STAGE 5
PROSPECTUS AND
ASSESSMENT INFORMATION
 Year 9 – 2013 Year 10 – 2014
 Year 10 – 2013
Document1
WELCOME TO TOMAREE HIGH SCHOOL
INTRODUCTION
This booklet for Year 9 and 10 students contains information on the Assessment Policy and the
arrangement and content of courses in Stage 5 (Years 9 and 10) 2013 – 2014.
“Learning is lifelong” is often the remark of many people and the fact that statistics show that most
people will be employed in multiple jobs throughout their life means that Stage 5 is simply the
foundation on which to build further learning.
It is important to all students (and parents) to realise that Stage 5 is a challenging period.
Demands on students will generally be greater than those experienced in Stage 4, penalties
usually apply for handing in work that is late and there is a competitive nature in each subject area.
In any course the work completed will be part of the progressive assessment. In all subjects
students will be informed of their performance at the completion of each task or test. Satisfactory
completion of all tasks will ensure that the requirements of Stage 5 are met in each subject.
It is important that students select their electives with care, since these courses will be entered on
their Record of School Achievement.
Having experienced a variety of courses in Stage 4 (Years 7 and 8), students should now have a
good idea of their needs, interests and abilities. It is vital that these choices should be
considered carefully since changes cannot be easily made once the Stage 5 courses begin.
We hope this booklet will enable students and parents to understand the curriculum and to make
informed choices. Further assistance will be provided to students by the Student Adviser, Class
Teacher or Head Teacher. Parents wishing advice should contact the School and assistance will
be given.
Good luck with your studies in Stage 5.
Peter .Partridge
Principal
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TOMAREE HIGH SCHOOL
COURSE PATTERN
1. CORE SUBJECTS
These subjects are compulsory for all students. They are studied for the full school year of 41 weeks.

English
7 periods per cycle

Mathematics
7 periods per cycle

Science
7 periods per cycle

PD/H/PE
4 periods per cycle

History/ Geography 7 periods per cycle
Students who are deemed “unsatisfactory” in any of the above subjects will receive an “N”
determination.
2. ELECTIVES
These subjects are studied for two years (Years 9 and 10) and will be listed on the student’s Record of
School Achievement. Students should choose TWO electives and are advised to select subjects which
match their interests, needs and abilities. These subjects will receive an allocation of 6 periods per cycle.
NB. While every effort will be made to meet student choices, it may be necessary for further choices to be
made where i)
Insufficient students elect a subject to form a class,
ii)
Too many students seek a particular course which must be limited because of other factors, e.g.
computing studies.
3. SPORT
Sport is a part of the school curriculum and a requirement for the Record of School Achievement. It is also
necessary for the physical and social development of adolescents. Sport is currently scheduled during
Wednesday afternoons from 11.57am until 2.00pm. Accordingly please make dental and/or other
appointments at other times unless it is an emergency. Please do not make routine medical appointments
during sports afternoon.
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ELECTIVE SUBJECTS
Subject
Faculty
Agriculture
Science/Agriculture
Caring for Children
Home Economics
Commerce
HSIE
Computing Studies
Computing
Dance
Creative Arts
Design and Technology (food, fashion, computers)
Home Economics
Design and Technology (Industrial Arts)
Industrial Arts
Drama
Creative Arts
Elective Geography
HSIE
Elective History
HSIE
Food Technology
Home Economics
French
Languages
Graphics Technology
Industrial Arts
Industrial Technology – Multimedia Computers
Computing
IT Ceramics
Creative Arts
IT Engineering
Industrial Arts
IT Metal
Industrial Arts
IT Timber
Industrial Arts
Music
Creative Arts
Physical Activity and Sport Studies
PDHPE
Textile Technology
Home Economics
Visual Arts
Creative Arts
Visual Design
Creative Arts
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.
CONTACT PEOPLE
Principal
Mr Peter Partridge
Deputy Principals
Mr Paul Baxter (Yrs 7, 9 and 11 in 2013) and
Ms Jennifer Florey (Yrs 8, 10 and 12 in 2013)
Year Adviser
Year 9 Mr Gary Stuart
Year 10 Miss Sarah Bergan
Careers Adviser
Ms Robyn Nichols
Head Teachers
Ms Kerrie Fishlock
- English
Mr Rod Lyon
- Mathematics
Mr Ray Milton
- HSIE
Mr Brad Foley
- Administration
Mr Steve Fogwill
- Science/Agriculture
Mr Lindsay Brown
- Industrial Arts
Mr Rob Henderson
-VET
Ms Sue D’Arcy
-Home Economics
Mr Jim Papworth
- PD/H/PE/Aboriginal Education
Mrs Sue McPherson - Special Education
Mrs Alita Knaggs
- Creative Arts
Ms Christine Roberts - Teaching and Learning/LOTE
Counsellors
Mrs Vicki McCleer
- Student Welfare
Mr Scott O’Hara
- Student Welfare
Ms Pam Peterson
Mr Matt Clements
Librarian
Mr Eddie Zeidan
Senior Admin Manager
Mrs Vianney Bills
Defence Mentor
Mrs Debra Mould
Pastor
Mr Greg Smith
The above are key people you may wish to consult.
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INFORMATION FOR PARENTS AND STUDENTS
WHEN CAN I CHANGE SUBJECTS OR COURSES?
While most students will study each course over the whole of two years, there may be cases where it
is in the student’s best interest to change courses either within or between subject areas. It is
expected that the Principal will keep course changes to a minimum. The Principal will only approve a
change of subject if convinced the student can complete all work set and be assessed effectively in
the new subject.
HOW IS MY ACHIEVEMENT MEASURED?
This is done through school assessments throughout each course, based on set tasks.
Students may be assessed in some or all of the following ways:

Written, practical and/or aural/oral tests*

Class tests and/or home assignments, including essays and practical tasks

Projects of varying length and complexity

Oral presentations*

Observation of student participation in individual and group activities related to the course,
including class discussions and fieldwork where appropriately stipulated.
Please Note:
* in all oral assessment tasks students must speak to an audience consisting of their class group or
course group. Failure to do so will result in an “N” determination for the task unless the student has a
valid reason and submits an Illness and Misadventure Form with appropriate supporting
documentation.
Semester based exams are also used which measures performance under exam conditions. The
final judgement of the grade deserved is made on the basis of available assessment information and
with reference to the Course Performance Descriptors. The grade awarded provides the best overall
description of the student’s achievement.
WHAT HAPPENS IF I SUFFER SOME ILLNESS / MISADVENTURE ON THE DAY OF AN ASSESSMENT
TASK?

