pressure for places in any

particular course, the date that the receipt is submitted to Administration may be used to assist with the allocation

of places. Date stamping of receipts will start on Tuesday, 3 September. There is no advantage to students in

submitting these receipts earlier than this date. This is to enable students and parents time to give these decision

due consideration.

In Term 4 students will receive a Course Confirmation Notice or new grid selection form when grids and classes

have been finalised. This is likely to happen during Week 1 of Term 4. Where initial preferences are available,

students will receive a Course Confirmation Notice. Where students need to reselect one or more courses where

necessary due to timetable constraints a Selection Grid will be provided.

The timetable for developing the 2020 Year 10 Specialist Grid is as follows:

Tuesday, 27 August Students briefed at School

** Friday 6 September Final date for preliminary selections

Wednesday 16 October Proposed date for Selection Grid & Selections distributed

Monday 21 October Final Selections due

November Course Confirmation

* The Preliminary Selections are used to generate the timetable. Students should identify two full Specialist courses or one full or

two half courses. ** If students’ interests do not match the timetable they may be asked to make a new selection based on the developing timetable.

This booklet gives a brief outline of the subjects which may be available in the 2020 Year 10 specialist courses.

The first part of the booklet describe the ‘full courses’ that are available. These courses run for four periods per

week. A student can select one or two full courses. The second part of the booklet describes the half courses

available. These courses run for two periods each week. A student may select two half courses if they have only

selected one full course.

K E Chiera Deputy Head (Academic)

FULL COURSE

FULL COURSES

ARTS

Visual Arts

Drama

Media

Music

TECHNOLOGIES

Robotics

Food Technology

Design – Creative Design

Textiles

Materials Technology – Metals and Wood

LANGUAGES

French

Japanese

HUMANITIES & SOCIAL SCIENCES

Business & Finance

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ARTS LEARNING AREA

DRAMA

MEDIA

MUSIC

VISUAL ARTS

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DRAMA

The Drama course aims to develop students’ confidence, expression and leadership skills through the

techniques, principles and practices of theatre and drama. Through participation in both individual and group

based activities, students will explore various methods for using voice and body in performance.

OBJECTIVES:

Students gain an understanding of the development of theatre through history, from ritual to Greek,

Medieval and Elizabethan Theatre.

Students will examine the impact of historical theatre on Modern Performance Theory, including

Grotowski’s Poor Theatre and Postmodernism.

Students will have the opportunity to gain practical experience in the use of technology in the theatre,

ranging from sound and lighting to cutting edge multimedia techniques.

This course is designed as a prerequisite to studying Drama in Senior Secondary School.

ASSESSMENT:

Use of voice and body in performance.

Development of a variety of performances using elements specific to style.

Practical demonstration of the safe use of theatrical technologies.

Application of lighting in a performance context.

Folio containing all written evidence of task work.

A practical examination in which students will be required to create an entirely original group devised

performance using the principles studied throughout the year. This is a fully realised piece incorporating

technical aspects of sound, lighting and costume.

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MEDIA COURSE STRUCTURE

The students will complete four units of study for the year:

• Video Game Analysis

• Television Drama

• Radio and Podcasting

• Feature Film Study

OBJECTIVES

This course aims to develop the students’ ability to communicate using Media Studies skills and processes. This

course is designed to prepare students for the Media Production and Analysis course in Year 11. Students will

engage in activities concerned with both the production and analysis of media texts. In doing so, the students will

use communication, organisational and technological skills; take into account the relationship between the media

and the audience; and learn to respond to and evaluate a wide range of media texts. They will also begin to

consider the role of media in society and its influence on all aspects of our culture.

ASSESSMENT

Creation – the generation of ideas, research and writing of scripts.

Production – creating media texts using a range of technologies.

Analysis – describe, interpret and evaluate meanings created in their own media texts and those of

others.

Students will have the opportunity to work both individually or in a group when creating media texts.

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MUSIC

Year 10 Music will enable students to develop their musical potential through a wide range of activities. It is

essential that students electing to take Year 10 Music are currently receiving tuition on an instrument or voice as

50% of assessment is completed through performance. It is desirable, but not essential, that students

contemplating Music at Year 11/12 level select to study Music in Year 10.

