Year 10 Subject Guide 2021 - Nambour State College
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Year 10 Subject
Guide 2021
(Updated August 2020)
Junior Campus Coronation Avenue, Nambour QLD 4560 Phone: 5459 0333
Senior Campus 1 Carroll Street, Nambour QLD 4560 Phone: 5450 4111
info@namboursc.eq.edu.au https://namboursc.eq.edu.au Nambour State College
RTO Provider 30084 LOCAL FOUNDATIONS; GLOBAL OPPORTUNITIES
Contents
2 Introduction
Key staff
3 The new Senior Schooling
System
Subject Selection Processes
Senior Education Profile
Introduction
Statement of results The purpose of this guide is to support schools through the provision of a
resource that guides students and parents/carers in Years 10 subject selection.
Queensland Certificate of It includes a comprehensive list of all subjects that form the basis of a school’s
Education (QCE) curriculum offerings.
Queensland Certificate of Schools design curriculum programs that provide a variety of opportunities
Individual Achievement for students while catering to individual schools’ contexts, resources, students’
(QCIA) pathways and community expectations.
The information contained in this booklet is a summary of the subjects offered in
4 Senior subjects Year 10. Year 10 subjects are named and organised in a way that provides a clear
Underpinning factors link to subjects in Years 11 and 12, including their being classified as ‘General’,
Vocational education and ‘Applied’ or ‘VET’ subjects.
training (VET)
Australian Tertiary Key staff
Admission Rank (ATAR)
eligibility Role Name
5 General syllabuses College Principal Mr Anthony Green
6 Applied syllabuses Senior Campus Principal Mr Matt Bradley
7 Year 10 Subjects and VET Deputy Principal Senior Secondary Mr Jeff Tennant
Courses
Head of Department - English Mrs Deb Ackerman
8 Mathematics
Head of Department - Mathematics Mr Steve McHugh
13 English
Head of Department - Science Mrs Liz Kapiotas
15 Humanities
Head of Department - Health and Physical Education Mr Greg Naughtin
19 Technology
Head of Department – Agriculture/INTAD Mr Sheldon Free
26 Health and Physical
Education Head of Department –The Arts Mrs Elizabeth Clout
32 Science Head of Department – Applied Technology Ms Julie Weber
37 Languages Head of Department – Global Engagement Mrs Laurina Chandler
39 The Arts Head of Department – eLearning Mr Mark Piper
44 VET / Certificate Courses Head of Department – Junior Secondary Ms Emma Wratten
51 VETiS Head of Department – Senior Secondary Mrs Angela Hix
53 2021 Term Dates Head of Special Education Services – Community
Mrs Sandi Smith
Pathways
2
The new Senior Schooling System
The following pages provide some detail about the new system of Senior Schooling. Although this does not apply directly
to Year 10, it is worth being familiar with the system as Year 10 is about being well prepared to transition successfully and
seamlessly into senior.
Subject Selection Processes Statement of results
Students are issued with a statement of results in the
Term 3
December following the completion of a QCAA-developed
Subject Information presentations course of study. A new statement of results is issued to
Heads of Department present subject and pathway information students after each QCAA-developed course of study is
for their senior subjects to students during school.
completed.
Subject Survey
Students complete an online survey on OneSchool to select A full record of study will be issued, along with the QCE
their preferred senior subjects. qualification, in the first December or July after the student
meets the requirements for a QCE.
Line structure created
Survey data is used to establish the subject offerings for
the following year based on student interest and available Queensland Certificate of
resources.
Education (QCE)
Timetable created
Data from the subject selections is used to create the final Students may be eligible for a Queensland Certificate of
timetable based on student selections and available resources. Education (QCE) at the end of their senior schooling. Students
Subjects will only run if a sufficient number of students select who do not meet the QCE requirements can continue to work
the subject and the school has the available human and towards the certificate post-secondary schooling. The QCAA
physical resources. awards a QCE in the following July or December, once a
Prerequisites – It is highly recommended that students student becomes eligible. Learning accounts are closed after
consider the recommended prerequisite and recommended nine years; however, a student may apply to the QCAA to have
study for senior subjects when selecting their subjects the account reopened and all credit continued.
Recommended prerequisite – it is highly recommended that
students study this subject and achieve at least a C standard Queensland Certificate of
to increase the likelihood of success in the aligned senior
General subject.
Individual Achievement
Recommended study – it is recommended that students (QCIA)
study this subject if they wish to study the aligned senior
subject. The Queensland Certificate of Individual Achievement (QCIA)
reports the learning achievements of eligible students who
Senior Education Profile complete an individual learning program. At the end of the
senior phase of learning, eligible students achieve a QCIA.
Students in Queensland are issued with a Senior Education These students have the option of continuing to work towards
Profile (SEP) upon completion of senior studies. This profile a QCE post-secondary schooling.
may include a:
• statement of results
• Queensland Certificate of Education (QCE)
• Queensland Certificate of Individual Achievement (QCIA).
For more information about the SEP see: www.qcaa.qld.edu.
au/senior/certificates-qualifications/sep.
