Version 1 (October 2020) - Peregian Beach College
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Version 1 (October 2020) 1
College Philosophy Mission "To enable each of our students to realise their full academic, social, cultural, sporting and community potential, and to assist them in becoming valued members of their communities." Values The following principles and values guide all we do at Peregian Beach College: Reflective Practices We encourage students, staff and families to reflect on the contemporary world in the light of social justice as the basis for individual and community growth. Inclusivity We are a friendly and inclusive College. We value each individual member and welcome all families. Service of Others We foster service of others by way of educational experiences that are based on justice and compassion. Excellence We encourage our students to be persons of integrity, who realise their potential, and strive for excellence. Version 1 (October 2020) 2
Year 10
Subject Guides
2021 - 2022
This booklet has been compiled to assist students in understanding the requirements and possibilities for their
education in Year 10 and to make informed decisions about their choice of subjects.
Students in Year 10 have a core and elective program. All students in Year 10 study:
• English (5 lessons a week)
• Mathematics (5 lessons a week)
• History (2 lessons a week)
• Geography (2 lessons a week)
• Science (3 lessons a week)
• Physical Education (2 lessons a week)
• Home Room (1 lesson a week)
Students in Year 10 also choose three of the following elective subjects and study each one for 3 lessons a week:
• Visual Art • Health and Physical Education
• Business Studies • Food Technology
• Digital Technology • Music
Making Choices
In making choices for your elective curriculum, it is important to consider subjects which:
• you enjoy
• reflect your ability and or aptitude
• reflect your interests
• provide appropriate challenge and engagement… to stretch your boundaries… to make the most of your
capabilities
• develop skills, knowledge and attitudes useful throughout life
It is also important to keep in mind that the subjects you choose will not limit or affect your future career as the
compulsory subjects you undertake keep your options open.
CAREER PLANNING
In Year 10, students need to consider their career aspirations and possibilities. They should explore pathways to
achieve their goals and formulate their Senior Education and Training Plan (SETP). Students and parents
formulate and develop their plan, which can be reviewed and revised during Senior Schooling within parameters
of the QCE and other constraints. Career information should continue to be gathered by the student throughout
their senior years of schooling.
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LIFE SKILLS Peregian Beach College has a highly valued Life Skills program that addresses the social and emotional well-being of our students. The Life Skills program is integrated into the curriculum from Prep to Year 12. Our College principles and values guide all that we do at school, both in the classroom and beyond. The College values are: Reflective Practices, Inclusivity, Service of Others and Excellence. The College has also implemented the You Can Do It! (YCDI!) Program, which focuses on building the social, emotional and motivational capacity of young people. The YCDI! Program is based on five foundations: Confidence, Persistence, Organisation, Getting Along and Resilience and within these foundations are supporting 12 Positive Habits of Mind. Students have one identified lesson of Life Skills each week although the college values and YCDI! Program are integrated in all learning. A major focus of the program is to teach young people to think more positively and confidently and take more responsibility for their learning. The Life Skills program in the Primary school is directed by the classroom teacher and in the Secondary school, students have a Life Skills teacher according to their Year group. In the Secondary school, students have Homeroom every morning for roll and announcements and a Life Skills lesson once a week, although the college values and YCDI! ethos are embedded in all learning. The Homeroom teacher is responsible for the general care and well-being of the students in their group and is the first point of contact regarding student-related issues (academic, behaviour, social, family matters, uniform standards, etc.). During late Term 3 and early Term 4 the Pastoral Care program focuses on Sexuality & Relationship Education. The program is based on guidelines provided by Family Planning Qld and develops five general themes at an age appropriate level: Keeping Safe, Understanding our bodies, Developing relationships, Healthy choices, and Living in the Community. Prior to the commencement of the program, parents will be provided further details of the SRE for each Year level. Version 1 (October 2020) 4
Year 10 English
The Year 10 English curriculum is intended to equip students by exploring the three interrelated strands of
Language, Literacy and Literacy.