COURSE STRUCTURE

Year 10 Music will focus on:

The eras of music - how music has developed from 500AD to the present day.

Musical theatre - from its beginnings in opera through to the present day.

Composition and song writing using technology.

Performance

ASSESSMENT

Assessment will be continuous throughout the year and each of the following skill areas will be assessed:

Aural: the elements of rhythm, pitch, tempo, texture, form and timbre will be studied including dictations,

chord and interval recognition.

Cultural and Historical Analysis: aural and score analysis, listening activities to help students recognise,

reflect on and critically evaluate music.

Theory and Composition: including melody writing, harmonisation and orchestration.

Performance: solo and ensemble, technical exercises and prepared repertoire.

VISUAL ARTS

Students will continue to further develop and enhance their art skills in Visual Arts. Ample scope for free,

imaginative interpretation and experimentation with materials is encouraged. Students discover ways to compile

and record their experiences through a range of art activities such as painting, printmaking, 3D and drawing.

These projects will aim to promote a fundamental understanding of visual language. Students acquire various

skills using processes of experimentation and discovery. Imaginative picture making is primarily concerned with

experiences of the self and of the immediate environment, including aspects of family life, social activities,

communal occasions and other shared activities. Students will investigate different styles of art, International and

Australian, traditional and contemporary to influence their Art Making. Analysis of artworks will further enhance

student’s use of art language and terminology. The course will prepare students for Year 11 Visual Arts ATAR or

General Visual Arts courses.

ASSESSMENT: Art Making = 60%

Art Responding = 40%

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TECHNOLOGIES LEARNING AREA

ROBOTICS

DESIGN – CREATIVE DESIGN

FOOD TECHNOLOGY

MATERIALS DESIGN TECHNOLOGY – METALS & WOOD

TEXTILES

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ROBOTICS

In this course students will develop skills in a wide range of digital technologies including Image and Video Editing,

Web Design using HTML and Animation. This will be a project-based learning approach, enabling secondary

students to improve critical-thinking, problem-solving, and collaboration skills. Students will create programs and

build robots with LEGO MINDSTORMS Education EV3 core sets, enabling students to build, program and test

their solutions based on real life robotics technology. Students will learn to control motors and collect sensor

feedback using intuitive icon based programming and data logging software. In the latter stages of this course

students will be asked to create a project brief and solution to a real life problem using the skills that they have

acquired in an area of their interest.

DESIGN – CREATIVE DESIGN

This course will further develop student skills in creative design, through the study of photography and graphic

design.

Students will get the chance to develop skills in the studio, look at alternative photographic and graphic

techniques through the study of modern and postmodern design concepts and improve their creative and

technical software skills.

Design tasks will include, but is not limited to:

creating design work for bands (graphic work / album art work / photographic shoots)

designing advertising posters using graphic design and layout skills

pure photography based skills in the form of:

o landscape photography

o portraiture based studio photography

Collaboration is an integral part of creating better solutions to design based problems. Students will get the

opportunity to work collaboratively in groups to help improve their designs, as well as compete against each other

in short, fun, creative design based challenges.

Students will develop the skills to present their work to an exhibition quality, possibly exhibiting at the School’s

annual Art & Technology Exhibition and relevant design and photography based competitions.

There are no prerequisites for this course, but if you like the idea of learning how to create cool graphics, love

taking photos or want to develop high level skills in this area, then this could be the course for you.

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FOOD TECHNOLOGY

Throughout the duration of this course students will have the opportunity to develop the skills required to produce

more exciting and demanding culinary projects. At the same time, students will be gaining some insight into the

challenge and interest to be gained from continuing studies in this area beyond Year 10. This course provides a

useful background for any student wishing to pursue a career in the Hospitality Industry.

The Technology Process (Investigating, Devising, Producing, and Evaluating) is an integral part of this course.

This process provides students with the opportunity to have an input into the selection and design of recipes.

Students identify their personal food requirements and the influence of food choice on health. They use strategies

to identify the cultural values of their peers and the sensory characteristics of food that impact on their food

preferences and food choices.

They identify trends in the food industry that influence their food selections. Properties such as colour, texture

and aesthetics of a variety of foods are discussed when preparing food products that meet individual needs.

Students use the technology process and develop food preparation techniques when working with familiar

equipment and a variety of familiar fresh and processed foods.

