SUBJECT SELECTION
YEARS 9 and 10
2015-2016
Oak Flats High School
Space to learn and grow
1
TABLE OF CONTENTS
Page
Letter to students from the Principal
3
How many electives to study?
5
Subject, Levy and Material Costs
6
Pattern of Study
7
Satisfactory Completion of Courses
7
Curriculum Structure and Period Allocation
8
Core Subjects
9 – 14
Electives
15 – 32
Subject Selection Sheet
33
2
TO YEAR 8 STUDENTS
Dear Students
During their first two years of secondary school, students in Year 7 and 8 at Oak Flats High
School study subjects that are very similar to those taken by all other students in a Government
high school in New South Wales. The aim of this pattern of study is to provide a core of
knowledge, skills and values for all students across the state.
In Year 9 and 10 you will be given the opportunity to study not only a core of learning similar to
that in Years 7 and 8, but also a number of elective courses.
Next year in Year 9, all students will study English, Mathematics, Science, Australian Studies
(History, Geography, Civics and Citizenship). Students will also study


two Board of Studies (BOSTES) developed elective subjects in years 9 and 10,
Enrichment courses and a volunteering program in year 9
all of which will be presented for qualification for the award of a Record of School
Achievement.
This booklet has been prepared to assist you in making decisions that will be important to your
future years of schooling. Your success, enjoyment and interest at school over the next few years
will depend on the wisdom of the choices you make now.
Please consider carefully the information contained in this booklet and seek the advice of your
parents, teachers and others who may be able to assist you in these decisions.
Remember that courses change over time, and the advice you receive from older students may
be misleading.
Remember that your Year Adviser, the Deputy Principals, the Principal and other teachers are
available to help you where necessary.
Mr K Spillane
Principal
3
Selection of BOSTES Developed Elective Subjects
The following notes on possible elective subjects are provided to give students some
background information prior to making your subject choices for Stage 5.
Students are asked to select subjects from the following list.
Year 9
Year 10
Agriculture 1
Agriculture 2
Child Studies 1
Child Studies 2
Commerce 1
Commerce 2
Dance 1
Dance 2
Food Technology 1
Food Technology 2
French 1
French 2
German 1
German 2
Industrial Technology –Engineering
Industrial Technology –Engineering
Industrial Technology – Metal
Industrial Technology – Metal
Industrial Technology - Multimedia 1
Industrial Technology - Multimedia 2
Industrial Technology – Timber
Industrial Technology – Timber
Information Software & Technology 1
Information Software & Technology 2
Marine and Aquaculture Technology 1
Marine and Aquaculture Technology
2
Music 1
Music 2
Physical Activity & Sports Studies 1
Physical Activity & Sports Studies 2
Textiles Technology 1
Textiles Technology 2
Visual Arts 1
Visual Arts 2
Visual Design 1
Visual Design 2
Work Studies 1
Work Studies 2
Subjects studied in Year 9 can be continued in Year 10 for the Record of School Achievement
(ROSA).
4
Students will be allowed to change electives at the start of Year 10 subject to BOS rules,
vacancies in the course and available school resources.
Please Note:
Preference in subjects will be given to the first students who return their subject selection sheet
by the due date.
How many electives must I study?
At Oak Flats High School, students are required to successfully complete a minimum of two or a
maximum of four electives in Years 9 and 10 from the Board developed courses listed in this
booklet.
Most electives run for 200 hours (ie for 2 years). In some cases students are able to study an
elective for 100 hours (ie for 1 year) and select another 100 hour elective for the following year.
Please note that if an Industrial Technology course is selected it must be studied for two years.
When selecting subjects, students and parents should consider the following points:
1
2
3
4
5
6
The choice of subjects should be based on student interest, ability and possible
future vocation.
A number of the subjects involve course fees for materials used. The course fees
cover consumables and for specific subjects – special project requirements.
Students who select practical subjects must be willing to pay the fees otherwise
some materials might not be available for the student’s use. Subject fees are
currently under review by the Finance Committee and may change.
The range and number of subjects that will operate in 2015-2016 will depend upon
the number of students who nominate them and the available school resources
including staffing.
Certain electives, namely Industrial Technology, Food Technology, Agriculture,
Visual Arts, PASS, Textiles and Design require students to wear protective clothing
and safe shoes for practical work.
Subjects do not have to be studied in Years 9 and 10 to be selected for study in
Years 11 and 12.
Discuss the information provided carefully with parents/carers and contact
teachers.
5
BOSTES Developed Elective Fees
The subjects listed below involve a cost as indicated.
These charges are all for student consumables. They range from food items cooked and eaten in
Food Technology to the wood used in constructing items that students can take home.
The purpose of the fee is to avoid students being required to bring materials to school on a daily
basis.
All fees are determined by the School Finance Committee. This committee is composed of both
staff and parents. Fees are to be paid to the Front Office.