The Peregian Beach College English programme in Year 10 provides students with the opportunity to:
• develop their listening, reading, viewing, speaking, writing and creating skills to interact with peers,
teachers, individuals, groups and community members
• use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction
• engage in familiar and unfamiliar texts from different historical periods and a variety of cultures
• develop critical, creative and personal approaches to studying and analysing literary and non-literary texts
• critically evaluate, discuss and perform literary texts in which their primary purpose is to inform, persuade
and / or tell a story
• develop spelling, grammar, punctuation and vocabulary skills and apply these through formative and
summative assessments, such as the National Assessment Program – Literacy and Numeracy (NAPLAN)
tests
• explore language through a variety of media and modes
• develop a lifelong interest in reading
Some of the units studied in Year 10 English include:
Unit Assessment
Media Watching
Students analyse and evaluate how issues are Students present a seminar in which they
represented in media texts. They develop an analyse how a contemporary issue of their
understanding of the contemporary media by choice is represented in a range of different
investigating how it can position and manipulate media sources.
audiences through the way that news is presented and
constructed.
Contemporary Literature
Students compare and contrast the social, moral and Students write an analytical exposition in
ethical themes in a range of contemporary literature response to a novel that explores a social,
texts, including the study of the novel Animal Farm. They moral or ethical theme.
evaluate how text structures, language and visual
features can be used to influence audience response
The Classics
Students investigate classic world literature including a
play by Shakespeare, to explore themes of human Students write a literary analysis in response
experience and cultural significance. Students reflect on to either Macbeth or Romeo and Juliet.
the classic and contemporary relevance of the themes in
world literature and discuss how language devices layer
meaning and influence audiences.
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Year 10 Mathematics
The proficiency strands of 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. The achievement standards reflect the content and
encompass the proficiencies.
At this year level:
• understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas
after substitution, making the connection between equations of relations and their graphs, comparing
simple and compound interest in financial contexts and determining probabilities of two- and three-step
experiments
• fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve
equations and using calculations to investigate the shape of data sets
• problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve
practical problems, finding unknown lengths and angles using applications of trigonometry, using
algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and
investigating independence of events
• reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and
evaluating media statements and interpreting and comparing data sets.
Term Concepts
Term 1 • linear relations
• geometry
• indices
Term 2 • trigonometry
• quadratic expressions and equations
• semester review 1
Term 3 • measurement
• parabolas and their graphs
Term 4 • probability
• statistics
• semester review 2
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Year 10 Business & Economics Studies
Business Studies is designed to introduce students to areas such as Business, Marketing, Economics,
Management, Entrepreneurship and Australian Governance. Assessment techniques include exams
(including unseen stimulus) and investigative business reports. Both assessment method mirror those
of Years 11 and 12, which creates a seamless transition from 9/10 to 11/12 Business. It is highly
recommended that students wishing to take 11/12 Business undertake Business Studies in years 9/10
in order to develop a solid foundation of skills and knowledge.
Consumer and financial literacy Term 2 – Work and Work Futures
Term 1 – Financial and Consumer Risks The changing roles and responsibilities of
Why and how people manage financial risks and participants in the Australian or global
rewards in the current Australian and global workplace
financial landscape
• Identifying the responsibilities of
• Explaining the role of banks workplace participants
• Identifying financial risks such as scams • Examining changes to the roles of
and identity theft, and how to protect employees in the workplace
against them • Examining changes to workplaces,
• Debating the difference between good especially post-Covid19 (work futures)
and bad debt, how to manage debt and • Discussing the responsibilities of
the importance of having a savings government in improving the conditions
buffer of workers (for example, work health
• Investigating different types of and safety, equal employment
investment that enable people to opportunity, anti-discrimination laws)
accumulate savings for the future
Term 3 – Introduction to Economics Term 4 – Introduction to Criminal Law
Identifying and explaining indicators of
economic performance and how Australia’s The key features of Australia’s court system and
economy is performing in the Covid-19 era how courts apply and interpret the law, resolve
disputes and make law through judgements.