They follow and adapt recipes to prepare healthy meals and snacks that meet individual needs. Students evaluate

the processes used and identify product improvements.

They demonstrate safe food handling procedures and work individually and in teams to generate and

communicate ideas when producing and storing food products.

The year is divided into the following four units:

Food for Health

The focus of this unit is the investigation of and preparation of staple foods and foods conducive to good health.

The nutrients and their role in the body are also examined.

International Food

In this unit students are helped to appreciate and respect other cultures through the preparation, cooking and

serving of a variety of foods from other countries.

Journey through the Menu

This unit investigates each aspect of the formal menu. Students prepare a selection of dishes from each section

of the menu from hors d’oeuvres, right through to desserts and cheese boards.

Social Aspects of Food

This unit examines food as a symbol of hospitality. Students are involved on the planning and preparation of

food for social occasions and celebrations, including Christmas Cookery.

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MATERIALS DESIGN TECHNOLOGY (METALS AND WOOD)

The Year 10 Materials Technology course extends the work undertaken at the Year 9 level in this subject. It is

highly desirable for students to have previously studied the Year 9 subject beforehand. This subject is heavily

practical in nature, with associated theory. It focuses on vocational skills and knowledge which students would

encounter in various employment fields. It also caters for recreational and hobby interests.

The focus for this unit is Production Fundamentals. It is an introductory unit that embraces the manufacturing

of products through the principles of design. Students learn to implement the Technology Process (Investigating,

Devising, Producing, and Evaluating); and provides students with the opportunity to plan, design, and construct

their own projects. Students learn about materials and suitability for use.

Students may use a range of workshop and power tools and materials to help them complete their practical and

theoretical activities. This includes the use of a computer based drafting and design software such as. AutoCAD

and Google SketchUP. Students have opportunities to work using a range of materials that include plastic, wood,

metal, ceramics, glass and fabric, etc.

Some areas that may be covered throughout the course include:

Personal Project designing and construction.

Wood turning on a wood lathe and metal lathe machining, milling machine use.

Free form wood work, carving, and joinery construction.

Small furniture and box construction, model making.

Toy making and design that may incorporate aspects of craft and recreational game projects.

Jewellery design and fabrication.

Plastic fabrication – i.e. PVC and acrylic projects, Polyester Casting resin embedding.

Sheet metal work, folding, bending, assembly.

Oxy-Acetylene welding, tube bending, forging, grinding, Arc and MIG welding.

Computer Assisted Drafting and Design skills (introductory).

Graphical communication skills and techniques, drawing and sketching

Occupational Health and Safety practice and procedures.

Wrought Iron products, furniture, and candelabras.

Home products e.g. shelving, cabinets, utensils, tools, picture frames.

Camping and outdoor products, portable BBQs, fold away shovels.

Fine woodworking & metalworking products.

Portable power tool use and specialisation.

Students, who are considering studying Materials Design Technology in Senior Secondary School, should

consider enrolling in the Year 10 Materials Technology subject to give them sufficient pre-requisite background.

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TEXTILES

Discover Textiles is a year-long course which looks at continuing to improve the students’ sewing skills as well

as developing their skills in manipulating textiles in order to decorate clothing or sewn items. Students will be

actively involved in the design and selection of materials and equipment, to produce a range of articles.

The focus for this unit is production fundamentals. Students are introduced to principles and practices of design,

and the fundamentals of design required to manufacture products for themselves. They learn to communicate

various aspects of the design process within the structure of ‘design, make and appraise’. This involves learning

to draw sketches of their own designs, and understanding the information they need to gather in order to design

and produce their own textile items.

Students will learn how to make a variety of textile items using many different sewing techniques. They will also

embellish or make their own fabrics using dyes, stitching, beading, printing, machine embroidery and other

techniques.

It is highly recommended that students take this course if they intend to study Textiles in Senior Secondary

School.

Some highlights of the course:

• Fashion drawing and sketching

• Making a variety of textile projects

• Learning different embellishment techniques like beading, dying, patchwork, applique, lace, machine

embroidery, etc.

• Learn to use a variety of equipment/technology to enhance their work.

• Become confident joining and manipulating textiles for an end use.