3
Senior subjects General syllabuses and Short Courses
In addition to literacy and numeracy, General syllabuses and
The QCAA develops four types of senior subject syllabuses Short Courses are underpinned by:
— General, Applied, Senior External Examinations and Short • 21st century skills — the attributes and skills students need to
Courses. Results in General and Applied subjects contribute to prepare them for higher education, work and engagement in
the award of a QCE and may contribute to an Australian Tertiary a complex and rapidly changing world. These include critical
Admission Rank (ATAR) calculation, although no more than one thinking, creative thinking, communication, collaboration
result in an Applied subject can be used in the calculation of a and teamwork, personal and social skills, and information &
student’s ATAR. communication technologies (ICT) skills.
Extension subjects are extensions of the related General
subjects and are studied either concurrently with, or after, Units Applied syllabuses
3 and 4 of the General course. In addition to literacy and numeracy, Applied syllabuses are
underpinned by:
Typically, it is expected that most students will complete these
• applied learning — the acquisition and application of
courses across Years 11 and 12. All subjects build on the P–10
knowledge, understanding and skills in real-world or lifelike
Australian Curriculum.
contexts
General syllabuses • community connections — the awareness and
understanding of life beyond school through authentic, real-
General subjects are suited to students who are interested
world interactions by connecting classroom experience with
in pathways beyond senior secondary schooling that lead
the world outside the classroom
primarily to tertiary studies and to pathways for vocational
• core skills for work — the set of knowledge, understanding
education and training and work. General subjects include
and non-technical skills that underpin successful
Extension subjects.
participation in work.
Applied syllabuses
Applied subjects are suited to students who are primarily Vocational education and
interested in pathways beyond senior secondary schooling that
lead to vocational education and training or work.
training (VET)
Students can access VET programs through the school if it:
Senior External Examination • is a registered training organisation (RTO)
The Senior External Examination consists of individual subject • has a third-party arrangement with an external provider who
examinations provided across Queensland in October and is an RTO
November each year by the QCAA. • offers opportunities for students to undertake school-based
apprenticeships or traineeships.
VET Courses
Vocational Education and Training (VET) Courses are also
suited to students who are primarily interested in pathways
Australian Tertiary Admission
beyond senior secondary schooling that lead to vocational Rank (ATAR) eligibility
education and training or work. They provide students with The calculation of an Australian Tertiary Admission Rank (ATAR)
an additional qualification in the form of a Certificate I, II or II will be based on a student’s:
qualification. • best five General subject results or
• best results in a combination of four General subject results
Underpinning factors plus an Applied subject result or a Certificate III or higher
VET qualification.
All senior syllabuses are underpinned by:
The Queensland Tertiary Admissions Centre (QTAC) has
• Literacy — the set of knowledge and skills about language responsibility for ATAR calculations.
and texts essential for understanding and conveying content
• Numeracy — the knowledge, skills, behaviours and English requirement
Eligibility for an ATAR will require satisfactory completion of a
dispositions that students need to use mathematics in a
QCAA English subject.
wide range of situations, to recognise and understand
the role of mathematics in the world, and to develop the Satisfactory completion will require students to attain a result
that is equivalent to a Sound Level of Achievement in one of
dispositions and capacities to use mathematical knowledge
five subjects — English, Essential English, Literature, English
and skills purposefully.
and Literature Extension or English as an Additional Language.
While students must meet this standard to be eligible to
receive an ATAR, it is not mandatory for a student’s English
result to be included in the calculation of their ATAR.
4
General syllabuses
Structure
The syllabus structure consists of a course overview and assessment.
General syllabuses course overview
General syllabuses are developmental four-unit courses of study.
Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging
with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides
students with feedback on their progress in a course of study and contributes to the award of a QCE.
Students should complete Units 1 and 2 before starting Units 3 and 4.
Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the
award of a QCE and to ATAR calculations.
Extension syllabuses course overview
Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are
studied either concurrently with, or after, Units 3 and 4 of the General course of study.
Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences
and assessment increase in complexity across the two units as students develop greater independence as learners.
The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.
Assessment
Units 1 and 2 assessments
Schools decide the sequence, scope and scale of assessments for Year 10. These assessments should reflect the
local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student
performance.
Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should
develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for
each unit.
Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to
students and parents/carers using grades, descriptive statements or other indicators.
5
The CIA is: • developed by the QCAA
Applied syllabuses • common to all schools
• delivered to schools by the QCAA
Structure • administered flexibly in Unit 3
The syllabus structure consists of a course overview and • administered under supervised conditions
assessment. •m arked by the school according to a common
marking scheme developed by the QCAA.
Applied syllabuses course overview
The CIA is not privileged over the other summative internal
Applied syllabuses are developmental four-unit courses of
assessment.
study.
Summative internal assessment — instrument-specific
Units 1 and 2 of the course are designed to allow students
standards
to begin their engagement with the course content, i.e. the
The Essential English and Essential Mathematics syllabuses
knowledge, understanding and skills of the subject. Course
provide instrument-specific standards for the three
content, learning experiences and assessment increase
summative internal assessments in Units 3 and 4.
in complexity across the four units as students develop
greater independence as learners. The instrument-specific standards describe the
characteristics evident in student responses and align with
Units 3 and 4 consolidate student learning. Results from
the identified assessment objectives. Assessment objectives
assessment in Applied subjects contribute to the award of
are drawn from the unit objectives and are contextualised for
a QCE and results from Units 3 and 4 may contribute as a
the requirements of the assessment instrument.
single input to ATAR calculation.