• Identifying indicators of economic
performance such as economic growth • The key principles of Australia’s justice
rates, unemployment trends, inflation system, including equality before the
rates, sustainability indexes law, independent judiciary, and right of
• Investigating the performance of the appeal
Australian economy using key indicators • Criminal Law principles
• Governmental interventions of fiscal • Participants in the criminal
and monetary policy investigation-trial-punishment process
• Government intervention that aim to • Exploring the issue of what type of
redistribute income punishment is effective- we will
• Explaining the impact of minimum examine deterrence and punishment
wage, government payments, taxation mechanisms to critically evaluate
and government-funded services Australia’s system, identify short-
comings and make recommendations to
improve legal outcomes
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Year 10 Geography
Geography is the study of the human and physical characteristics of places and the interactions between them. It
is a rich and complex discipline, which includes two vital dimensions:
• The spatial dimension, which focuses on where things are and why they are there
• The ecological dimension, which considers how humans interact with environments
Geography in Year 10 hopes to develop the students’ knowledge and appreciation of the world’s unique
environments. Our two greatest resources are our land and our people and an understanding of the ways in which
we interact with our natural environment and the impact this has on the rest of the world is one of the most relevant
issues young people face today. A range of landscapes will be studied and students will learn of the unique
ecological balance of each one. The ways in which peoples have adapted their lifestyle to the demands of these
areas is explored, as are changes we have brought to many of these fragile ecologies.
Course Outline
Term 1 Term 3
Environmental change and management Global population, poverty and the environment
‘Environmental change and management’ focuses on In the world today, there is a large gap between how people live in
investigating environmental geography through an in-depth study developing countries and in developed countries. Getting enough
of a specific environment. The unit begins with an overview of the of the basic necessities of life such as food, water and health care
environmental functions that support all life, the major challenges is a harsh struggle for most of the world’s people. The challenge for
to their sustainability, and the environmental world views – the future is to share resources more equally, while ensuring that
including those of Aboriginal and Torres Strait Islander Peoples – the natural environment is managed in a sustainable way. The
that influence how people perceive and respond to these physical environment and human activities both play a major role
challenges. Students investigate a specific type of environment in determining the distribution of resources.
and environmental change in Australia and one other country. Students will:
Students will:
• Reseach the causes and consequences of human-
• Describe and explain the global pattern of population growth
and poverty.
induced environmental changes.
• Investigate how different worldviews influence • Analyse the reasons for poverty and the global, regional and
environmental management. local action that is taken to overcome poverty.
• Investigate strategies to manage environmental • Formulate programs and policies aimed at reducing global
change in Australia and other countries. poverty.
• Evaluate maps, graphs, statistics, photographs,
surveys, interviews, reports and ICT on the loss of
boidiversity and how this challenges sustainability. Term 4
Geographies of interconnections
‘Geographies of interconnections’ focuses on investigating how
Term 2 people, through their choices and actions, are connected to places
Land degradation and management / inland water and throughout the world in a wide variety of ways, and how these
management connections help to make and change places and their
Inland water on Earth creates aquatics environments, such as environments. This unit examines the interconnections between
rivers, aquifers and wetlands, which support a diversity of people and places through the products people buy and the effects
ecosystems. Sustainable management requires an of their production on the places that make them. Students examine
understanding of the sources, sink, service and spiritual values of the ways that transport and information and communication
freshwater environments, knowledge of biophysical processes technologies have made it possible for an increasing range of
that create freshwater environments and determine how they services to be provided internationally, and for people in isolated
function, and a holistic management approach that considers the rural areas to connect to information, services and people in other
causes and consequences of human environment interactions. places. These distinctive aspects of interconnection are
The application of economic, social and environmental criteria investigated using studies drawn from Australia and across the
evaluates management responses to the change. world.
Students will: Students will:
• Explain the operations of a major natural system and
its interaction with human activities.
• Investigate the development of technology and communication
around the world – incorporating the positive and negative
• Question reports in the media on land management effects.
using the inquiry process.
• Collect, record and represent a range of information • Investigate how and why places are interconnected regionally,
from primary and secondary sources on land nationally and globally through trade in goods and services.
management; and create maps to show environmental • Explore the environmental impacts of the consumer product on
change to land using spatial technologies. the places that produce the raw materials, make the product,
and receive the wastes at the end of its life.