• Become confident with the use of a

o Sewing machine

o Overlocker

o Embroidery machine

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LANGUAGES LEARNING AREA

FRENCH

JAPANESE

P a g e 12

FULL COURSE

FRENCH

Year 10 French builds on and expands upon the topics and language covered in Years 8 and 9.

As in Year 9, the four primary language skills of listening, speaking, reading and writing will continue to be

developed. We will consolidate and expand students’ knowledge of essential vocabulary for practical, every day

communication, while developing their fluency and understanding of the patterns and structure of French.

At BCGS the emphasis is on students acquiring basic communication skills. Our courses are communicative in

methodology and aim to engage the students in meaningful/purposeful language development.

Through learning a language, students will be actively engaging in multiculturalism. Students will have a better

understanding of French and francophone customs, culture and language and they will be able to draw

meaningful comparisons between their own culture and the French culture. In this way, students will value the

diversity and difference in our BCGS community.

This year, students will be given the opportunity to apply for the annual, four week student exchange trip to

Reunion Island, run by the Western Australian La Reunion Island Committee (WALRSE) which departs in July

and is open to all Year 10, 11 and 12 students of French. They will also be hosting for four weeks in

December/January. Information and application forms are available at WALRSE.org.

Students who take this course will be well placed at the end of the year to commence Senior Secondary French,

with the aim of proceeding to French: Second Language ATAR in Year 11.

Languages are awarded a 10 % bonus which is added to the final ATAR languages score. This 10% is included

in the final ATAR calculation, even if the course is not one of the top four courses the student has studied.

The Year 10 course will focus on the following topics:

The environment

Holidays

Travel project

The world of work

Leisure, fun and going out

Eating well

Being fit

Music

Film

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JAPANESE

Year 10 Japanese is a continuation of the Year 9 learning program in Japanese. Students will further develop

their Hiragana and Katakana reading and writing skills, whilst developing skills in Kanji. In addition, students will

have the opportunity to extend their speaking and writing skills in a range of topics.

The Year 10 course will focus on the following topics:

Neighbourhood

My Home

Out and About

About Me

School and Daily Life

Networking with Friends

Students graduating with skills in languages are now considered to have a distinct advantage in all facets of the

workforce, particularly in the fields of tourism, aviation, hospitality, teaching, tertiary education, business, mining,

customs, military services, community services and government departments.

Students enrolling in this year long course should have completed Year 9 Japanese successfully, however all

committed and motivated students can apply.

Students who successful complete the Year 10 Japanese course will gain their Certificate II in Applied Language

(22149VIC) from Central TAFE. A nationally recognised qualification.

Languages are awarded a 10 % bonus which is added to the final ATAR languages score. This 10% is included

in the final ATAR calculation, even if the course is not one of the top four courses the student has studied.

Students who take this course will be well placed at the end of the year to commence Senior Secondary School

Japanese, with the aim of proceeding to Japanese: Second Language ATAR in Year 11.

P a g e 14

FULL COURSE

HUMANITIES & SOCIAL SCIENCES LEARNING AREA

BUSINESS & FINANCE ‘FOR THE FUTURE BUSINESS TYCOONS & INNOVATORS’

P a g e 15

FULL COURSE

BUSINESS & FINANCE - “FOR THE FUTURE BUSINESS TYCOONS & INNOVATORS!”

“I knew that if I failed I wouldn’t regret that, but I knew the one thing I might regret is not trying.” — Jeff Bezos, Amazon founder and CEO During Semester 1, students will increase their personal finance skills and get involved in the “Project Gen Z”

entrepreneurial program.

The Project Gen Z program takes engaged learning to the next level through exploration, discovery and creativity.

The program gives students the opportunity to work in a real life environment with experienced mentors who can

help them take an idea from concept to product and create a viable technology powered start-up.

The Project Gen Z program will endeavour to open student minds to new pathways, offer new opportunities and

teach them skills that will carry them confidently into the unknown crazy world that lies ahead of us all. The finale

of the program involves a “Shark Tank style” group presentation and an opportunity to advance to the Perth

semi-finals. A successful group could see their start up business progress to the real market.

During Semester 2, the students will investigate the importance of small business to modern society. Topics

covered will include not-for-profit organisations, business operations, types of ownership, business financial

record keeping, and entrepreneurship. The students will also have the opportunity to run a business enterprise

at a School event.