A course of study for Applied syllabuses includes core Senior External Examinations
topics and elective areas for study. Senior External Examinations course overview
A Senior External Examination syllabus sets out the
Assessment aims, objectives, learning experiences and assessment
Applied syllabuses use four summative internal assessments requirements for each of these subjects.
from Units 3 and 4 to determine a student’s exit result.
Results are based solely on students’ demonstrated
Schools should develop at least two but no more than achievement in examinations. Work undertaken before an
four internal assessments for Units 1 and 2 and these examination is not assessed.
assessments should provide students with opportunities to
The Senior External Examination is for:
become familiar with the summative internal assessment
• low candidature subjects not otherwise offered as a
techniques to be used for Units 3 and 4.
General subject in Queensland
Applied syllabuses do not use external assessment. • students in their final year of senior schooling who are
Instrument-specific standards matrixes unable to access particular subjects at their school
For each assessment instrument, schools develop an • adult students (people of any age not enrolled at a
instrument-specific standards matrix by selecting the syllabus Queensland secondary school)
standards descriptors relevant to the task and the dimension/s - to meet tertiary entrance or employment requirements
being assessed. The matrix is shared with students and used - for personal interest.
as a tool for making judgments about the quality of students’ Senior External Examination results may contribute credit to
responses to the instrument. Schools develop assessments to the award of a QCE and contribute to ATAR calculations.
allow students to demonstrate the range of standards. For more information about the Senior External Examination,
Essential English and Essential Mathematics — Common see: www.qcaa.qld.edu.au/senior/see.
internal assessment
Assessment
Students complete a total of four summative internal
The Senior External Examination consists of individual
assessments in Units 3 and 4 that count toward their overall
subject examinations that are held once each year in Term 4.
subject result. Schools develop three of the summative
Important dates and the examination timetable are published
internal assessments for each senior subject and the other
in the Senior Education Profile (SEP) calendar, available at:
summative assessment is a common internal assessment
https://www.qcaa.qld.edu.au/senior/sep-calendar.
(CIA) developed by the QCAA.
Results are based solely on students’ demonstrated
The CIA for Essential English and Essential Mathematics is
achievement in the examinations. Work undertaken before an
based on the learning described in Unit 3 of the respective
examination is not assessed. Results are reported as a mark
syllabus.
and grade of A–E. For more information about results, see the
QCE and QCIA policy and procedures handbook, Section 10.
6
Year 10 Subjects and VET Courses
Mathematics Science
• General Mathematics • Agricultural Science
General • Mathematical Methods • Biology
• Specialist Mathematics General
• Chemistry
• Physics
English Applied • Aquatic Practices
General • English
Applied • Essential English Languages
• Italian
General
• Japanese
Humanities
• Business
The Arts
• Geography
General
• History • Dance
• Legal Studies • Drama
General • Film, Television & New Media
• Music
• Visual Art
Technologies
• Design
General • Digital Solutions VET
• Food and Nutrition
• Certificate I Visual Arts
• Engineering Skills • Agricultural Skills (Certificate I in Agrifood Operations)
• Furnishing Skills
Applied • Certificate II in Skills for Work and Vocational
• Industrial Technology Skills
Pathways
• Early Childhood Studies
• Cert II Hospitality
• Cert II Engineering Pathways (Drone Building)
Health and Physical Education • Certificate II Holiday Parks and Resorts
• Certificate II Dance
• Health
General • Physical Education
• Physical Education - Volleyball
Applied • Sport and Recreation
7
GENERAL
General Mathematics General Year 10 Subject
Recommended prerequisite for Senior General Mathematics (min ‘C’ standard)
General Mathematics’ major domains are Number and Pathways
algebra, Measurement and geometry, Statistics, and Networks A course of study in General Mathematics can establish a
and matrices, building on the content of the P–10 Australian basis for further education and employment in the fields of
Curriculum. business, commerce, education, finance, IT, social science
General Mathematics is designed for students who want to and the arts.
extend their mathematical skills beyond Year 10 but whose
Objectives
future studies or employment pathways do not require
calculus. By the conclusion of the course of study, students will:
Students build on and develop key mathematical ideas, • select, recall and use facts, rules, definitions and
including rates and percentages, concepts from financial procedures drawn from Number and algebra,
mathematics, linear and non-linear expressions, sequences, Measurement and geometry, Statistics, and Networks
the use of matrices and networks to model and solve and matrices
authentic problems, the use of trigonometry to find solutions • comprehend mathematical concepts and techniques
to practical problems, and the exploration of real-world drawn from Number and algebra, Measurement and
phenomena in statistics. geometry, Statistics, and Networks and matrices
Students engage in a practical approach that equips learners • communicate using mathematical, statistical and
for their needs as future citizens. They learn to ask appropriate everyday language and conventions
questions, map out pathways, reason about complex • evaluate the reasonableness of solutions
solutions, set up models and communicate in different forms. • justify procedures and decisions by explaining
They experience the relevance of mathematics to their daily mathematical reasoning
lives, communities and cultural backgrounds. They develop • solve problems by applying mathematical concepts and
the ability to understand, analyse and take action regarding techniques drawn from Number and algebra, Measurement
social issues in their world. and geometry, Statistics, and Networks and matrices.