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Year 10 Physical Education Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active. Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills. In an age when there are concerns regarding the balance of experiences that young people are focused on, it is important for youth to make informed decisions about their physical activity future. In Year 10, Physical Education draws its subject matter from the content strand ‘Movement and Physical Activity’ from the Australian Curriculum: Health and Physical Education. Students learn to apply more specialised movement skills and complex movement strategies and concepts. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities. The focus of their lessons shifts toward development of the skills required to sustain long-term involvement in physical activity. The students are involved in game-centred problem solving, reflective thinking and decision-making (including Games for Understanding and the Sport Education models for learning). They perform, refine and apply movement skills in both individual and team settings. Activities include athletics, modified games and team sports (eg soccer, touch, softball, netball, team handball, basketball, water polo and volleyball), fitness and exercise and dance. Involvement in Physical Education will place each young person in a better position to develop a healthy diversity in their interests that includes physical activities into their lifestyle. Version 1 (October 2020) 9
Year 10 History
History provides us with an understanding and appreciation of the past, which in turn helps us to understand the
present. The study of history also provides students with valuable skills in the gathering, analysis and clear
presentation of information and arguments, which enhance learning across the curriculum.
This Year 10 History course introduces students to the making of the modern world.The course has been developed
on 4 units based on the depth studies: The Globalising World, (Popular Culture and Environment Movement) Rights
and Freedoms, and Migration Experiences. These topics have been chosen to provide students with an
understanding of the cause, effect, and significance of change as the modern world developed.
The Year 10 History course provides opportunities for students to understand key events that have shaped world
history and impacted upon Australia from 1918 to the present. A key emphasis is on Australia in its global context,
and the twentieth century as a critical period in Australia’s social, cultural, economic and political development.
Year 10
Migration Experiences
Students will explore how Australian immigration policies and how they have changed since 1945. They will look at the
experience of migration changed over time, for both immigrants and Australian residents. The unit will unpack the
opportunities immigrants have had available to them and how this compares to established Australians.
The Globalising World (two seperate units)
• Popular culture (1945 – present)
• The environmental movement (1960s – present)
In these depth studies, students investigate the influence of migration experiences on the shape of Australian society from
1945 to the present. They explore how Australia’s World War II experiences, and events in Asia in the post-World War II
era, have contributed to migration experiences.
Rights and Freedoms
In this depth study, students focus on the struggles for human rights. They investigate how rights and freedoms have
been ignored, demanded or achieved in Australia and in the broader world context.
• Integration and the 1967 Referendum
• The tent Embassy and land rights in the ‘Lucky Country’
• Land rights, policies and the law c.1972-2000
• Mabo, Wik and native title issues
• Stolen children, stolen identities
• ‘Some day women will have jobs just like men…’
Version 1 (October 2020) 10Year 10 Food Technology
At this level of Food Technology, students become increasingly aware of the processes of growth and development
and take increasing responsibility for their own growth and development. They make decisions and take actions to
promote healthy eating and develop a sensitive approach to interpersonal relationships. They contribute to
environments that are supportive of human growth and development and develop a respect for the lifestyle choices
of other people. They become more aware of the factors that influence and shape their choices with regard to
health and wellbeing and the cultural diversities that exist within their own environment.
CONTENT ASSESSMENT
Term 1 Introduction to Food Technology
• Understanding the design brief
Practical performance & booklet
• Contextual factors
completion
• Sensory Analysis
• Making Smart Food Choices
Term 2 Food for Thought
• Using local and organic
• Sustainable considerations Booklet Completion
• Hazard Critical Control Points
Practical performance
• Customer Profiling
• Modifying & Engineering Recipes
Term 3 Special Occasion Dinner Party Individual Power Point/ KeyNote
• Product Development/ Disassembly Presentation
• Sensory Evaluation & Quality Assurance
• Exploring Primary Produce: sustainable & ethical? Individual practical performance
Term 4 Celebrations Individual research project
• Introduction to Hospitality Studies
Menu planning & table setting, trends and plating Individual & group practical
• Australian food industry & employment options performance
Version 1 (October 2020) 11Year 10 Digital Technology
Digital Technologies is a specialised subject that focuses on further developing understanding and skills in
computational thinking such as precisely and accurately describing problems and the use of modular approaches
to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or
learning in the senior secondary years.