Subject
Fee
Agricultural Technology
$10
Child Studies
$10
Dance
$30
Food Technology
$60
Industrial Technology – Engineering
$40
Industrial Technology - Metal
$60
Industrial Technology – Timber
$60
Industrial Technology - Multimedia
$20
Information and Software Technology
$30
Marine and Aquaculture Technology
$10
Music
$30
Physical Activity and Sports
$10
Textiles Technology
$20
Visual Arts
$40
Visual Design
$40
Fees may be paid in instalments. Please contact the Office for details. Credit Card facilities
are also available.
Payment would be appreciated by the end of Week 4, Term 1.
Families who have genuine difficulties with fee payment should contact the Principal for
information about the Student Assistance Scheme
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Students in Years 9 and 10 will study the course pattern shown below:
English
Mathematics
Science
History, Geography, Civics, Citizenship
Board Developed Elective 1
Board Developed Elective 2
Enrichment Electives (one semester each)
Volunteering day (Yr 9 only)
Personal Development, Health and Physical Education (Yr 10 only)
Sport
At the end of Year 10 students will be awarded a Record of School Achievement (ROSA)
provided all requirements have been met.
Satisfactory Completion of Courses
Following is a statement from the Board of Studies


To receive a result in any course, you must satisfactorily study that course.
Satisfactory completion of a course involves:
a) following the course developed by the Board; and
b) applying yourself with diligence and sustained effort to the set tasks provided in the
course by the school; and
c) achieving some or all of the course outcomes.
At Oak Flats High School, the following indicators will be used to help teachers assess that each
student has satisfactorily completed a course.
Students should:
I.
II.
attend for at least 85% of the allocated periods in order to meet the requirement of
(a) above, ie. too frequent absenteeism means you have not been able to follow the
course developed by the Board of Studies.
a) be punctual to all lessons unless excused by a justifiable reason.
b) bring the appropriate equipment to all lessons including exercise book, textbook
(if issued), pens, pencil, ruler, and any other subject specific equipment, eg a
scientific calculator in Mathematics.
c) attempt set homework to the best of their ability and hand in on time.
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III.
d) stay ‘on task’ and attempt all class work to the best of their ability without undue
distraction or disruption of others.
complete tests and assessment tasks/assignment as required by the course.
Most students with special education needs will be able to access the regular curriculum
outcomes. A small percentage of these students, particularly those with an intellectual
disability, may obtain a Record of School Achievement by studying Life Skills outcomes in
particular subjects.
Curriculum Structure and Period Allocations each fortnight per Subject for Years 9 and 10
Subject
Year 9
Year 10
English
6
6
Mathematics
6
6
Science
6
6
6
6
PD/H/PE
-
5
Board Developed Elective 1
5
5
Board Developed Elective 2
5
5
Enrichment Electives
5
5
Volunteering
5
-
Sport
2
2
Total
46
46
Australian Studies (History, Geography,
Civics & Citizenship)
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CORE SUBJECTS
ENGLISH
English programs at Oak Flats High School follow a scope and sequence through Y7-10 that aims
to build skills and knowledge while providing challenges that assist students in achieving some
or all of the set outcomes. The organisation of our stage 4 and 5 programs attempt to cater for a
diverse range of student needs, interests and abilities. At the heart of our programming is the goal
to realise the rationale of our Syllabus, namely to assist our students in becoming “…confident
communicators, critical and imaginative thinkers, lifelong learners and informed, active
participants in Australian society.” (page 10 NSW Syllabus for the Australian Curriculum, English
K-10). At Oak Flats High, Year 9 English classes are formed on the basis of achievement in Stage
4 English, Years 7 and 8. Involvement in and commitment to class work are essential ingredients
of success in English. Class tasks and class assessments, common assessment tasks, Semester 1
and Semester 2 examinations are used to assist teachers to place students in appropriate
classes. Assessments and class work focus clearly on specific outcomes and it is important that
students are working towards the achievement of these outcomes through a diligent approach
to their studies.
In Year 9 students are beginning Stage 5 of the English Syllabus which culminates, for successful
students, in the award of a Record of Student Achievement (RoSA) at the end of Year 10. The
outcomes established in our Syllabus are the basis on which students are assessed and reported
on, however, students are assessed through a variety of modes (namely reading, viewing,
writing, speaking, listening, viewing and representing). Students continue exploring, reviewing
and using concepts established in Years 7 and 8, but in Year 9 there is an expectation that
students will engage with more sophisticated texts and as such compose more complex,
detailed and mature responses. This expectation is evident in the language used in the stage 5
outcomes when compared to those in stage 4 (see page 14-17 of BoS English K-10 Syllabus, NSW
Syllabus for the Australian Curriculum).
In Year 10, students continue working towards the achievement of the same stage 5 outcomes
and, at the completion of Year 10, if all assessment tasks, class tasks and examinations have
been attempted, students are awarded their RoSA. It is vital that all tasks are attempted in this
year as failure to do so will result in N Warning letters being issued, which can result in a student
not being awarded a RoSA in this subject. Student assessment in English is determined by
comparing student work samples against performance descriptors from the ARC Website (see
http://arc.boardofstudies.nsw.edu.au/go/9-10/stage-5-grading/cpds/index/english). Results will
be based on student achievement against course performance descriptors. A school grade and
report will also be issued on the basis of school assessment. Students are again required to write
detailed, sophisticated responses and the focus moves towards equipping students with the
skills needed to engage in an academic analysis of a text. Students in Year 10 receive a
comprehensive outline of their assessment schedule at the commencement of the year where
all formal assessment tasks, outcomes, modes of assessment, weighting and due dates out
outlined. Students and parents are encouraged to considered this document carefully and make
sure they have a clear understanding of what is being assessed, when it is being assessed and
how it is being assessed. If further information is required feel free to contact the school to
make an appointment.
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MATHEMATICS
Mathematics is a core subject and must be studied by all students. The syllabus has been
structured in a continuum where students can progress at their level. In order to cater for the
full range of learners, three specific endpoints and pathways (5.1, 5.2 and 5.3) have been
identified for Stage 5 (Years 9 & 10). The depth of treatment of topics and mathematical
sophistication differ in each endpoint. Classes are graded and students will follow the pathway
which best suits their needs. Changes to classes may occur throughout the Stage.
The study of mathematics provides opportunities for students to appreciate the elegance
and power of mathematical reasoning and to apply mathematical understanding creatively
and efficiently. The study of the subject enables students to develop a positive self-concept
as learners of mathematics, obtain enjoyment from mathematics, and become self-motivated
learners through inquiry and active participation in challenging and engaging experiences (NSW
Syllabus p10).
All students need to work with diligence and sustained effort both in class and at home and
should achieve the course outcomes at their particular level.
The essential content for Mathematics is structured into Working Mathematically and the
strands