Sit the assessment task at the scheduled time, if at all possible, then appeal for special
consideration using the Tomaree High School – Leave / Illness / Accident or Misadventure
Appeal Form. You must attach appropriate, substantive, independent evidence that supports
your appeal. A parental note does not provide sufficient evidence.

Under these circumstances, when the appeal is upheld, the student will receive the higher of
their:
a) actual assessment task mark
b) estimated assessment task mark (calculated at the end of the course - as per HSC illness
and misadventure procedures)
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WHAT IF I AM ABSENT FROM AN ASSESSMENT TASK?

The Board expects each candidate to complete all assessment tasks.

A candidate must attempt tasks worth more than 50% of the assessment marks.

WHERE THERE IS NO VALID REASON, THE LATE SUBMISSION OF A TASK WILL RESULT
IN A MARK OF ZERO.

The illness/misadventure appeals process does not cover:
c) Difficulties in preparation or loss of preparation time: (eg. Through a family holiday)
d) Alleged deficiencies in tuition;
e) Loss of time or facilities prior to the task or examination
f)
Misreading the assessment or examination schedule;
g) Long-term illness such as glandular fever, asthma and epilepsy – unless there is evidence of
a sudden recurrence during the examination or at the time of the assessment task due date

If you are absent from a task you must:
a) On the first day you return to school go to the school office or collect a
Leave/Illness/Accident/Misadventure Appeal Form and follow the instructions. You must
attach to it appropriate substantive evidence to show your absence was legitimate, e.g. in
the case of illness, a doctors certificate. For reasons other than illness, some other form of
evidence is required, e.g. a police report, funeral notice. A parental note does not provide
sufficient evidence.
b) Complete the appeal form (ask your teacher for assistance if needed)
Note: you must
clearly indicate the request you are making in the Appeal Request section of the appeal
form. Take this form home to have it signed. Independent students will sign on their own
behalf.
c) On your first day back at school hand in the assessment task to your class teacher. If the
task is not available and is subject to an appeal the Illness Misadventure Appeal Form must
be handed to the class teacher within five school days or zero will be recorded.
d) If you know you are going to be absent for a task you should submit the appeal form before
the absence.
e) If you are absent on the day of the task you are encouraged to send your task with a reliable
friend or relative to the Administration Office who will record that you have submitted the
task. The task will be given to the class teacher. You will receive a receipt for the task. The
task could also be mailed to the school through the certified mail process.
f)
Failure to submit the assessment task and/or the appeal form within five days may result in
“0” and an “N” award notification.

Under usual circumstances when the appeal is upheld the appropriate Deputy Principal will then
determine one of the following courses of action;
(i)
accept task - no marks awarded
(ii) task submitted at a later date with no loss of marks
(iii) alternative task given (if reasonable and feasible)
(iv) estimate given at the end of the course (as per HSC illness and misadventure procedures)

Where the Head Teacher and/or appropriate Deputy Principal does not consider an appeal valid
a zero mark will be awarded.
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
The student will be informed of the decision pending the submission of an illness/misadventure
form.

The Head of Department will inform the Deputy Principal of the candidate’s position where a
candidate is falling behind in the completion of an assessment task. This notification will take the
form of a ‘N’ WARNING LETTER re Stage 5 Course. The Deputy Principal will inform the
candidate’s parents/caregivers in writing of the failure to complete tasks.

Students’ will be given the opportunity to redeem the task this process will include consultation
with the classroom teacher and the Head Teacher concerned. Once a student has redeemed the
overdue assessment task a mark of zero still applies, however the “N” determination for that task
is withdrawn.

Where a candidate fails to attempt more than 50% of the Assessment Marks then this will result
in the issuing of a ‘N’ determination for that subject.

Good Discipline and Effective Learning – Procedures for suspension, expulsion of school
students’:
The decision to expel a student from the school may be made on the basis of
“unsatisfactory participation in learning by a student of post-compulsory age, eg a documented
pattern of non-satisfactory completion, non-serious attempts to meet course objectives, and/or
non-compliance with Board of Studies requirements for the Record of School Achievement or
Higher School Certificate.”
HOW DO I APPEAL A DECISION MADE ABOUT MY APPLICATION FOR ILLNESS / MISADVENTURE?
If you do not agree with the decision and/or recommendation made by the Head Teacher and its’
subsequent ratification by the appropriate Deputy Principal you are able to make a written complaint
to the Review Committee. The written complaint should be made to the convener of the appropriate
review committee within seven days.
WHAT WILL HAPPEN IF I SUBMIT A TASK LATE?
An appeal form (submitted to either the Head of Department or class teacher) must accompany the
late submission of any task. The Appeal Form must be collected at the front office.

Appeals should be submitted as soon as the student returns to school or as soon as the need to
appeal becomes evident (before the event). Failure to appeal in the timeframe outlined by this
policy could result in the rejection of the appeal.

All appeals will be considered however a Doctors Certificate or some other form of independent
evidence must accompany the appeal form.

The Appeals will be considered in consultation with the Class Teacher / Head of Department and
the appropriate Deputy Principal. The decision will be given to you in writing on the original
appeal form.
COMPUTERS AND OTHER REFERENCE MATERIAL USED FOR ASSESSMENT TASKS

Computer malfunction is not an acceptable reason for lateness in a task. Responsible students
will have a hard copy, a back-up file on disk and the original file on their computer hard drive.
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
It is unacceptable for students to print off work from the Internet or other sources and present as
their own work. Students who do this will receive zero for that section of the task. Likewise,
correct annotation of information and quotes must be completed for all quotes and policy used.
Students must not copy large pieces of information