By the end of Year 10, students will have had opportunities to analyse problems and design, implement and
evaluate a range of digital solutions, such as database-driven websites and games.
In Year 10, students consider how human interaction with networked systems introduces complexities surrounding
access to, and the security and privacy of, data of various types. They interrogate security practices and techniques
used to compress data, and learn about the importance of separating content, presentation and behavioural
elements for data integrity and maintenance purposes.
Students develop modular solutions to complex problems using an object-oriented programming language where
appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including
connections to existing policies and their enterprise potential. They consider the privacy and security implications
of how data are used and controlled, and suggest how policies and practices can be improved to ensure the
sustainability and safety of information systems.
Students progressively become more skilled at identifying the steps involved in planning solutions and developing
detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually
and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information,
and when creating interactive solutions for sharing in online environments.
To be successful in Year 9 & 10 Digital Technologies, it is recommended that students have obtained at least a B
in Digital Technologies and Mathematics at Year 8 level.
Term Odd Years (2021) Even Years (2022)
Robotics – Entrepreneur RoboRave
1 Robotics – Line follower, Sumo, Rescue
challenge
Structures of Programming
Big Data
2 JavaScript and Advanced Web
Advanced Spreadsheets, Pivot Tables
Programming
and Databases
Introduction to Python Programming
3 Database Design and SQL
Electronics Programming
Object Oriented Programming and Networks and
4
Pygame Cyber Security
Version 1 (October 2020) 12Year 10 Music
In Year 10 Music, students compose musical
works by manipulating music elements to express
meaning in different contexts. Students perform
musical works to particular audiences for a specific
purpose, style and function, using music
techniques and skills in their chosen instrument.
Students respond by analysing musical works in
relation to social, cultural, historical, spiritual,
political, technological and economic contexts,
analysing the manipulation of musical elements
and languages. They reflect on learning, apply
new understandings and justify future applications.
Students demonstrate evidence of their learning
over time in relation to the following assessable
elements:
• Performance
• Composing
• Musicology
The units and assessment pieces covered over 4 terms in Year 10 are:
TERM UNIT ASSESSMENT
Analysis assignment
Term 1 Popular Music
Performance
Term 2 Vocal Music Analysis Examination
term 3 Jazz and It’s Many Styles Composition
Jazz and It’s Many Styles
Term 4 Performance
(continued)
Version 1 (October 2020) 13Year 10 Science
In the Year 10 curriculum students explore systems at different scales and connect microscopic and
macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and
physical evidence for different theories, such as the theories of natural selection and the Big Bang.
Students develop their understanding of atomic theory to understand relationships within the periodic
table. They understand that motion and forces are related by applying physical laws. They 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.
Term Topic
1 Biological Sciences
- Genetics
- Evolution
2 Earth and Space Sciences
- The Solar System
- Global Systems
3 Physical Sciences
- Energy Conservation, Transfers and
Transformations
- The Laws of Physics
4 Chemical Sciences
- Atomic structure and the Periodic Table
- Chemical reactions
Version 1 (October 2020) 14Year 10 Visual Art
Visual Art students in Years 9 and 10 explore and express ideas and emotions from a range of
contexts – social, psychological, political, historical, cultural – to expanding their knowledge and
understanding of the power of the visual image or object to communicate and alter meanings for
particular audiences over time. Students work individually and collaboratively to make images
and objects for various purposes – advertising, entertainment, conveying a message -
experience displays and exhibitions within and outside the school context and appraise their own
and others’ artworks. They build and consolidate more complex understandings of design
elements and principles and their function in visual communication in various media such as
painting, digital imaging, ceramics, printmaking, and drawing. Students are required to submit
documentation showing the development of their ideas, the completed portfolio and research
tasks.