Number and Algebra

Measurement and Geometry

Statistics and Probability
These strands contain the knowledge, skills and understanding for the study of Mathematics.
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SCIENCE
Science is a Core subject and is studied by all students. The work covered is arranged into the
themes listed below:
Year 9
Atomic Theory
Plate Tectonics
Natural Events
Electrical Energy
Cell Theory
Newton’s Laws of Motion
The Human Body
Evolution
Year 10
Ecology
Compounds & Reactions
The Universe
Materials Chemistry
DNA
Natural resources
Atomic Energy
Future Technology
Genetics
All Science classes are fully graded on the basis of the student’s demonstrated skills and
application to Science. The student’s class is reviewed at the end of each semester. Some
changes are made in the middle of the year, with full grading being made at the end of Year 9.
This regrading is done using marks from exams, class assessment and teachers comments.
All students are expected to achieve to the best of their ability by applying themselves to their
class work, assignments and homework.
Assessment: Assessment in this subject is progressive and ongoing. Assessment will be based
upon a wide range of class activities and common assessment tasks.
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PERSONAL DEVELOPMENT HEALTH PHYSICAL EDUCATION
(PDHPE)
PDHPE is a Core Subject and is studied by all students in Years 9 and 10. This subject is an
integration of the three major components of Health, Physical Education and Personal
Development. This subject has a theoretical and practical component.
The aim of PDHPE is to develop students’ capacity to enhance personal health and well being,
enjoy an active lifestyle, maximise movement potential and advocate lifelong physical activity.
Students work within PDHPE to develop and apply the skills that enable them to adopt and
promote healthy and active lifestyles including communicating, decision-making, interacting,
moving, planning and problem-solving. Units studied within this subject involve concepts from
each of the four content strands: Self and Relationships, Movement Skills and Performance,
Individual and Community Health and Lifelong Physical Activity.
During Year 9 and 10 students work within PDHPE to develop their sense of self, improve their
capacity to manage challenging circumstances and develop caring and respectful relationships.
Through the study of a number of adolescent health contexts students develop their ability to
take actions to protect, promote and restore individual and community health.
Participation in a wide variety of practical activities enhances students’ ability to move with
confidence and competence and contribute to the satisfying and skilled performance of others.
A range of recreation and leisure activities are also included in the program of study to develop
and a foster a strong commitment to enjoyable lifelong physical activity.
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GEOGRAPHY
The Geography (Mandatory) course requires students to complete 100 hours of Australian
Geography in Stage 5 (Years 9 and 10)
Course Overview
Geography allows students to develop an understanding of and an interest in the interaction of
the physical and human environments. Students will develop geographic knowledge,
understanding, skills, values and attitudes in order to engage in the community as informed and
active citizens.
In Year 9, students examine Australia’s physical environments and communities and explore
how they are changing and responding to change.
In Year 10, students look at Australia’s roles in its region and globally and how individuals and
groups are planning for a better future. An important feature of the Australian Geography
course is to allow students to become more informed and active citizens.
Course Requirements
Fieldwork is an essential part of the study of Geography and students are required to investigate
a geographical issue through fieldwork by developing and implementing a research action plan.
Course Content
Year
9
9
10
10
Focus Area
5A1
5A2
5A3
5A4
Title
Investigating Australia’s Physical Environments
Australian Communities
Issues in Australian Environments
Australia in its Regional and Global Context
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HISTORY
The History (Mandatory) course requires students to complete:
100 hours of Australian History in Stage 5 (Years 9 and 10)
This is a requirement for eligibility for the award of the Record of School Achievement.