In the case of printer malfunction work can be brought on disk or the file can be emailed to school
at tomareehigh@det.nsw.edu.au
WHAT IF I FAIL TO COMPLETE NON-ASSESSMENT TASKS?
Students should realise that NON-ASSESSMENT tasks are important in the context of the whole
course.
Such tasks provide valuable practice for assessment tasks, exam preparation and the
feedback component of all Stage 5 syllabuses. When certifying for the Record of School Achievement
(RoSA), a student’s satisfactory progress and completion of course work, the Principal can consider
involvement in BOTH assessment and non-assessment tasks. “N” Warning Letters may be issued for
non-completion of any work, assessable or not.
WHAT DO I NEED TO KNOW ABOUT ATTENDANCE?
Regular attendance of students at all scheduled lessons is vitally important to success in a subject.
Satisfactory attendance will assist students to acquire the knowledge and skills essential if they are to
be deemed to have a satisfactorily studied the subject for the Record of School Achievement (RoSA).
POLICY FOR EXAMINATIONS
Examinations and class tests form an important part of the School and Board of Studies
assessment program. As such special care must be taken to ensure that these remain reliable
components of the assessment process. The Stage 5 tests are essential in determining the
mark or grade on the student’s RoSA.
Efficient and systematic preparation for examinations by students is to be encouraged. The various
types of examinations (multiple choice, short answer, essay, practical etc) are used as appropriate.
Students should become skilled in the examinations process. Such matters as careful reading of
questions, attempting easy questions first as well as essay planning techniques are stressed.
WHAT IS MALPRACTICE IN ASSESSMENTS OR EXAMINATIONS?
All work presented in assessment tasks and examinations (including submitted works and practical
examinations) must be your own acknowledged appropriately. Malpractice, including plagiarism,
could lead to your received zero marks and may jeopardise your results.
Malpractice is any activity that allows you to gain an unfair advantage over other students.
It
includes, but is not limited to:

Copying someone else’s work in part or in whole, and presenting it as your own

Using material directly from books, journals, CDs or the internet without reference to the
source

Building on the ideas of another person without reference to the source

Buying, stealing or borrowing another person’s work and presenting it as your own
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
Submitting work to which another person such as a parent, coach or subject expert has
contributed substantially

Using words, ideas, designs or the workmanship or others in practical and performance
tasks without appropriate acknowledgement

Paying someone to write or prepare material

Breaching school examinations rules

Using non-approved aides during an assessment task

Contriving false explanations to explain work not handed in by the due date

Assisting another student to engage in malpractice
EXAMINATION ATTENDANCE RULES:
1. School uniform is to be worn.
2. Attendance is compulsory for all your selected subjects. If you cannot attend an examination
because of illness or misadventure, notify your Year Advisor immediately and make arrangements
for a Doctor’s certificate or other verifying information to be collected.
3. An Appeal Form must be completed for every missed exam.
4. If any student knows they are going to be unavoidably absent during the exam period, prior
arrangements should be made with each teacher, and an illness/misadventure form should be
submitted at this time.
5. Students should check the examination timetable to ensure they know when and where their
exams will be held.
6. No bags, folders or papers are to be taken to your exam desk.
7. Mobile phones are not permitted in the examination room under any circumstances.
8. Students should check with their teachers about the equipment required for each subject’s exam.
9. Students are not to bring any paper to the exam desk.
EXAMINATION ROOM PROCEDURES:
1. Wait until you are asked to enter the exam room and then sit where directed.
2. Check that you have been given the correct examination paper for your subject. You must also
check question papers to make sure there are no pages missing.
3. You must not begin writing until instructed to do so. For most subjects there will be a reading time
at the beginning of each paper.
4. During written examinations, you must :
a) Complete an attendance slip for each exam
b) Read the instructions on the front page of the examination paper carefully
c) Write your student number and or name on all papers to be handed in for marking
d) Write with black or blue pen. Pencil may only be used where specifically directed
e) Make sure you write your answers in the correct place
f)
Write legibly and neatly on one side of the paper only
g) Do not write offensive or distasteful comments or diagrams on papers. The penalty may be
disqualification.
h) Stop writing immediately when told to do so by the teacher
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i)
Arrange completed work according to the instructions printed on the question paper or as
asked by the teacher
j)
Wait for the teacher to collect your answers
k) Assist the teacher rearrange the room furniture at the conclusion of the exam as required
5. You must not:
a) commence writing until instructed to do so by the teacher
b) write your name on any of your answers (write your student number instead)
c) leave the examination room before the end of the exam time
WHAT WILL HAPPEN IN A PROVEN CASE OF MALPRACTICE IN AN EXAM OR ASSESSMENT TASK?
All cheating, unauthorised outside assistance or malpractice may lead to non-award of marks for that
task.

A student is guilty of malpractice if he/she knowingly provides unauthorised assistance to another
student, e.g. by lending an assignment answer.

The Internet should be used responsibly and any material obtained correctly acknowledged in the
work presented, in accordance with subject/faculty policy.

All sources of information should be appropriately acknowledged/referenced.
NON SERIOUS ATTEMPTS
Where a student is considered to have presented a non-serious attempt at either an examination or an
assessment task, this may lead to non-award of marks for that section of work.
A non-serious attempt may be presentation of material, which, for example, is frivolous or objectionable.
Candidates who provide answers in languages other than English (unless specifically instructed to do
so) or who mark their papers with symbols or other identifying marks will have them classified as nonserious attempts.
NON-AWARD in Stage 5
In certain cases the Board might not award a RoSA. Also, depending on the circumstances of the
case, the Board might not issue the RoSA. The Board will make a determination on appropriate action
if a student:
(a) Was found to have engaged in malpractice during a Stage 5 test;
(b) Made a non-serious attempt at a Stage 5 test;
(c) Did not attempt a Stage 5 test or had an illness/misadventure appeal relating to absence from a
Test declined by the school and/or by the Board;
(d) Did not meet all mandatory curriculum requirements;
(e) Left school before the final date for Year 10
(f ) Did not comply with other Board requirements.
‘N’ DETERMINATIONS
A student who is given an ‘N’ determination in a mandatory course in Stage 5 will not be eligible for a
RoSA in that year. The Record of Achievement will list the course(s) in which an ‘N’ determination has
been awarded and grades in any courses that have been satisfactorily completed. The document will
carry the statement Not Eligible.
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Where a course is eligible for credentialing and an ‘N’ determination has been made, then ‘N’ will be
printed on the Record of Achievement. A student who has otherwise failed to meet all mandatory
requirements for Stage by the end of Year 10 will not be eligible for a RoSA.
USING THE LEARNING CENTRE
The Learning Centre at Tomaree High School is designed to give predominately senior students
access to a quiet, well resourced supportive work place that encourages independent learning.
Students work at their own pace and are encouraged to adopt “best work practices” while utilising
this facility. Students have access to 12 computers and 10 work bays for quiet study time.
STUDY HINTS
To Students:

Set goals for each subject that you study. Evaluate your progress and seek help if you are not
reaching your goals.