Depending on the individual and collective needs and wants of the student cohort, sample units
of Visual Art study may include:
Year 10 Visual Art - 2 Year Course outline
Visual Art Units: Media Areas Assessment
2021 Personal Symbols & o Sculpture Making:
Unit 1 Design o Graphic Design o Artworks
o Design o Artist statement
o Drawing Responding:
Short response art analysis
2021 Cultural Identity & Time o Clay sculpture Making:
Unit 2 o Mixed Media o Artworks
o Digital imaging o Artist statement
o Installation Responding:
Short response art analysis
2022 Nature o Lino Print Making:
Unit 1 Insects & Flora o Drawing o Artworks
o Painting o Artist statement
o Sculpting Responding:
o Short response art analysis
2022 Colour & Light o Series of paintings Making:
Unit 2 o Colour Schemes o Artworks
o Abstraction o Artist statements
o Digital Media Responding:
o Photo imaging o Short response art analysis
Version 1 (October 2020) 15Year 9 Health & Physical Education
Health and Physical Education provides students with an experiential curriculum that is contemporary,
relevant, challenging and physically active. Movement is a powerful medium for learning, through which
students can practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education is organised into two content strands:
• Personal, Social and Community Health – Being healthy, safe and active; communicating and
interacting for health and wellbeing; and contributing to healthy and active communities
• Movement and physical activity – moving our body, understanding movement and learning
through movement
Health and Physical Education offers students opportunities to develop knowledge, processes, skills and
attitudes necessary for making informed decisions about each of the two strands. Students learn to build
on personal and community strengths and assets to enhance safety and wellbeing. They critique and
challenge assumptions and stereotypes. Students learn to navigate a range of health-related sources,
services and organisations. At the core of Health and Physical Education is the acquisition of movement
skills and concepts to enable students to participate in a range of physical activities – confidently,
competently and creatively. Students acquire an understanding of how the body moves and develop
positive attitudes towards physical activity participation. They develop an appreciation of the significance
of physical activity, outdoor recreation and sport in Australian society and globally.
The course involves both physical performance and theoretical work, with approximately equal time spent
studying each. Students are required to submit a piece of theoretical work each term and participate in
physical activities.
Personal, Social and Community Health Movement and physical activity
Term 1 Water Safety – personal and environmental Games and Sports
Students will identify water hazards and assess Bronze Medallion
the safety of the three local locations. Students
will then evaluate the areas potential dangers,
identifying hazards and making recommendations
about how the problems could be managed,
solved or mitigated.
Feature article Physical performance of skills in
drills, modified games and
competitive games
Term 2 Anatomy and Fitness Games and sports
Students will provide training tips and anatomical Ultimate Frisbee
information about a chosen sport or physical
activity to target the specific fitness components
and most suitable training methods.
Information pamphlet Physical performance of skills in
drills, modified games and
competitive games
Term 3 Biomechanics Games and sports
Students will explain how simple biomechanical Touch Football
principles can have a positive effect on the
physical performance of athletes.
Multimodal presentation Physical performance of skills in
drills, modified games and
competitive games
Term 4 Nutrition Lifelong physical activities
Student will research and write a report that Biathlon/Circuit training
investigates and makes recommendations
about a Nutrition issue.
Research report Physical performance of activity
specific skills in competitive setting
Version 1 (October 2020) 16INITIAL SUBJECT CHOICE: YEAR 10 (2021 & 2022)
All students are asked to choose from the following range of subjects so that they
can study these subjects for two (2) years. Some subjects are compulsory.
Subjects:
Compulsory
ü English
ü Mathematics
ü Science
ü History
ü Geography
ü Physical Education
Elective Subject Proposals
Please select three (3) subjects from the list below by highlighting the subject
(one per line): (e.g. if you choose Art then you will not be eligible for HPE. If you
choose Food Technology, then you will not be eligible for Business Studies…)
Art HPE
Business Food Technology
Studies
Music Digital
Technology
Student Name:
Student Signature:
Parent signature: Date: / /20
Comments:
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