Course Overview
History develops in young people an interest in and enjoyment of exploring the past.
In Years 9–10, students learn of significant developments in Australia’s social, political and
cultural history in a global context. Key units cover the Making of The Modern World,
Australians at War, Rights, Freedoms and Experience of various groups in society and The
Globalising World.
Students learn to apply the skills of chronology, analysis and use of sources, perspectives and
interpretations, empathic understanding, research and explanation and communication.
Students also learn to construct a logical historical argument supported by relevant evidence
and to communicate effectively about the past to different audiences.
Students develop an understanding of continuity and change, cause and effect,
perspectives, empathic understanding, significance and contestability.
Year
9
9
9
10
10
10
Topic
1
2
3
1
2
3
Title
Overview: The Making of the Modern World
The Industrial Revolution
Australians at War
Overview: The Modern World and Australia
Rights and Freedoms
Popular Culture or The Holocaust
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ELECTIVE SUBJECTS
Agricultural Technology
Agricultural Technology is an elective course that may be studied for 100 or 200 hours for the
Record of School Achievement. It builds on the knowledge, skills and experiences developed in
the Technology (Mandatory) Years 7–8 Syllabus.
Students will experience aspects of an agricultural lifestyle through direct contact with plants
and animals and a variety of outside activities. They explore the many and varied career
opportunities in agriculture and its related service industries. Participation in Cows Create
Careers is an OFHS tradition.
Course Overview:
Year 9:
Students investigate the viability of Australian agriculture through the study of units such as:
Pigs, Fruit, Market Gardening, Poultry, Beef Cattle, Horticulture and Farm Biological Processes.
Careful management of issues relating to the sustainability of agricultural systems, as well as the
relationships between production, processing and consumption are examined.
Year 10:
Students investigate the viability of Australian agriculture through the study of units such as:
Sheep, Dairy Cattle, Winter Cereals, Farm Chemicals and Handling, Genetics, Bee Keeping Goat
Keeping, and a unit of work chosen by the class’ interests. Careful management of issues relating
to the sustainability of agricultural systems, as well as the relationships between production,
processing and consumption are examined.
The study of a range of enterprises allows students to make responsible decisions about the
appropriate use of agricultural technologies.
Students will spend approximately half of the course time on practical experiences related to
the chosen enterprises, including fieldwork, small plot activities, laboratory work and visits to
commercial farms and other parts of the production and marketing chain. The skills of designing,
investigating, using technology and communicating will also be developed over the period of the
course. Participation in (sometimes dirty / smelly) farm practicals is mandatory.
Costs.
A Subject fee of $10 per year applies to Agriculture. The garden should return this fee in produce
to you. The purchase of steel capped work boots or wellingtons are preferable footwear for this
course, later able to be used in courses such as Year 11/ 12 Construction.
Further Information:
Contact Mr Peter Horsley HT Science
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Child Studies
Child Studies provides the opportunity to learn about the development of the child and the
important role of parents and care givers. It incorporates a variety of educational experiences
and develops concepts based around Family Planning, Pregnancy and Pre-natal Development,
Child Development and the important role of parents and care givers.
Child Studies also promotes the building of self-confidence and self-esteem in our students and
helps them to become responsible care givers and parents in the future. Students will also
develop craft, music and games suitable for toddlers and will organise and run a weekly
community Playgroup in the school grounds.
In Year 10, students are given the experience of taking home a computerised baby, simulating
the care needed for a newborn baby.
Course Overview:
Child Studies 1 (100 Hours)
Child Studies 2 (100 hours)
Playgroup (30 Hours)
Playgroup (30 hours)
Family Interactions (10 hours)
Growth and development/ Diverse needs
of children (20 hours)
Preparing for parenthood (10 hours)
Conception to birth (15 hours)
Health and safety in ch ildhood (20 hours)
Media and technology in childhood (20
hours)
Childcare services and career opportunities
(10 hours)
Newborn Care (15 hours)
Food and nutrition in childhood (20 hours)
Course Fees: There is a $10 course elective fee which is required to be paid in the first term.
Ensure you show your teacher the receipt once the fee has been paid.
Method of Study: Child Studies 1 and Child Studies 2 may both be completed as a 200 hour
course; or independently as 100 hour courses in either Year 9 or 10.
Special Requirements: A willingness and commitment to working with children. Students are
expected to have a theory book and a craft folder for this subject.
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Commerce
Commerce enables young people to develop the knowledge, understanding, skills and values
that form the foundation on which they can make sound decisions about consumer, financial,
legal, business and employment issues. To function competently in our society, students need
to develop the ability to research information, evaluate options, and participate in collaborative
decision-making within the commercial and legal framework and acquire the necessary skills to
become self-directed lifelong learners. Commerce provides for a range of learning styles and
experiences that suit the interests and needs of all students.
Course Overview
Students undertaking a 100-hour course in Commerce will complete Core Part 1 (40 hours) or
Core Part 2 (40 hours) as essential learning and a minimum of three (3) options.