Practice makes perfect! Set yourself a study timetable. The first thing you should do each day is to
review each day’s lessons at home to ensure that you understand content and skills taught. Make
summaries of each lesson and keep them in a central place for future reference.

Make certain that you complete, by the due date, all homework given.

Use active study methods - make diagrams, prepare summaries, do tests to ensure that you have
achieved your goals. Ask friends or parents to check your work; discuss lessons with fellow students
and parents. The understanding of concepts/formulas should be your goal; not rote learning.

Find a suitable place to study which provides good light and is free from distractions.
Homework:

Record all homework given in your homework diary.

Do not leave completion of set tasks to the last minute. When you have a major project - use the
following scheme - Read the topic to ensure that you understand what is required
- Search for relevant references and materials
- Plan your approach - plan to complete the assignment before the due date
- Do a draft copy, polish your effort - check presentation, spelling, references. Be proud of what
you do - try to be original and interesting.

To be a successful Stage 5 student you must be prepared to have a planned
revision/homework/study timetable.
Using your Diary
 All students are required to have a ‘Student Diary’
 Students are to put all homework/assignments in their diaries
 Diaries are to be signed weekly by parents/guardians.
 Diaries have been designed to assist a) Student organisation
b) School / home communication. Both parents and teachers should feel free to use the diary to
improve short term communication.
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CORE SUBJECTS
(THESE SUBJECTS ARE COMPULSORY)
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YEAR 9 & 10 ENGLISH
Aims:
To enable students to use, understand, appreciate and reflect on and enjoy
the English language in a variety of texts and to shape meaning in ways that
are imaginative, interpretative, critical and powerful.
THIS IS A COMPULSORY BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
COURSE OUTLINE:
Students in Stage 5 must read, listen to and view a variety of texts that are appropriate to their
needs, interests and abilities.
In Stage 5 at least two of each of the following types of texts must be studied :
Fiction
Non-Fiction
Poetry
Drama (including Shakespeare)
Film or film on video or DVD
In each year students must study examples of :
 spoken texts
 print texts
 visual text
 media and multimedia (texts drawn from radio, television, newspapers, the internet and CDROMS.
The selection of texts by teachers gives students experience of;
 a widely defined Australian literature and other Australian texts including those that give
insight into Aboriginal experiences and multicultural experiences in Australia
 literature from other countries and times
 Shakespearian drama
 cultural heritages, popular cultures and youth cultures
 picture books
 everyday and workplace texts
 a range of social, gender and cultural perspectives
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Mathematics Stages 5.1, 5.2 and 5.3
Aim: To encourage students to develop:
* self confidence in handling mathematics;
* an awareness and appreciation of its value in society.
THIS IS A COMPULSORY BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Stage 5.3
Stage 5.2
Strand
Stage 5.1
Working Mathematically
Number





Rational Numbers
Consumer Arithmetic
Probability
Algebraic Techniques
Coordinate Geometry
Five interrelated processes:

Questioning

Applying Strategies

Communicating

Reasoning

Reflecting

Rational Numbers

Consumer Arithmetic



Algebraic Techniques
Coordinate Geometry
Graphs of Physical
Phenomena


Real Numbers*
Probability

Algebraic
Techniques*
Coordinate Geometry
Graphs of Physical
Phenomena
Curve Sketching and
Polynomials#
Functions and
Logarithms#


Patterns and Algebra


Data
Measurement
Space and Geometry




Data
Representation and
Analysis
Perimeter and Area
Trigonometry

Data Analysis and
Evaluation


Perimeter and Area
Surface Area and
Volume
Trigonometry
Properties of
Geometrical Figures




Surface Area and
Volume
Trigonometry*


Deductive Geometry*
Circle Geometry#
Note
* Optional topics a further preparation for the Mathematics Extensions course in Stage 6.
# Recommended topics for students who are following the 5.2 pathway but intend to study the Stage 6 Mathematics course.
Students in Year-9:






are taught at either Stage 5.1, Stage 5.2 or Stage 5.3.
will sit for progressive class tests/exams.
receive 7 periods (60-minute duration) fortnightly
will bring essential equipment (exercise book, textbook, a homework diary, biro, pencil, ruler, protractor, a pair of
compasses and an eraser) to every lesson.
are responsible for updating and completing work given during any absence from lessons.
must complete set homework as directed
In addition, any student who lacks satisfactory application and effort, including written classwork and homework, may be unable
to fulfil the course requirements and as a result may be deemed unsatisfactory.
The Mathematics Faculty places students into graded/band classes in Year 9 according to the result gained by each student
throughout the calendar year.
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SCIENCE
Aims:
The aim of the Science Stage – 5 Syllabus is to provide learning experiences
through which students will:
 acquire scientific knowledge and skills and develop understanding about
phenomena within and beyond their experience.
 develop an appreciation of science as a human activity and apply their
understanding to their everyday life;
 develop positive values about and attitudes towards themselves, others,
lifelong learning, science and the environment.
THIS IS A COMPULSORY BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Protective shoes with strong leather uppers and non-slip soles
Long hair must be tied back (or covered with a hair net)
Subject Contribution:
Nil
Year 9
Year 10
1.
Communication
1.
Electricity
2.
Third rock from the sun
2.
Stuff up close
3.
My body my life
 Project submission and
4.
Oceans
assessment
5.
Consumer science
3.
Metals
 Includes the beginnings of the
4.
The car
stage 5 project
5.
Our environment
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PERSONAL DEVELOPMENT,HEALTH AND
PHYSICAL EDUCATION
Aims:
To develop in each student the knowledge, skills and attitudes needed to understand, value
and lead healthy and fulfilling lifestyles. This will be achieved by developing in each student
movement skills, personal fitness, self esteem, social well-being and to be able to make
informed health decisions.
THIS IS A COMPULSORY BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Dress - Students are required to wear for practical lessons :
Pre-requisites:
Girls-Navy sports shorts and powder blue with navy collar top, socks and joggers.
Blue tracksuits may be work over sports uniform in cold weather.
Boys-Navy sports shorts and powder blue with navy collar top, socks and joggers. Blue
tracksuits may be worn over sports clothes in cold weather.
Subject Contribution:
Nil (outside venue fees on some occasions)
COURSE OUTLINE:
During Stage 5 students will undertake units of work in the following areas:
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AUSTRALIAN HISTORY
 To provide students with knowledge, understanding and skills related to
Aims:
the history and development of our society, its institutions and culture.
 To provide students with an appreciation of the value of history and its role
in the modern world.
THIS IS A COMPULSORY BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Subject Contribution:
Nil –Cost of excursions
COURSE OUTLINE :
Principal Focus
The study of Australian history, incorporating aspects of civics and citizenship, from 1901 to the
present.
Focus Issues
1. What has been the nature of the relationship between Australia and the rest of the world?
2. What have been the significant developments in Australia’s political history?
3. What have been the significant developments in Australia’s social and cultural history?
4. What has been the changing nature of Aboriginal and non-Aboriginal relations in Australia?
5. How have the rights and freedoms of various gender, cultural, social and economic groups
changed?
TOPICS:
Year 9:
Australian social and political life to 1914; Australia and WWI; Australia between the wars.
Australia and WWII
Year 10:
Changing rights and freedoms
People power and politics in the post-war era
Australia’s social and cultural history in the post-war era
Australia in the Vietnam War era
18
AUSTRALIAN GEOGRAPHY
Aims:
Geography in Years 9-10 aims to stimulate student’s enjoyment of and interest in the interaction
of the physical and human environments. Students achieve this as they develop geographic
knowledge, understanding, values and attitudes and engage in the community as informed and
active citizens
Students undertaking this course of study should develop knowledge and understanding of :
 the geography of Australia and Australia’s place in the World.
 The interrelationships between people and Australian environments.
 ways of coping with changes in communities and environments.
 Australia’s national and cultural identity.
 Environmental management, biodiversity and ecological sustainability.
 Informed and active citizenship in relation to Australian environments.
 develop a creative approach to inquiry, problem solving and communication.
develop skills in geographic inquiry including fieldwork leading to an understanding of
communities and environments.
THIS IS A MANDATORY BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Subject Contribution:
Nil - payments will be needed to cover costs of fieldwork and excursions
COURSE OUTLINE :
Geography incorporates learning related to Australian geography and
the interaction of human and physical geography in a local area. Topics
of study include; Investigating Australia’s Physical Environments,
Changing Australian Communities, Issues in Australian Environments,
Australia in its Regional and Global Contexts.
Year 9 and Year 10
Focus on Australia and includes Civics and Citizenship component.
19
ELECTIVE SUBJECTS
(IN ALPHABETICAL ORDER)
20
AGRICULTURE
Aims:
 To develop skills and techniques useful to Agriculture
 To build a progressive store of knowledge
 To develop the ability to apply information
 To foster the development of values to allow students to make informed
and reasoned decisions about Agriculture
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
 Protective shoes with strong leather uppers and non-slip soles
Pre-requisites:
 Long hair must be tied back or covered with a hair net
Subject Contribution:
$10.00
COURSE OUTLINE:
Year 9
Year 10
1. Farm Machinery/Safety
1. Prime Lamb Production and Marketing
2. Basic Horticulture I
2.Horticulture II (Hydroponic Lettuce)
3. Poultry/Nursery animals
3. Aquaculture II (Fish Farming)
4. Aquaculture (Yabbies)
4. Elective - Landscaping (if time permits)
5. Permaculture- sustainable design
or other choice
21
CARING FOR CHILDREN
Child care courses are popular options for Year 9 and 10 students. Whether the student is aiming for
knowledge leading to a career working with children, or simply has a natural concern with preparing for
parenthood and caring for children. This course would also be useful for Child Studies or the Community
and Family Studies courses (Year 11 & 12 courses), in which a sound knowledge of child development is
desirable.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
128 page exercise book
Protective footwear and
Protective uniform (apron/head covering) for practical work when required.
Prerequisites:
None
Subject
$30.00 per year
Contribution:
COURSE OUTLINE:
Year 9 MODULES
Year 10 MODULES
1. Responsibilities for Parenthood:
1. A Safe Environment
The module introduces parenting and who are This module promotes an awareness of the special
parents in Australia today.
Students are safety needs of young children.
encouraged to examine the issues couples planning 2. Childhood Health, Nutrition and Safety
to start a family should consider.
This module investigates the importance of healthy
2. The Beginning of Life:
eating
practices
to
promote
growth
and
Students gain detailed knowledge of contraception, development in young children.
conception, pregnancy and childbirth that may 3. The Young School Child:
empower
themselves,
their
partners,
family This module explores the issues for young children
members or friends when making decisions about starting school and progressing through the Years
future pregnancies.
K-2.
3. Care of the Newborn Baby:
4. Children with Special Needs:
Students are introduced to the issues related to the This module considers the special needs of some
care of young babies
children and the impact on parents and siblings.
4. Growth and Development
This module explores the growth and development
of children from birth to three years.
22
COMMERCE
Aims:


Personal competence- to teach students knowledge, skills and attitudes so that
they can effectively manage their business affairs.
To develop student skills so that they are able to perform and function in a
changing commercial environment.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements: nil
Pre-requisites: none
Subject Contribution:
Nil – excursions where applicable ( Government House, Parliament
House, Courts and large retail outlets are a few)
COURSE OUTLINE
YEAR 9
1. Consumer Choice – consumer decisions
YEAR 10
1. Law and Society- legal system, areas of
law
protection, payment
2. Political involvement – levels of
2. Promoting and Selling – selling techniques,
government, decision making,
target market, advertising
democratic process
3. Travel – destinations, planning a trip,
3. Employment issues – workplace,
itinerary, problems
employment relations, taxation,
4. Personal Finance - earning an income,
superannuation
spending and saving, borrowing, investing
4. Law in Action.
5. E-Commerce – internet buying and selling,
5. Towards independence- moving out,
on-line shopping, consumer issues
financing, major purchases
6. Running a business- entrepreneur and
planning.
23
COMPUTING STUDIES
Information and Software Technology
Aims:
 To develop an understanding of computing and the ability to use computers to solve
problems
 To develop skills in the use of computers and a wide range of emerging technologies
 To relate the use of computers to their effect on people and society
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
No previous study is required
Pre-requisites:
None
COURSE OUTLINE:
Project work forms a significant part of the learning process and could include areas such as
 Artificial intelligence
Simulation and modelling
Authoring and Multimedia
Database design
Digital media
Internet and website development
Networking systems
Robotics and automated systems
Software development and programming
Additional content is provided within each area to provide opportunities for students to broaden
deepen and extend their learning.
24
DANCE
For students to experience, understand, value and enjoy dance as an art form through the
interrelated study of the performance, composition and appreciation of dance.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
A willingness to be actively involved in all practical work.
Pre-requisites:
Appropriate clothing that permits unrestricted movement (leotards are not
essential)
An A4 process diary
Subject
Contribution:
$10 – plus excursions to see live performances where applicable.
COURSE OUTLINE:
Students engage in an integrated study