(Continued next page)
8
GENERAL
General Mathematics (continued) General Year 10 Subject
Structure
Unit 1 Unit 2 Unit 3 Unit 4
• Pythagoras and • Patterns and algebra — •U
sing units of measurement • Money and financial
trigonometry — revise apply the four operations — recall formulas to mathematics — recall
Pythagoras’ Theorem to algebraic fractions, calculate area and volume, simple and compound
and solve contextualised manipulate expressions and calculate the surface area interest formulas, calculate
problems, apply the equations to solve problems and volume of prisms and simple and compound
trigonometric ratios to solve involving algebraic fractions, cylinders, solve problems interest, connect simple
problems, by substituting expand and factorise involving calculating and compound interest,
into formulas, in two and quadratics. surface area and volume of substitute into a formula,
three dimensions and solve composite solids connect graphical and
• Linear and non-linear
contextualised trigonometric algebraic representations
relationships — explore •G
eometric reasoning —
problems including of functions, solve financial
connections between recall angle relationships
surveying and orienteering. problems involving
algebraic and graphical for straight lines, triangles
compound interest and
• Chance — describe the representations, make and quadrilaterals, prove
loans.
results of two- and three- generalisations in relation to angle relationships using
step chance experiments, parallel and perpendicular formal proofs, develop • Linear and non-linear
assign and determine lines, identify the solution proofs for congruency and relationships — represent
probabilities including to two intersecting linear similarity rules and apply and solve problems
conditional probability and equations, apply graphical understanding of plane involving simple linear
investigate the concepts and substitution methods shapes to prove geometric equations, represent and
of dependence and to find solutions and solve properties. solve problems involving
independence. contextualised problems, simple linear inequalities
•D
ata representation and
formulate & solve real life and solve simultaneous
interpretation — develop an
problems involving monic equations graphically
understanding of statistical
quadratic expressions
measures of centre and • Matrices.
and equations, adapt
spread to describe data
graphing techniques to
sets, analyse data displays
solve problems involving
(box plots, histograms
monic quadratics, make
and scatter plots) to make
connections between
generalisations, calculate
functions and their graphical
statistical measures of data
representations, extend
sets, graphically represent
application of graphing
relationships, draw a line
techniques from linear
of best fit, apply known
functions to parabolas,
strategies to compare data,
circles & exponential
manipulate reports and data
functions.
displays to identify trends,
use statistical measures to
analyse data and reports.
Assessment
A minimum of two cumulative semester exams plus two Problem Solving and Modelling tasks.
Students will receive an overall subject result (A–E).
9GENERAL
Mathematical Methods General Year 10 Subject
Recommended prerequisite for Senior General Mathematics (min ‘C’ standard)
Mathematical Methods’ major domains are Algebra, Functions, Pathways
relations and their graphs, Calculus and Statistics. A course of study in Mathematical Methods can establish
a basis for further education and employment in the fields
Mathematical Methods enables students to see the
of natural and physical sciences (especially physics and
connections between mathematics and other areas of the
chemistry), mathematics and science education, medical
curriculum and apply their mathematical skills to real-world
and health sciences (including human biology, biomedical
problems, becoming critical thinkers, innovators and problem-
science, nanoscience and forensics), engineering (including
solvers.
chemical, civil, electrical and mechanical engineering,
Students learn topics that are developed systematically, avionics, communications and mining), computer science
with increasing levels of sophistication, complexity and (including electronics and software design), psychology
connection, and build on algebra, functions and their graphs, and business.
and probability from the P–10 Australian Curriculum. Calculus
Objectives
is essential for developing an understanding of the physical
world. The domain Statistics is used to describe and analyse By the conclusion of the course of study, students will:
phenomena involving uncertainty and variation. Both are the • select, recall and use facts, rules, definitions and
basis for developing effective models of the world and solving procedures drawn from Algebra, Functions, relations and
complex and abstract mathematical problems. their graphs, Calculus and Statistics
• comprehend mathematical concepts and techniques
Students develop the ability to translate written, numerical,
drawn from Algebra, Functions, relations and their
algebraic, symbolic and graphical information from one
graphs, Calculus and Statistics
representation to another. They make complex use of factual
• communicate using mathematical, statistical and
knowledge to successfully formulate, represent and solve
everyday language and conventions
mathematical problems.
• evaluate the reasonableness of solutions
• justify procedures and decisions by explaining
mathematical reasoning
• solve problems by applying mathematical concepts and
(Continued next page)
techniques drawn from Algebra, Functions, relations and
their graphs, Calculus and Statistics.