Students may study the 100-hour course in either Year 9 or Year 10.
Students undertaking a 200-hour course in Commerce will study Core Part 1 and Core Part 2 as
essential learning and a minimum of five (5) options over the course of Years 9 and 10.
Core1
Part 1 Consumer Choice: Students learn how to identify, research and evaluate options when
making decisions related to solving those problems and issues that confront consumers.
Part 2 Personal Finance: Students develop knowledge, understanding and skills that assist them
to achieve financial independence by developing the ability to make informed judgements and
to take effective decisions regarding the use and management of money.
Core 2
Part 1 Law and Society: Students develop an understanding of how laws affect individuals and
groups and regulate society.
Part 2 Employment Issues: Students learn about the commercial and legal aspects of
employment issues by focusing on their options, rights and responsibilities in the work
environment.
Options
(15–25 indicative hours each)
1 Investing
2 Promoting and Selling
3 E-commerce
4 Global Links
5 Towards Independence
6 Political Involvement
7 Travel
8 Law in Action
9 Our Economy
10 Community Participation
11 Running a Business
Assessment techniques include research assignments, simulation activities, practical activities,
fieldwork activities and presentations which promote analytical, critical, creative and reflective
thinking.
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Dance
Dance has existed as a vital part of every known culture throughout time. It is a distinct form of
nonverbal communication that uses the body as an instrument of expression, articulating the
culture and society from which it emerges. Dance exists today in many forms and is performed
for a variety of purposes in differing contexts.
Dance involves the development of physical skill as well as theoretical understanding and
analysis skills. Learning in and through dance enables students to apply their own experiences
to their study of dance. They learn to express ideas creatively as they make and perform
dances, and analyse dance as works of art. They think imaginatively and share ideas, feelings,
values and attitudes while physically and intellectually exploring the communication of ideas
through movement.
Course Overview
The stage 5 Dance course consists of three (3) major components:
1. Performance (Dancing)
2. Composition (Choreography)
3. Appreciation (Analysis)
Dance in stage 5 looks at the genres of :
1.
2.
3.
4.
5.
6.
Hip Hop
Modern Jazz Funk
Afro Jazz
Musical Theatre
Contemporary
Ballet
Objectives
Knowledge, understanding and skills
Students will develop knowledge, understanding and skills about dance as an artform through:
1. Dance performance as a means of developing dance technique and performance
quality to communicate ideas.
2. Dance composition as a means of creating and structuring movement to express and
communicate ideas.
3. Dance appreciation as a means of describing and analysing dance as an expression of
ideas within a social, cultural or historical context.
Values and attitudes
Students will value and appreciate:
4. their engagement in the study of dance as an artform.
Course Fees: $30 per course to be paid in Term 1.
Method of study: Dance 1 and Dance 2 may both be completed as a 200 hour course; or
independently as 100 hour courses in either Year 9 or Year 10.
Special Requirements: Students are required to change into suitable clothing (which will be
explained during the first class) for all Dance lessons. Students are encouraged to participate in
extracurricular activities offered by the school.
18
Food Technology
This is a practical-based course designed to allow students to explore the richness,
pleasure and variety that food adds to life and how it contributes to both vocational and
general life experiences.
The essential core topics of Food Preparation and Processing, and Nutrition and
Consumption are integrated through each topic studied.
Course Overview:
Stage 1
 You Are What You Eat – Learn how the selection of food impacts on our health.
 Australian Cuisine – Explore our culinary history from indigenous Australia to multicultural influences in contemporary fusion foods.
 Let’s Party! – Create foods for special occasions.
 Dietary Needs- Investigate special dietary needs.
Stage 2
 What’s New? – Investigate and experiment with new food trends in Australian
foods.
 Invention Challenge – Research how new food products are developed and design
and make a new food product.
 Restaurant Rules – Food service and catering skills are explored so that students can
plan, prepare and serve a formal dinner.
 Food Equity- Is there enough food for everyone?
Course Requirements:
School laptop, A4 exercise book PLUS enclosed shoes, container and tea towel for
practical lessons
Course Fees:
The $60 per year subject contribution covers the cost of food items for most practical
lessons. Students may be required to supply some of their own food when making food
products of their own design.
Further Information:
Contact:
Miss S Hinks (TAS Head Teacher)
Mrs K Massey, Ms D O’Brien & Mrs K Brightman (Food Technology
teachers)
19
French
The aim of Stage 5 French is to enable students to maintain communication in one of
the major languages of the world. Stage 5 French builds on the language and culture
introduced in Stage 4. The course aims to foster confidence in speaking, listening,
reading and writing in French, enabling students to function in a range of practical and
authentic situations. Students will have access to French/English dictionaries and on-line
resources and work in co-operative learning situations.
A continuing study of the culture of France and French-speaking communities is also
undertaken. Cultural activities such as cooking, song lyrics and film are used to enhance
the enjoyment of the program. The ability to communicate in French enriches this
experience and provides students with opportunities for continued learning and for
future employment, both domestically and internationally, in areas such as commerce,
tourism, hospitality and international relations.
Course Overview:
Stage 1: Year 9
Stage 2: Year 10