The focus is accounting for small cash entities. Students learn about financial record keeping on a cash basis

for small entities, as well as the main financial documents and reports used in the financial transactions of small

incorporated entities. Students will also the elements of business success and failure.

Students studying a Year 10 Business and Finance course allow themselves the opportunity to follow this line of

study in the related Senior Secondary courses of Accounting & Finance and/or Business Management &

Enterprise in Year 11.

FULL COURSE

HALF COURSES

(Two Periods per week for the full year)

ARTS

Specialist Sculpture

TECHNOLOGIES

Robotics

Food Technology

Textiles

Building & Construction

Engineering

HEALTH & PHYSICAL EDUCATION

Aquatics

Dance

Outdoor Education

Physical Education Studies

HUMANITIES & SOCIAL SCIENCES

Business - Dipping your toes into the business world

Law and Order

SCIENCE

IGCSE Chemistry

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ARTS

SPECIALIST SCULPTURE

Students will extend their knowledge of contemporary sculptural by exploring a variety of sculptural studio areas,

such as, wearable art, public sculptures, installations and environmental sculpture. Adaptation, manipulation,

deconstruction and reinvention of sculptural materials will extend the students’ understanding of a variety of

sculptural styles and techniques. Students will develop greater understanding of how contexts of culture, time

and place impact on the development of ideas and production of sculptural forms in the artistic process. They

continue to explore artistic influences, while being encouraged to express greater individualism in their application

of ideas and materials. Students are provided with opportunities to reflect on traditional and contemporary artwork

using a breadth of critical analysis frameworks, incorporating visual art language, art terminology and

conventions.

ASSESSMENT: Art Making = 60%

Art Responding = 40%

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TECHNOLOGIES

ROBOTICS Students will develop skills in Image and Video Editing, Web Design using HTML and Animation. This will be a

project-based learning approach, enabling secondary students to improve critical-thinking, problem-solving, and

collaboration skills. Students will create programs and build robots with LEGO MINDSTORMS Education EV3

core sets, enabling students to build, program and test their solutions based on real life robotics technology.

Students will learn to control motors and collect sensor feedback using intuitive icon based programming and

data logging software. In the latter stages of this course students will be asked to create a project brief and

solution to a real life problem using the skills that they have acquired in an area of their interest.

FOOD TECHNOLOGY

Throughout the duration of this course students will have the opportunity to develop the skills required to produce

more exciting and demanding culinary projects. At the same time, students will be gaining some insight into the

challenge and interest to be gained from continuing studies in this area beyond Year 10. This course provides a

useful background for any student wishing to pursue a career in the Hospitality Industry.

The Technology Process (Investigating, Devising, Producing, and Evaluating) is an integral part of this course.

This process provides students with the opportunity to have an input into the selection and design of recipes.

Students identify their personal food requirements and the influence of food choice on health. They use strategies

to identify the cultural values of their peers and the sensory characteristics of food that impact on their food

preferences and food choices.

They identify trends in the food industry that influence their food selections. Properties such as colour, texture

and aesthetics of a variety of foods are discussed when preparing food products that meet individual needs.

Students use the technology process and develop food preparation techniques when working with familiar

equipment and a variety of familiar fresh and processed foods.

They follow and adapt recipes to prepare healthy meals and snacks that meet individual needs. Students evaluate

the processes used and identify product improvements.

They demonstrate safe food handling procedures and work individually and in teams to generate and

communicate ideas when producing and storing food products.

The year is divided into the following four units:

P a g e 4

HALF COURSE

Food for Health

The focus of this unit is the investigation of and preparation of staple foods and foods conducive to good health.

The nutrients and their role in the body are also examined.

International Food

In this unit students are helped to appreciate and respect other cultures through the preparation, cooking and

serving of a variety of foods from other countries.

Journey through the Menu

This unit investigates each aspect of the formal menu. Students prepare a selection of dishes from each section

of the menu from hors d’oeuvres, right through to desserts and cheese boards.

Social Aspects of Food

This unit examines food as a symbol of hospitality. Students are involved on the planning and preparation of

food for social occasions and celebrations, including Christmas Cookery.

TEXTILES

Creative Textiles is a chance for students to discover the wide range of handmade articles that can be made

using a variety of materials.