Of the practices of performance, composition and appreciation

And of the elements of dance
1. Students are introduced to dance as an art form with a focus on the shaped that dancers
create in space.
2. Students develop dance skills and study “safe dance practice” – examining principles of
alignment, warm-ups and cool downs.
3. Students are introduced to dance analysis.
4. Students develop performance quality and effective communication of ideas through
dance, movement and performance.
25
DESIGN AND TECHNOLOGY - Food, Fashion and Computers
The emphasis of this course is on designing and producing solutions to identified needs, using
technological resources and processes available in the Food Labs, Textiles room and Computing
areas of the school.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Protective footwear
An apron, headscarf etc for practical Food projects
fabrics, threads etc for Fashion projects
Subject Contribution:
$40.00 per year
COURSE OUTLINE:
Students will complete a number of design projects across the various design areas, including:
 Food – e.g. “Eggcellent Easter” – Students design and create a quality Easter product suitable
for commercial sale.
 Fashion – e.g. “Sweet Dreams Are Made Of This” – Students construct pyjama pants and team
it with a top that they embellished to suit themselves.
 Digital Media – e.g. “Lights Camera Action” – Working in teams, students design and produce
a sort video.
Each project will entail a practical task and the presentation of a portfolio.
26
DESIGN AND TECHNOLOGY
(Graphics / Timber / Metal / Plastics / CAD)
Aims:

To design, produce and evaluate quality designed projects

To learn to use a variety of technological resources and processes available in the Industrial
Arts area of the school, including timber, metal, plastics, and computers (CAD).

To develop the ability to think creatively, and to work productively and safely
The emphasis of this course is on innovative problem-solving and practical project work to
develop projects to meet human needs.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Subject
Contribution:
Solid protective footwear, safety glasses
$40.00 each year
Additional materials may need to be purchased for larger projects if chosen
COURSE OUTLINE:
Students will complete units of work from at least 3 focus areas of design, which may include:
 Aeronautical
 Architectural
 Environmental
 Furniture
 Graphical
 Interior
 Jewellery
 Landscape
 Transport systems
A student-negotiated focus area of design is an option for the second semester of Year 10.
27
DRAMA
Aims:
 To engage and challenge students to maximise their dramatic abilities and enjoyment of
drama and theatre, through making, performing and appreciating dramatic and theatrical
works
 To develop confidence and skill in both verbal and non-verbal communications
 To develop ability to work co-operatively and creatively in group situations
 To value the diverse nature of drama and theatre
 To value the contribution of drama and theatre to enriching and sustaining cultures and
societies
 To develop an increased awareness and perception of the value of self and others
 To observe and interpret real and enacted situations, issues and ideas
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements: A willingness to be actively involved in practical work and performances.
Pre-requisites: Appropriate clothing that permits unrestricted movement (shorts, pants, tights).
Subject Contribution:
Nil, however excursions to see live performances where applicable
COURSE OUTLINE:
1. Introductory games and exercises
6. Dramatic Forms and Performance Styles,
2. Elements of Drama, including:
including:
a. Character
a. Extended improvisation
b. Role
b. Physical Theatre
c. Focus
c. Melodrama, non-realism, Greek
d. Tension
theatre, Shakespeare and
3. Improvisation
performances
4. Playbuilding – Monologues
7. Performance- All students will be
Dialogues
Group devised
required to perform to an audience
8. Written work- History of Theatre, reviews
pieces
and assignments, in class tests.
 Class ensembles
5. Log Books
28
FOOD TECHNOLOGY
People have always enjoyed eating but on the other hand FOOD TECHNOLOGY is an everchanging area of study - this is what makes it interesting!
In this course students will not only learn new cooking skills but they will also learn all about the
foods they consume each day. Investigations relating to Food Production, Food Processing and
Manufacture, Nutrition, Food Product Development, Food Packaging and Food Marketing will be
undertaken.
Students plan and prepare delicious and nutritious foods.
Students will also learn about the influences on and changes within the Food Industry. They will
be aiming to become involved in discovering and maybe even shaping its future!
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Uniform (apron, head covering and covered leather shoes)
Pre-requisites:
Equipment (tea towel, oven mitt, sponge, table setting)
Protective shoes
Subject Contribution:
Year 9 - $45.00
Year 10 - $45.00
COURSE OUTLINE:
Year 9
1. Start it Up (all you need to know to get started)
2. Food Selection and Health (Food as Fuel)
3. Food for Special Occasions (Let’s Party)
4. Food for special needs
Year 10
5. Food Equity (Freedom from Hunger)
6. Food in Australia (The Oz I.D.)
7. Food Trends (Food Habits and Trends)
29
FRENCH
The aim of this two year course is to develop students’ competency and confidence in using
French. In year 8 we teach students very simple introductory expressions and vocabulary. In Year
9, and later Year 10, we want students to have the ability to survive in a French-speaking
environment.
Imagine you find yourself in holiday in Paris. Could you book yourself a hotel room, catch a train,
order food in a café, go shopping, ask and give directions, or ask for help in an emergency?
By the end of Year 10 these are things you can do!
We will look at many aspects of French-speaking cultures; food, films, sports etc. We also want
students to develop skills in reading, listening and writing French, as well as speaking it.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Pre-requisites:
Nil
None
Subject Contribution:
$10 for companion workbooks
COURSE OUTLINE:
Topics year 9 and 10













Our Local Area,
Shopping,
Daily Routine,
Getting Help,
School Life,
Making Arrangements,
Entertainment,
Holidays,
Special Occasions,
Health and Fitness,
The Environment,
Travelling to French-Speaking Countries and
Future Plans.
Please note that there may be some variation in these topics.
30
ELECTIVE GEOGRAPHY
Aims:
The Geography (elective) course provides students with the opportunity for additional learning
through the engagement with additional Geography content. It provides students with a boarder
understanding of the discipline of Geography and the process of Geographical enquiry, and
enables depth studies through flexible programming of focus areas.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Nil
Pre-requisites: None
Subject Contribution:
Nil
COURSE OUTLINE:
Geography (elective) enables

Physical Geography
students to complete at least

Oceanography
five depth studies from eight

Geography of Primary Production
focus areas:

Development Geography

Australia’s Neighbours

Political Geography

Interaction and Patterns along a Continental Transect

School Developed Option
31
GRAPHICS TECHNOLOGY
Aims:
 To learn techniques in traditional drafting, presentation drawings, and computer aided
drawing. (AutoCAD, ProDesktop, Google Sketchup)

To think creatively and communicate information using a variety of graphical techniques
and media.