Our Local Area

Special Occasions, Special Days

Shopping

Health and Fitness

Daily Routine

Entertainment – television

Getting Help

Getting Help

School Life

The Environment

Making Arrangements

Travelling to a French-speaking

Entertainment – films and music

Holidays
country

Future Plans
Course Requirements


Satisfactory completion of Year 7 French (100 hours)
For students who have not taken French in Year 7 or Year 8: Teaching and
learning will support and cater for mixed abilities.
Further Information
Please contact course co-ordinator: Mrs M. Lyddiard
20
German
The aim of Stage 5 German is to enable students to maintain communication in one of the major
languages of the world. The course aims to foster confidence in speaking, listening, reading and
writing in German, enabling students to function in a range of practical and authentic situations.
Students will have access to German/English dictionaries and on-line resources and work in cooperative learning situations.
A study of the German culture and German speaking communities, introduced in Stage 4, is also
undertaken. Cultural activities such as cooking, singing and film are used to enhance the
enjoyment of the program. Culturally appropriate excursions will also be a part of the German
program. The ability to communicate in German provides students with opportunities for
continued learning and for future employment, both domestically and internationally, in areas
such as commerce, tourism, hospitality and international relations.
“When you speak to a man in a foreign language you speak to his mind. When you speak to him
in his own language, you speak to his heart!” (Nelson Mandela)
The German courses offered will provide you with the opportunity to:






gain effective skills in communicating in German
explore relationships between German and English
develop an understanding of aspects of German culture
have a hands-on experience of tasting and cooking different German food
develop an understanding of aspects of German geography
develop an understanding of aspects of German history and how it relates to our
modern world
Stage 1: Year 9
Stage 2: Year 10

Myself and my family

The kitchen

My school environment

Food and eating out

My house and my room

Hobbies and interests

Shopping

People and places

Daily routine

Holidays

Health and fitness

Entertainment

Sport

Travel to Germany
Course Fee: Purchase of a German language Workbook - approximately $13.00.
Course requirements: Students who have satisfactorily completed Year 7 German.