This could include:

Textiles items

Paper/card based items e.g. card marking

Soap making

Macramé

Fabric dying and printing

Recycling and repurposed garments

Machine embroidery

Machine sewing

Paper making

Crochet, knitting

The list goes on ……

The course will also look at sustainability of the cottage and creative industries. Students will be involved in the

selection of the technologies used and studied in this course. If you enjoy making things then come and explore

the world through textiles.

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BUILDING & CONSTRUCTION

The new Building and Construction course develops students’ knowledge and practical appreciation of building

technologies. The course provides students with a context in which to practise and integrate their knowledge and

apply it to meet building standards. It allows them to apply and extend mathematical knowledge and strategies

for problem solving. It develops their skills in planning and management, in technical communication and in the

use of information technologies. In achieving the course outcomes, students learn and practise building

processes and technologies, principles of design, planning and management and social considerations. It

develops interaction and communication skills with varied audiences and fosters an understanding of teamwork.

It prepares students to appreciate the continually changing conditions and expectations within building

professions and encourages innovation and creativity. The course requires compliance with the Occupational

Safety and Health Act 1996 and trains students in the principles of occupational safety and health (OSH). The

course is an introduction to further studies in trades, engineering and architecture. The course leads to

employment options, further vocational education and industry training.

It focuses on vocational skills and knowledge which students would encounter in various employment fields. It

also caters for recreational and hobby interests.

Some areas that may be covered throughout the course include:

Personal Project designing and construction.

Free form wood work, carving, and joinery construction.

Concreting

Paving

Framework and form working

Sheet metal work, folding, bending, assembly.

Oxy-Acetylene welding, tube bending, forging, grinding, Arc and MIG welding.

Graphical communication skills and techniques, drawing, plan reading and sketching

Occupational Health and Safety practice and procedures.

Portable power tool use and specialisation.

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HALF COURSE

ENGINEERING

SMALL ENGINES (TWO-STROKE AND FOUR-STROKE)

OBJECTIVE:

Introduce students to engine construction and principles of operation.

COURSE OVERVIEW:

Engineering is a subject which provides an excellent link to the Engineering Studies and Physics courses in Years

11 & 12 both vocational and tertiary. It provides opportunities for students to develop knowledge, understanding

and skills in relation to engineering and its associated industries. The course will have a significant practical

focus. Students will explore different types of small engines and then break down and rebuild a small engine.

COMPETENCIES TO BE DEVELOPED:

1. Identify appropriate procedures in the small engine shop

2. Identify appropriate tools used in working with small engines

3. Describe the strokes and their function in a four-stroke engine

4. Describe the strokes and their function in a two-stroke engine

5. Define basic engine terminology

6. Discuss the different fuel systems of small engines and name the parts of those systems

7. Name and identify the different types of carburetors

8. Understand the basic ignition system and its operation

9. Name and discuss the different types of ignition systems

10. Discuss and understand the lubrication system of a small engine

11. Describe the basic functions of the cooling system

12. Break down and rebuild a small engine

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HALF COURSE

HEALTH & PHYSICAL EDUCATION

AQUATICS

DANCE

OUTDOOR EDUCATION

PHYSICAL EDUCATION STUDIES

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HALF COURSE

AQUATICS

This program usually has a focus on surfing and is designed to cater for students wishing to improve their water

skills as well as their understanding of the ocean and the various issues related to safe participation in this

environment. In Term 1 the focus will be on establishing and assessing student’s water competency. This will

involve various practical activities such as swimming, paddling and rescues as well as a theory component and

a written test. By being involved in a variety of aquatic activities it is hoped that students will develop stronger

physical and social skills, an understanding of the value of tolerance and co-operation with regards to individual

differences and will learn about how they can play a part in ensuring the safety of themselves and other group

members.

The majority of the class time in this subject will be of a very vigorous practical nature. Students will be expected

to participate fully in water based activity throughout the year and at times this will mean that it will be necessary

for each student to bring a suitable wetsuit.

Students who select this subject will be better prepared for both the theory and the practical components of the

General or ATAR Physical Education Studies courses in Year 11.

Essential Content (where possible is delivered in a practical setting)

Water competency and fitness activities.

Swimming, paddling, beach runs.