10GENERAL
Mathematical Methods (continued) General Year 10 Subject
Structure
Unit 1 Unit 2 Unit 3 Unit 4
• Pythagoras and • Patterns and algebra — •U
sing units of measurement • Money and financial
trigonometry — revise apply the four operations — recall formulas to mathematics — recall
Pythagoras’ Theorem to algebraic fractions, calculate area and volume, simple and compound
and solve contextualised manipulate expressions and calculate the surface area interest formulas, calculate
problems, apply the equations to solve problems and volume of prisms and simple and compound
trigonometric ratios to solve involving algebraic fractions, cylinders, solve problems interes , connect simple
problems, by substituting expand and factorise involving calculating and compound interest,
into formulas, in two and quadratics. surface area and volume of substitute into a formula,
three dimensions and solve composite solids connect graphical and
• Linear and non-linear
contextualised trigonometric algebraic representations
relationships — explore •G
eometric reasoning —
problems including of functions, solve financial
connections between recall angle relationships
surveying and orienteering. problems involving
algebraic and graphical for straight lines, triangles
compound interest and
• Chance — describe the representations, make and quadrilaterals, prove
loans.
results of two- and three- generalisations in relation to angle relationships using
step chance experiments, parallel and perpendicular formal proofs, develop • Linear and non-linear
assign and determine lines, identify the solution proofs for congruency and relationships — represent
probabilities including to two intersecting linear similarity rules and apply and solve problems
conditional probability and equations, apply graphical understanding of plane involving simple linear
investigate the concepts and substitution methods shapes to prove geometric equations, represent and
of dependence and to find solutions and solve properties. solve problems involving
independence. contextualised problems, simple linear inequalities
•D
ata representation and
formulate & solve real life and solve simultaneous
• Pythagoras and interpretation — develop an
problems involving monic equations graphically.
trigonometry —perform understanding of statistical
quadratic expressions
operations with surds, measures of centre and •Real numbers — define
and equations, adapt
apply Pythagoras’ theorem spread to describe data a logarithm, make
graphing techniques to
and trigonometry to three sets, analyse data displays connections between
solve problems involving
dimensional problems, (box plots, histograms exponential and logarithmic
monic quadratics, make
establish and apply the sine and scatter plots) to make expressions, establish and
connections between
and cosine rules and solve generalisations, calculate apply the laws of logarithms,
functions and their graphical
related problems, define statistical measures of data simplify expressions using
representations, extend
and graph trigonometric sets, graphically represent logarithmic laws and solve
application of graphing
functions and solve simple relationships, draw a line financial problems involving
techniques from linear
trigonometric equations. of best fit, apply known the use of logarithms.
functions to parabolas,
strategies to compare data,
• Chance — evaluate media circles & exponential • Linear and non-linear
manipulate reports and data
statements and statistical functions. relationships — identify the
displays to identify trends,
reports. features of a polynomial,
• Patterns and algebra — use statistical measures to
connect a written division
choose appropriate methods analyse data and reports.
algorithm and the factor and
to factorise monic and non-
•U
sing units of measurement remainder theorems and
monic quadratic expressions.
— solve problems sketch polynomials.
involving the calculation of
• Pre-calculus.
volume and surface area
of pyramids, cones and
spheres.
Assessment
A minimum of two cumulative semester exams plus two Problem Solving and Modelling tasks.
Students will receive an overall subject result (A–E).
11GENERAL
Specialist Mathematics General Year 10 Subject
Recommended prerequisite for Senior Specialist Mathematics (min ‘C’ standard)
Specialist Mathematics’ major domains are Vectors and Pathways
matrices, Real and complex numbers, Trigonometry, Statistics A course of study in Specialist Mathematics can establish
and Calculus. a basis for further education and employment in the fields
of science, all branches of mathematics and statistics,
Specialist Mathematics is designed for students who develop
computer science, medicine, engineering, finance and
confidence in their mathematical knowledge and ability,
economics.
and gain a positive view of themselves as mathematics
learners. They will gain an appreciation of the true nature of
mathematics, its beauty and its power.
Objectives
By the conclusion of the course of study, students will:
Students learn topics that are developed systematically, with
increasing levels of sophistication, complexity and connection, • s elect, recall and use facts, rules, definitions and
building on functions, calculus, statistics from Mathematical procedures drawn from Vectors and matrices, Real and
complex numbers, Trigonometry, Statistics and Calculus
Methods, while vectors, complex numbers and matrices are
introduced. Functions and calculus are essential for creating •c
omprehend mathematical concepts and techniques
models of the physical world. Statistics are used to describe drawn from Vectors and matrices, Real and complex
and analyse phenomena involving probability, uncertainty numbers, Trigonometry, Statistics and Calculus
and variation. Matrices, complex numbers and vectors are •c
ommunicate using mathematical, statistical and
essential tools for explaining abstract or complex relationships everyday language and conventions
that occur in scientific and technological endeavours. •e
valuate the reasonableness of solutions
Student learning experiences range from practising essential • justify procedures and decisions, and prove propositions
mathematical routines to developing procedural fluency, by explaining mathematical reasoning
through to investigating scenarios, modelling the real world, • s olve problems by applying mathematical concepts and
solving problems and explaining reasoning. techniques drawn from Vectors and matrices, Real and
complex numbers, Trigonometry, Statistics and Calculus.
Structure
Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods.
Unit 1 Unit 2 Unit 3 Unit 4
Real Number Systems Geometry Probability Trigonometry
Fractions, Surds and Circle relationships, Deductive Combinatorics and Set Theory Vectors
Algebra geometry and proofs Complex Numbers
Assessment
A minimum of two cumulative semester exams plus two Problem Solving and Modelling tasks.
Students will receive an overall subject result (A–E).