Any students who would like to study German language and culture. Teaching and
learning will support and cater for mixed abilities.
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Industrial Technology – Engineering
Industrial Technology - Engineering is designed to introduce students to the world of
engineering. It will foster students' complex problem solving skills and promote logical
thinking. Through a variety of practical projects (the majority of the course is practical)
students will learn to apply mathematical and science skills to real life applications (as
Engineers do).
Students will learn these principles though the study of structures, mechanisms, control
systems, robotics and alternative energy systems.
Course Overview:
Stage 1
 destructive testing of structures where half the class build castles and the other half
build catapults with the aim being to destroy the castle walls
 model rocket making projects learning about flight and recovery of rockets and
controlling them
 making vehicles designed to travel as fast or as far as possible.
Stage 2
 robotics using programmable integrated circuits
 developing safe and clean transport through alternative energy.
The focus will be on fun investigative projects that reveal the depth and complexity
involved in engineering.
This course is the perfect preparation for either Engineering Studies in Year 11 or any
other future course in Engineering.
Course Requirements:
An understanding that theory forms the basis for all practical work.
Enclosed shoes for practical lessons.
Course Fee:
A general fee of $40 each year will provide the each project. It also includes general
incidental items such as screws, nails, glue, garnet paper and use of school hardware.
Further Information:
Contact:
Miss S Hinks (TAS Head Teacher)
Mr S Ayrton (Engineering teacher)
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Industrial Technology – Metal
Industrial Technology – Metal will allow students to experience and develop skills
involved in Metal Industries. Students will develop links between raw materials and the
manufacture of products from different metals. They will gain knowledge and skills such
as: use of hand tools, power tools, bending and scrolling machines and various forms of
joining metals including MIG, electric arc welding and methods of riveting.
Course Overview:
Stage 1 – the main emphasis will be placed on fabrication and sheet metal projects.
These will include a tool box (sheet metal), an engineer’s square and a negotiated major
project.
Stage 2 –will involve more advanced projects of a can crusher and a major project where
negotiation, flexibility in design and choice of project will be encouraged.
Course Requirements:
An understanding that theory forms the basis for all practical work.
Enclosed shoes for practical lessons.
Course Fee:
A general fee of $60 each year will provide the basic materials for the introductory
projects. It also includes general incidental items such as mild steel and welding
consumables and use of school hardware.
Students will need to supply materials for their major project work.
Further Information:
Contact:
Miss S Hinks (TAS Head Teacher)
Mr G Bennett (Metal teacher)
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Industrial Technology – Multimedia
Students will gain practical experience in all areas of digital media, video production and
photography to develop a range of multimedia products. Students will identify and
analyse WH&S and risk management procedures necessary for the safe production of
multimedia projects, while linking content and skills to the multimedia industry.
Course Overview:
Stage 1
 Digital Media – Students develop a range of multimedia products including:
animations, video clips, promotional clips, audio sequences, logo designs,
entertainment media products and images.
 Animation – Students learn about different types of animations. Students will gain
practical experience using digital cameras, modelling clay and video editing software
to create their own stop motion, Claymation project.
 Computer animation – Students will learn about and experience a range of
animation software.
Stage 2
 Photography/Digital Scrapbooking – Students learn about all aspects of digital
photography to develop practical skills in photography, focusing on digital
photography. The major project in this topic involves students using photos they will
capture to create their very own digital scrap books.
 Video production – Students analyse and create practical video projects that
incorporate all areas of video production, Including: planning, capturing video
footage and utilizing video editing software. Students develop video commercials,
advertisements, promotional clips and short films.