Water competency practical assessment

(SRC). For all students regardless of whether

they have previously completed this in Year 9.

Theory lessons to prepare for SRC. Rescues,

first aid, signals, sports science task.

Water competency theory test (SRC). For all

students regardless of whether they have

previously completed this in Year 9.

Surfing skills instruction and practice. Stand up

surfing, body boarding, stand up paddle

boarding.

Other water based activities, depending on the

interests of the group and staff, may include

canoeing, snorkeling and water polo.

An introduction to sports science (E.g.

Biomechanics of board design, balance and

stability, the principles of training) and

environmental issues.

One day excursion. Location dependent on

weather conditions and group needs.

P a g e 9

HALF COURSE

DANCE

Dance exists today in many forms and is performed for a variety of purposes in differing contexts. Dance involves

the development of physical skill as well as aesthetic, artistic and cultural understanding. Learning in dance and

learning through dance enables students to apply their own experiences to their study of dance. They learn to

express ideas creatively as they make and perform dances.

In this course students will have input into the types of dancing activities chosen, and as it is a new course, we

hope that it will develop as the year progresses to meet the needs and interests of the students involved. Some

examples of the intended outcomes are listed below. There may be the opportunity for this course to lead to

Country Week activities at the end of Semester 1.

build on their awareness of the body and how it is used in particular dance styles

extend their understanding and use space, time, dynamics and relationships to expand their

choreographic intentions

extend the combinations of fundamental movement skills to include dance style-specific movement skills

extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement

and projection

draw on dances from a range of cultures, times and locations as they experience dance

explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia

region

reflect on the development of traditional and contemporary styles of dance and how choreographers can

be identified through the style of their choreography

learn about sustainability through the arts and sustainability of practices in the arts

explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of

dance as they make and respond to dance

evaluate dancers’ success in expressing the choreographers’ intentions and the use of expressive skills

in dances they view and perform

understand that safe dance practices underlie all experiences in the study of dance

perform within their own body capabilities and work safely in groups

P a g e 10

HALF COURSE

OUTDOOR EDUCATION

Through interaction with the natural world, Outdoor Education aims to develop an understanding of our

relationships with the environment. Nurturing knowledge, respect and care for our environment while having fun

outdoors is a major focus. The Outdoor Education course focuses on outdoor activities in a range of environments

to provide opportunities for experiential learning. It provides students with an opportunity to develop essential life

skills and physical activity skills, and an opportunity to develop a comprehensive understanding of the

environment and develop a positive relationship with nature. The BCGS bushland and tracks, local waterways

and nature reserves are all valuable resources that may be utilised. The course also provides students with

opportunities to develop skills that will enable them to pursue personal interests and careers in outdoor pursuits,

environmental management, or eco-tourism. It is also hoped that having done this course students will be more

likely to want to have an outdoor activity as an important part of their lifestyle after leaving school and will be

better prepared for the demands of this subject in Year 11 and Year 12. (There will be a mixture of theory and

practical threaded through this course.)

PRACTICAL COMPONENT: The practical component of the course involves students learning the skills,

safety considerations and accepted protocols. The practical units covered each year may vary depending on

the interests of the group, the resources and venues available and the preferences of the teacher. Units may

also vary in duration but one unit per term is generally suitable for most activities. The following is a guide to the

likely types of activities.

Mountain Biking

Camp craft, camping, safety, cooking (various bush cooking options), hygiene, shelter (bivys and

creating your own shelter options)

Stand Up Paddle boarding

Skipper’s ticket practical skills

THEORY COMPONENT

Four main topics will be covered: ALE

Environment The flora and fauna of BCGS and the wider South West of WA. Developing links with relevant organisations such as Australian Conservation Foundation, Department of Conservation and Recreation, Leave no Trace Australia, Outdoors WA.

Expeditions Principles of successful expedition planning and expedition journals

Safety Skipper’s ticket theory and assessment.

Minimal Impact

The concept of “leave no trace” when pursuing outdoor activity

Much of the knowledge gained will be useful for students intending to do further study in Outdoor Education in

Upper School. The course will also prepare students for career and employment pathways in areas, such as

outdoor leadership, environmental interpretation, environmental planning, facilities management, eco-tourism,

military service, outdoor education, and the many un-foreseen areas evolving in the outdoors.