To produce quality technical drawings which are used to communicate ideas to makers,
manufacturers, and customers, so that products can be built and put into use.
This subject gives a sound basis for all trade courses, design and practical careers.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Drawing kit: Clutch pencils, 30o and 60 o set squares, compass set, A3 folder
Access to drawing board, tee square, computer for homework.
Prerequisites:
Subject
Contribution:
An ability to visualize, and to draw neatly and accurately.
$10.00 per year
COURSE OUTLINE:
Year 9 – Core Modules
 basic drafting skills
 pictorial drawings – isometric, oblique, perspective
 orthographic drawings
 presentation drawings - rendering
 computer-assisted drawing skills – Google Sketch up, AutoCAD
Year 10 – Option Modules to be selected from:
 architectural drawing,
 cabinet and furniture drawing,
 computer aided design and drafting,
 engineering drawing,
 graphic design,
 Technical illustration.
32
ELECTIVE HISTORY
Aims:

To provide students with knowledge, understandings of skills related to the history and
development of world society.

To provide students with the opportunity to pursue study of Ancient, Medieval and
Modern History focussing on interesting individuals, events and trends throughout time.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Nil
Pre-requisites: None
Subject Contribution:
Nil (except for any possible excursions)
COURSE OUTLINE:
Year 9 Possible Topics may include:

History – Fact or Fiction + Heritage around the World

Ancient China – the Great wall, the Mongols and the myth of 1421

Pirates – in ancient times, the Golden Age, piracy now, and pirates in film and fiction

Myths and Legends in world history
Year 10 Possible Topics may include:

Vikings – brutal killers or just misunderstood?

The Zulu and the Zulu Wars

Local History – What does it tell us?

Heroes and Villains eg Jack the Ripper
33
INDUSTRIAL TECHNOLOGY –
MULTIMEDIA
Aims:
 To develop the ability to think creatively to devise solutions to practical problems.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements: A willingness to be actively involved in the use of computer software and
hardware.
Pre-requisites: No previous study is required
COURSE OUTLINE:
Industrial Technology is a practical, hands-on subject and is orientated to students undertaking
a range of practical experience that occupy the majority of course time.
Main Topics Covered:
Students are involved in group and individual projects to promote skills development in the
following areas:

video (producing, editing, storing)

creation and manipulation of sound

image manipulation

emerging technologies

use of hardware devices – digital video,  Work, Health and Safety
digital still cameras, graphic tablets, web  animation
cams

use of software supplied on student
laptops eg the Adobe suite

webpage development
34
INDUSTRIAL TECHNOLOGY –
Engineering
Aims:
Students will:
To design, construct, test and evaluate solutions to engineering challenges

To learn to use a variety of technological resources and processes available in the
Industrial Arts area of the school, including timber, metal, plastics, and computers

To learn to use technical graphics, CAD and 3D modeling to describe solutions to
problems

To learn to think logically and creatively, to work safely and productively, individually and
in groups
This subject gives a sound basis for all trade courses, design and practical careers.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Subject
Contribution:
Solid protective footwear and safety glasses.
$40.00 each year
Additional materials may need to be purchased for larger projects if chosen.
COURSE OUTLINE:
Year 9 – Core Module 1 –
Core Module 2 –
STRUCTURES (industrial, civil and domestic)
MECHANISMS (small vehicles - transport vehicles)
Year 10 – Specialised Module 3 - CONTROL SYSTEMS (range of devices and appliances, robotics,
electronic and mechanical control)
Specialised Module 4 - ALTERNATIVE ENERGY (wind, solar. wave, geothermal, etc)
All modules are further developed in the key areas of:
 Occupational Health and Safety (OHS)
 Materials, Tools and Techniques
 Design
 Links to Industry
 Workplace Communication
 Impact on Society and Environment
35
INDUSTRIAL TECHNOLOGY – CERAMICS
 Knowledge, understanding and skills and values through the safe
Aims:
To develop
interaction with ceramic materials
 Planning, development, and construction of quality practical projects.
 An understanding between technology, the individual, society and the
environment.
 The ability to think creatively to devise solutions to practical problems.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Protective clothing, covered shoes
Pre-requisites:
Visual Arts Process Diary
Subject Contribution:
$ 25.00 per year – Year 9 : $25.00 per year - Year 10
COURSE OUTLINE:
Design Skills
 clay bodies
 joining methods
 decorating and finishes
 firing techniques
 function
 recognition of culture and historical aspects
Planning Skills
Reading and drawing, sequence of operations, related information
Construction Skills
Occupational Health & Safety; materials; forming; joinery; finishing; firing
36
INDUSTRIAL TECHNOLOGY – METAL
Aims:

To use metal to produce useful, functional and/or decorative articles of an appropriate
quality.

To develop knowledge, understanding and skills in the use of materials, tools and
techniques related to metal and associated industries

To learn to think logically and to work safely and productively
The emphasis of this course is on practical project work, reinforced by relevant theory, research
and reporting.
This subject gives a sound basis for trade courses, design and practical careers.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Subject
Contribution:
Solid protective footwear, apron, safety glasses
$40.00 each year
Additional materials may need to be purchased for larger projects if chosen
COURSE OUTLINE:
Year 9 – Core Modules– General Metal 1&2

basic metalworking skills – sheet metalwork, machining, forge work, etc
Year 10 – Specialised modules – Fabrication 3&4

Metal structures, welding, fitting and machining, etc.
All modules include specific content related to the key focus areas of:
 Occupational Health and Safety (OHS)
 Materials, Tools and Techniques
 Design
 Links to Industry
 Workplace Communication
 Impact on Society and Environment
Practical projects may include sheet metal products, machined metal products, fabricated and
welded products, and an option for a Major project in the second semester of year 10.
37
INDUSTRIAL TECHNOLOGY – TIMBER
Aims:

To use timber to produce useful, functional and/or decorative articles of an appropriate
quality.