12GENERAL
English General Year 10 Subject
Subject fee $15
Recommended prerequisite for all Senior General Subjects (min ‘C’ standard)
English focuses on the study of both literary texts and Pathways
non-literary texts, developing students as independent, A course of study in English promotes open-mindedness,
innovative and creative learners and thinkers who imagination, critical awareness and intellectual flexibility —
appreciate the aesthetic use of language, analyse skills that prepare students for local and global citizenship, and
perspectives and evidence, and challenge ideas and for lifelong learning across a wide range of contexts.
interpretations through the analysis and creation of varied
Objectives
texts.
By the conclusion of the course of study, students will:
Students are offered opportunities to interpret and create
• use patterns and conventions of genres to achieve particular
texts for personal, cultural, social and aesthetic purposes.
purposes in cultural contexts and social situations
They learn how language varies according to context,
• establish and maintain roles of the writer/speaker/signer/
purpose and audience, content, modes and mediums, and
designer and relationships with audiences
how to use it appropriately and effectively for a variety of
• create and analyse perspectives and representations of
purposes. Students have opportunities to engage with
concepts, identities, times and places
diverse texts to help them develop a sense of themselves,
• make use of and analyse the ways cultural assumptions,
their world and their place in it.
attitudes, values and beliefs underpin texts and invite
Students communicate effectively in Standard Australian audiences to take up positions
English for the purposes of responding to and creating texts. • use aesthetic features and stylistic devices to achieve
They make choices about generic structures, language, purposes and analyse their effects in texts
textual features and technologies for participating actively • select and synthesise subject matter to support perspectives
in literary analysis and the creation of texts in a range of • organise and sequence subject matter to achieve particular
modes, mediums and forms, for a variety of purposes and purposes
audiences. They explore how literary and non-literary texts • use cohesive devices to emphasise ideas and connect parts
shape perceptions of the world, and consider ways in which of texts
texts may reflect or challenge social and cultural ways of • make language choices for particular purposes and contexts
thinking and influence audiences. • use grammar and language structures for particular
purposes
• use mode-appropriate features to achieve particular
purposes.
Structure and Assessment
Students will receive an overall subject result (A–E).
Unit 1 Unit 2 Unit 3 Unit 4
New Age Novels: 25% Paperback Dreaming: 25% Romeo and Juliet: 25% Media 25%
Transformational Poetry Analysis Public Performance Representations:
Narrative (Assignment) (Exam) and Persuasive (PBL) and Response to Stimulus
Spoken (Assignment) Comparative Review (Exam)
(Assignment)
13APPLIED
Essential English Applied Year 10 Subject
Recommended study for Senior Essential English Pathways
A course of study in Essential English promotes open-
Essential English develops and refines students’ mindedness, imagination, critical awareness and intellectual
understanding of language, literature and literacy to enable flexibility — skills that prepare students for local and global
them to interact confidently and effectively with others citizenship, and for lifelong learning across a wide range of
in everyday, community and social contexts. Students contexts.
recognise language and texts as relevant in their lives
now and in the future and learn to understand, accept or Objectives
challenge the values and attitudes in these texts.
By the conclusion of the course of study, students will:
Students engage with language and texts to foster skills • use patterns and conventions of genres to achieve
to communicate confidently and effectively in Standard particular purposes in cultural contexts and social situations
Australian English in a variety of contemporary contexts and • use appropriate roles and relationships with audiences
social situations, including everyday, social, community, • construct and explain representations of identities, places,
further education and work-related contexts. They choose events and concepts
generic structures, language, language features and • make use of and explain the ways cultural assumptions,
technologies to best convey meaning. They develop skills attitudes, values and beliefs underpin texts and influence
to read for meaning and purpose, and to use, critique and meaning
appreciate a range of contemporary literary and non-literary • explain how language features and text structures shape
texts. meaning and invite particular responses
Students use language effectively to produce texts for a • select and use subject matter to support perspectives
variety of purposes and audiences and engage creative • sequence subject matter and use mode-appropriate
and imaginative thinking to explore their own world and cohesive devices to construct coherent texts
the worlds of others. They actively and critically interact • make mode-appropriate language choices according to
with a range of texts, developing an awareness of how the register informed by purpose, audience and context
language they engage with positions them and others. • use language features to achieve particular purposes
across modes.
Structure and Assessment
Unit 1 Unit 2 Unit 3 Unit 4
Community: The Oasis 25% Leisure: New Age 25% Leisure: Media Study: 25% Community: Letter to 25%
Documentary Study: Novel: Folio of Writing Informative Spoken the Editor (Exam)
Persuasive Spoken (Assignment) (Assignment)
Task (Assignment) Work: Work
Placement: Resume
and Reflection
(Assignment)
14GENERAL
Business General Year 10 Subject
Recommended prerequisite for Senior Business (min ‘C’ standard)
Business provides opportunities for students to develop Pathways
business knowledge and skills to contribute meaningfully A course of study in Business can establish a basis for
to society, the workforce and the marketplace and prepares further education and employment in the fields of business
them as potential employees, employers, leaders, managers management, business development, entrepreneurship,
and entrepreneurs. business analytics, economics, business law, accounting and
Students investigate the business life cycle, develop skills in finance, international business, marketing, human resources
examining business data and information and learn business management and business information systems.