P a g e 11

HALF COURSE

PHYSICAL EDUCATION STUDIES This course is designed to cater for students wishing to learn about elite sports performance and to give them

the opportunity to participate in a range of practical activities to apply their understanding. Much of the knowledge

gained will also be useful for students intending to do further study in ATAR Physical Education in Upper School.

There will be a mixture of theory and practical threaded through this course.

PRACTICAL COMPONENT

The practical component of the course involves students learning the skills, rules, and strategies in a number of

sports. The practical units covered each year may vary depending on the interests of the group, the resources

and venues available and the preferences of the teacher. Units may also vary in duration but one unit per term

is generally suitable for most activities.

THEORY COMPONENT

Four main topics will be covered:

Body Systems The respiratory system

The cardio-vascular system

Health and Fitness Principles of training

Types of fitness training

Biomechanics How the body creates force and movement

Application to sports techniques

Sports Psychology Sport in society. e.g. gender issues, violence, politics, money, the media, drugs

P a g e 12

HALF COURSE

HUMANITIES

BUSINESS AND FINANCE - DIPPING YOUR TOES INTO THE BUSINESS WORLD.

Your destiny as a successful business person and a great career may start from two periods a week in a Year

10 Business class” – D. White

Students will start with increasing their personal finance skills and get involved in the “Project Gen Z”

entrepreneurial program.

The “Project Gen Z” program is designed to get students to solve real world challenges. During the program,

students are taught a set on innovation tools that are based on the latest research into what has been scientifically

proven to boost creative and critical thinking skills.

The program involves students working closely in groups, through a series of six in classroom sessions. Students

walk away with a methodology that can be applied to their personal life and beyond, to help solve any challenges

they need to think creatively about. The skills learnt will ensure students are ready for the jobs of the future,

where the ability to think critically and creatively is a must have for employers.

The course then moves onto investigating the importance of small business to modern society. Topics covered

will include not-for-profit organisations, business operations, types of ownership, business financial record

keeping, and entrepreneurship. The students will also have the opportunity to run a business enterprise at a

School event.

The focus is accounting for small cash entities. Students learn about financial record keeping on a cash basis for

small entities, as well as the main financial documents and reports used in the financial transactions of small

incorporated entities. Students will also the elements of business success and failure.

Students studying a Year 10 Business and Finance course allow themselves the opportunity to follow this line of

study in the related Senior Secondary courses of Accounting & Finance and/or Business Management &

Enterprise in Year 11.

LAW AND ORDER

This course is for students who are interested in the Law and Legal Processes. You will investigate how the

Western Australian legal system works. You will examine the role of different groups within the legal system as

well as the key ideas of justice as you regard rules of evidence, the use of precedent and sentencing.

You will have the opportunity to put your learning into practice by participating in the Mock Trial competition, an

endorsed program, against schools from the South West as well as in Perth. This includes at least three trials.

In the second half of the year, you will have an opportunity to delve into international relations and international

law, looking at the role of the UN, leading to opportunities in the Hammarskjold and Evatt trophy competition as

well as the UN Youth Voice competition.

P a g e 13

HALF COURSE

SCIENCE

IGCSE CHEMISTRY

The Cambridge IGCSE Chemistry syllabus enables learners to understand the technological world in which they

live, and take an informed interest in science and scientific developments. Learners gain an understanding of the

basic principles of Chemistry through a mix of theoretical and practical studies. They also develop an

understanding of the scientific skills useful in everyday life.

As they progress, learners understand how science is studied and practised, and become aware that the results

of scientific research can have both good and bad effects on individuals, communities and the environment.

This unit will extend the chemical concepts covered in the Year 10 Science Curriculum. Students discover by

practical activities and class discussion. At the end of the course students will sit the iGCSE examination and

receive an extra qualification.

This course would be suitable as an extension for students interested in Chemistry. The course is not a

prerequisite for Year 11 Chemistry, but should enhance a students’ knowledge and skills in this area. Students

who select Chemistry in Year 11 will have the opportunity to take the formal IGCSE Chemistry examination in

June 2020.

The course will complement the topics covered in Year 10 Course 1 Science. Students must be in Course 1

Science to be eligible to study this Unit.