To develop knowledge and skills in the use of materials, tools and techniques related to
timber and associated industries

To learn to think logically, and to work safely and productively
The emphasis of this course is on practical work, reinforced by related theory, research and
reporting.
This subject gives a sound basis for all trade courses, design and practical careers.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Solid protective footwear, apron, safety glasses
Subject
$40.00 each year
Additional materials may need to be purchased for larger projects if chosen
Contribution:
COURSE OUTLINE:
Year 9 – Core Modules– General Wood 1&2

basic carpentry and wood-machining skills
Year 10 – Specialised Modules - Cabinetwork 3&4
 furniture construction, more advanced wood-machining skills
All modules include specific content related to the key focus areas of:
Occupational Health and Safety (OHS)
Materials, Tools and Techniques
Design
Links to Industry
Workplace Communication
Societal and Environmental Impact
Practical projects may include tools, decorative timber products, furniture items, storage and
display units, and an option for a Major project in the second semester of year 10.
38
PHYSICAL ACTIVITY AND
SPORTS STUDIES
Aims:
To enhance students’ capacity to participate effectively in physical activity and sport, leading to
improved quality of life for themselves and others.
To provide opportunities which allow each student to develop their full potential.
To allow students with ability, interest and potential in the PDHPE discipline to be extended and
develop their talent.
THIS IS A BOARD OF STUDIES CONTENT ENDORSED COURSE TO BE STUDIED OVER STAGE 5
(YEARS 9 AND 10)
Requirements:
Students are required to wear school sport uniform for practical lessons.
Pre-requisites:
It is required that students have 2 sets of the sports uniform when taking this course.
Subject Contribution:
Nil (except bus fares, pool entry and facility hire)
COURSE OUTLINE:
The content is organised in modules within the following 3 areas of study;

Foundations of Physical Activity

Physical Activity and Sport in Society

Enhancing Participation and Performance
39
Peer teach –various games primary school skill development
Coaching
Invasion games
Technology, participation and performance
Lacrosse/European handball
Issues in physical activity and sport
Hitting and fielding games
Nutrition and physical activity
Table tennis/badminton/tennis
Issues in sport
Year 10
Archery/Navigation/Rock climbing
Outdoor recreation
Fitness testing
Physical fitness
Aus tag/ultimate Frisbee
Body systems and energy for physical activity
Year 9
MUSIC
Aim:
To provide students with the opportunity to acquire knowledge, understanding and
skills necessary for active engagement and enjoyment in performing, composing
and listening.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
An ability to regularly practice at home on a musical instrument of your
choice (eg. guitar, piano, voice, etc.)
Subject Contribution:
Nil
COURSE OUTLINE:
1. Composing - Students will improvise, arrange, compose, notate and observe various
compositional techniques and technologies
2. Listening - Many styles, eras and cultures will be used to develop students’ listening skills and
knowledge of the concepts
3. Performance - Each student will be expected to present individual, ensemble and class
performance pieces to the class in a variety of styles.
40
TEXTILE TECHNOLOGY
Aims:
 To develop confidence and proficiency in a variety of skills to make Textile items.
 Students actively engage in learning about
-
Elements & principles of design
-
Clothing styles
-
Using a variety of sewing equipment & resources
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
A portfolio,
A4 workbook
Own fabric and pattern for projects
Subject Contribution:
$20 per year
FOCUS AREAS A minimum of 4 units of work are studied from 3 focus areas over the two years.
1. APPAREL “Urban Escape” – Design, produce and evaluate an apparel item using a
commercial pattern.
2. FURNISHING –“Like a Kaleidoscope” – Design, produce and evaluate a furnishing item for a
specific space in the home.
3. TEXTILE ART OR NON-APPAREL – “Sea and Sand” -Study manufactured fibres and nonwoven fabrics and include techniques such as beading, felting, and machine embroidery.
4. APPAREL –“Star gazing” – Design, produce and evaluate sleepwear from a historical
perspective. Using knitted fabrics.
5. FREE CHOICE - “Shabby Chic” – Produce a portfolio and article and look at the textile
industry.
6. NON-APPAREL OR COSTUME –“East meets West” – Using textiles as a means of
expression to design a costume, mask, jewel boxes, tiny purses.
41
VISUAL ARTS

Aims: To enable
students to:
Develop and enjoy practical and conceptual independence in
their abilities to represent ideas in the visual arts.

Understand and value the different beliefs that affect meaning
and significance in artworks.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Protective clothing, covered shoes.
Pre-requisites:
Visual Arts Process Diary, one large and one small, a USB memory stick,
and a range of good drawing pencils 2B to 8B.
Subject Contribution:
$ 30.00 per year – Year 9 : $30.00 per year - Year 10
COURSE OUTLINE:
Making

Students will be given opportunities to make artworks in a sustained way and work
toward the development of a body of work in 2D, 3D and 4D forms. The artworks
will be informed by their understanding of practice, the conceptual framework and
the frames.
Critical and Historical Study.

Student will develop knowledge, understanding and skills to critically and
historically interpret art informed by their understanding of practice, the
conceptual framework and the frames.
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Visual Design
Aims: To enable students to:
 Develop practical and conceptual independence as a visual designer in the making of visual
design artworks.
 Understand and value the different beliefs and contexts that affect meaning and significance in
visual design artworks.
THIS IS AN ELECTIVE BOARD COURSE TO BE STUDIED OVER
STAGE 5 (YEARS 9 AND 10)
Requirements:
Protective clothing, covered shoes
Pre-requisites:
Small Visual Arts Process Diary, a display journal a USB memory stick.
Subject Contribution:
$30.00 Year 9, $35.00 Year 10.
COURSE OUTLINE: Students may develop

knowledge, understanding and skills to:

Make visual design artworks such as
design artworks informed by their
visual imaging in advertising, cartooning,
understanding of practice, the
illustration,
conceptual framework and the frames.
typography,
posters,
postcards and print design.

Critically and historically interpret visual
Make visual design objects in works of
jewellery, wearable art, ceramic wear,
habitat design and fabric design.

Make visual design in space time works.

Experiment with digital photography
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