concepts, theories, processes and strategies relevant
to leadership, management and entrepreneurship. They
Objectives
investigate the influence of, and implications for, strategic By the conclusion of the course of study, students will:
development in the functional areas of finance, human • describe business environments and situations
resources, marketing and operations. • explain business concepts, strategies and processes
• select and analyse business data and information
Students use a variety of technological, communication
• interpret business relationships, patterns and trends to
and analytical tools to comprehend, analyse, interpret and
draw conclusions
synthesise business data and information. They engage with
• evaluate business practices and strategies to make
the dynamic business world (in both national and global
decisions and propose recommendations
contexts), the changing workforce and emerging digital
• create responses that communicate meaning to suit
technologies.
purpose and audience.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
• Entrepreneurship, innovation • Business case study •C
ompetitive business in the • Major consumer and
and successful businesses • Financial risks and rewards global market business decisions
• The future of work • Financial planning • Business planning • Improving business
productivity and responses
to economic conditions
Assessment
A range of assessment instruments will be employed, including: short response, extended written responses, multimodal
presentations, case studies and research assignments.
Students will receive an overall subject result (A–E).
15GENERAL
Geography General Year 10 Subject
Recommended prerequisite for Senior Geography (min ‘C’ standard)
Subject fee applies for camps and/or excursions
Geography focuses on the significance of ‘place’ and ‘space’ Pathways
in understanding our world. Students engage in a range A course of study in Geography can establish a basis for
of learning experiences that develop their geographical further education and employment in the fields of urban
skills and thinking through the exploration of geographical
and environmental design, planning and management;
challenges and their effects on people, places and the
biological and environmental science; conservation and
environment.
land management; emergency response and hazard
Students investigate places in Australia and across the management; oceanography, surveying, global security,
globe to observe and measure spatial, environmental, economics, business, law, engineering, architecture,
economic, political, social and cultural factors. They
information technology, and science.
interpret global concerns and challenges including
responding to risk in hazard zones, planning sustainable Objectives
places, managing land cover transformations and planning
By the conclusion of the course of study, students will:
for population change. They develop an understanding
of the complexities involved in sustainable planning and • explain geographical processes
management practices. • comprehend geographic patterns
• analyse geographical data and information
Students observe, gather, organise, analyse and present
• apply geographical understanding
data and information across a range of scales. They engage
• synthesise information from the analysis to propose action
in real-world applications of geographical skills and thinking,
• communicate geographical understanding.
including the collection and representation of data.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Environmental Change and Geography of Human Passion Project High Stakes Fashion
Managements Wellbeing •C
an a generation of • How do your wardrobe
• Land cover change and the • Rich countries and poor young people make choices influence a global
management countries; what are the positive change to prevent community?
challenges of human extinction?
development globally
Assessment
Schools devise assessments to suit their local context. Students will receive an overall subject result (A–E).
Summative assessments
Assessment can include:
Examination — combination response Investigation — data report
Investigation — field report Research Report
16GENERAL
History General Year 10 Subject
Recommended prerequisite for Senior Ancient History and Senior Modern History (min ‘C’ standard)
History provides opportunities for students to gain historical Pathways
knowledge and understanding about some of the main A course of study in History can establish a basis for further
forces that have contributed to the development of the education and employment in the fields of history, education,
Modern World and to think historically and form a historical psychology, sociology, law, business, economics, politics,
consciousness in relation to these same forces. journalism, the media, writing, academia and strategic
History enables students to empathise with others and analysis.
make meaningful connections between the past, present
and possible futures. Objectives
Students learn that the past is contestable and tentative. By the conclusion of the course of study, students will:
Through inquiry into ideas, movements, national • comprehend terms, issues and concepts
experiences and international experiences they discover • devise historical questions and conduct research
how the past consists of various perspectives and
• analyse historical sources and evidence
interpretations.
• synthesise information from historical sources and evidence
Students gain a range of transferable skills that will help
• evaluate historical interpretations
them become empathetic and critically-literate citizens
who are equipped to embrace a multicultural, pluralistic, • create responses that communicate meaning.
inclusive, democratic, compassionate and sustainable
future.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
World War II The Modern World – The Rights and Freedoms The Ancient World of Pompeii
Vietnam War
Assessment
Schools devise assessments to suit their local context. Students will receive an overall subject result (A–E).
Assessment can include:
Examination — essay in response to historical sources Investigation — historical essay based on research
Independent source investigation Examination — short responses to historical sources
17GENERAL
Legal Studies General Year 10 Subject
Recommended prerequisite for Senior Legal Studies (min ‘C’ standard)
Legal Studies focuses on the interaction between society Pathways
and the discipline of law and explores the role and A course of study in Legal Studies can establish a basis for
development of law in response to current issues. Students further education and employment in the fields of law, law
study the legal system and how it regulates activities and enforcement, criminology, justice studies and politics. The
aims to protect the rights of individuals, while balancing knowledge, skills and attitudes students gain are transferable
these with obligations and responsibilities. to all discipline areas and post-schooling tertiary pathways.
Students study the foundations of law, the criminal justice The research and analytical skills this course develops
process and the civil justice system. They critically examine are universally valued in business, health, science and
issues of governance, explore contemporary issues of engineering industries.
law reform and change, and consider Australian and
international human rights issues. Objectives
Students develop skills of inquiry, critical thinking, problem- By the conclusion of the course of study, students will:
solving and reasoning to make informed and ethical • comprehend legal concepts, principles and processes
decisions and recommendations. They identify and describe • select legal information from sources
legal issues, explore information and data, analyse, evaluate
• analyse legal issues
to make decisions or propose recommendations, and
create responses that convey legal meaning. They question, • evaluate legal situations
explore and discuss tensions between changing social • create responses that communicate meaning.
values, justice and equitable outcomes.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Introduction to the Legal Criminal Law Civil Law Family Law
System • The nature of criminal law • What is civil law • Marriage
• Why have laws • Proceedings • Differences between • Parents and the law
• Legal personnel • Conviction, punishment criminal law and civil law • Children and the law
• The role of the jury and sentencing • Contract law • Human rights
• Courts
Assessment
Assessment techniques include short answer tests, essays, assignments, seminar and non-written presentations, case studies
and response to stimulus material.
Students will receive an overall subject result (A–E).
18GENERAL
Design General Senior Subject
Subject fee: $30
Recommended prerequisite for Senior Design (min ‘C’ standard)
Design focuses on the application of design thinking to Pathways
envisage creative products, services and environments A course of study in Design can establish a basis for further
in response to human needs, wants and opportunities. education and employment in the fields of architecture,
Designing is a complex and sophisticated form of problem- digital media design, fashion design, graphic design, industrial
solving that uses divergent and convergent thinking design, interior design and landscape architecture.
strategies that can be practised and improved. Designers
are separated from the constraints of production processes Objectives
to allow them to appreciate and exploit new innovative
By the conclusion of the course of study, students will:
ideas.
• describe design problems and design criteria
Students learn how design has influenced the economic, • represent ideas, design concepts and design information
social and cultural environment in which they live. They using drawing and low-fidelity prototyping
understand the agency of humans in conceiving and • analyse needs, wants and opportunities using data
imagining possible futures through design. Collaboration, • devise ideas in response to design problems
teamwork and communication are crucial skills needed to • synthesise ideas and design information to propose design
work in design teams and liaise with stakeholders. They concepts
learn the value of creativity and build resilience as they • evaluate ideas and design concepts to make refinements
experience iterative design processes, where the best ideas • make decisions about and use mode-appropriate features,
may be the result of trial and error and a willingness to take language and conventions for particular purposes and
risks and experiment with alternatives. contexts.
Students learn about and experience design through
exploring needs, wants and opportunities; developing
ideas and design concepts; using drawing and low-
fidelity prototyping skills; and evaluating ideas and design
concepts. They communicate design proposals to suit
different audiences.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Design in practice Commercial design Human-centred design Sustainable design
• Experiencing design • Explore — client needs and • Designing with empathy • Explore — sustainable
• Design process wants design opportunities
• Design styles • Develop — collaborative • Develop — redesign
design
Assessment
Students will receive an overall subject result (A–E).
Semester 1 Semester 2
• Examination — design challenge • Project
• Project • Examination — design challenge
19GENERAL
Digital Solutions General Year 10 Subject
Recommended prerequisite for Senior Digital Solutions (min ‘C’ standard) and recommended study for Senior Information and
Communication Technologies
Digital Solutions enables students to learn about algorithms, Pathways
computer languages and user interfaces through generating A course of study in Digital Solutions can establish a basis for
digital solutions to problems. Students engage with data, further education and employment in the fields of science,
information and applications to create digital solutions that technologies, engineering and mathematics.
filter and present data in timely and efficient ways while
understanding the need to encrypt and protect data. They Objectives
understand computing’s personal, local and global impact, By the conclusion of the course of study, students will:
and the issues associated with the ethical integration of • recognise and describe elements, components, principles
technology into our daily lives. and processes
• symbolise and explain information, ideas and
Students use problem-based learning to write computer
interrelationships
programs to create digital solutions that: use data; require • analyse problems and information
interactions with users and within systems; and affect • determine solution requirements and criteria
people, the economy and environments. They develop • synthesise information and ideas to determine possible
solutions using combinations of readily available hardware digital solutions
and software development environments, code libraries or • generate components of the digital solution
specific instructions provided through programming. • evaluate impacts, components and solutions against
criteria to make refinements and justified recommendations
Students create, construct and repurpose solutions that
• make decisions about and use mode-appropriate features,
are relevant in a world where data and digital realms
language and conventions for particular purposes and
are transforming entertainment, education, business, contexts.
manufacturing and many other industries.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Data Analysis, Programming Digital Design Digital Design
Modelling & Simulation (Robotics) (HTML & CSS) (Programming an animated
(Simulations) game)
Application and data Digital innovation Digital impacts Creating with code
solutions
• Data-driven problems • Interactions between users, • Digital methods for exchanging • Understanding digital
and solution data and digital systems data problems
requirements • Real-world problems and • Complex digital data exchange • User experiences and
• Data and programming solution requirements problems and solution interfaces
techniques • Innovative digital solutions requirements • Algorithms and
• Prototype data solutions • Prototype digital data programming techniques
exchanges • Programmed solutions
Assessment
Students will receive an overall subject result (A–E).
Semester 1 Semester 2
Summative internal assessment 1 (T1): 25% Summative internal assessment 3 (T3): 25%
• Project – Conway’s Game of Life • Project — A digital declaration of human rights
Summative internal assessment 2 (T2): 25% Summative internal assessment 4 (T4): 25%
• Project — PID Line Follower Robot • Project – Programming an animated game
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