 Major project – Students will negotiate and develop a project of their own design, to
demonstrate their ability in a range of multimedia techniques.
Course Requirements:
Students do not require any experience with digital software or hardware, all that is
required is an enthusiastic attitude and an interest in creating amazing practical
multimedia projects.
Course Fees:
A general fee of $20 will provide students with the opportunity to use digital hardware
and software including digital cameras, video cameras, editing software, storage devices
and batteries to operate the cameras.
Further Information:
Contact:
Miss S Hinks (TAS Head Teacher)
Mr D Tolley & Ms V Telfer (Multimedia teachers)
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Industrial Technology – Timber
Industrial Technology - Timber allows students to study the interrelationship between
materials and the environment, technology, industry and society. It also provides
opportunity for students to develop practical skills in designing, planning, management
and production of timber projects. Students complete a design folio and a series of
theoretical lessons to assist their understanding of planning, project management and
environmental concerns that are important factors in the timber industry.
Course Overview:
Stage 1 will involve the construction of a set of projects such as a chopping board,
nail/screw caddy, honey dipper, rolling pin and a negotiated major project.
Stage 2 projects include a lolly dispenser and a negotiated major project.
Course Requirements:
An understanding that theory forms the basis for all practical work.
Enclosed shoes for practical lessons.
Course Fee:
A general fee of $60 each year will provide the basic materials for the introductory
projects including Radiata Pine and some small sections of hardwood. It also includes
general incidental items such as screws, nails, glue, garnet paper and use of school
hardware.
Students will need to supply materials for their major project work including timber of
their choice and finishing items such as hinges, locks and any decorative finishings.
Further Information:
Contact:
Miss S Hinks (TAS Head Teacher)
Mr S Ayrton, Mr G Bennett & Mr D Tolley (Timber teachers)
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Information Software Technology (IST)
We live in a world surrounded by technology and we know that whatever field students choose
to go into as adults, their ability to succeed will increasingly hinge on understanding how
technology works. This is why choosing to study IST is an important subject selection for your
child.
During the course of studying Information Software Technology, students will be taught
foundational 21st century skills, as technology is increasingly shaping almost every aspect of
how we live our lives. This course is relevant to all students regardless their future career paths
as in this subject anyone can learn how to not just consume, but build the technologies of the
future.
With this in mind, we thoroughly recommend that students choose an elective in an area that
interests them. Students who choose an elective for any other reason usually end up unhappy
and underperforming.
IST is a study of the functioning and applications of computers. At the centre of this study is the
computer equipment — hardware — and the computer programs which run on it — software.
These two elements provide the unique nature of the course. The intrinsic interest of these
elements provides the motivation for many students to undertake the course.
The presentation of the content of the syllabus is that of a systems perspective, which
emphasises how the computer scientist investigates and the computer professional applies, this
technology. The true essence of the course is the study of how people, operating in an
environment and using computer systems, which include applications formed from hardware
and software, proceed to solve problems of relevance to them.
Students learn how to effectively use Information Software Technology applications in a variety
of contexts. This subject is useful for students with a range of IT capabilities. Students will
produce a digital portfolio of work completed.
Topics covered:
 Digital media; Adobe Creative Suite,
Photoshop & Corel Draw
 Authoring & multimedia; Adobe Premiere,
Avid Media Composer & Windows Media
Maker
 The Internet & Website development;
Dreamweaver




Artificial Intelligence, simulation &
modelling; Lego Mindstorms Robotics
Database design
Software development & programming;
Python, Java, C++, Scratch
Digital copyright
The whole course is practical based, with students learning their skills & theoretical knowledge
through a ‘hands-on’ teaching approach. They will develop the knowledge & understanding to
solve problems in real life contexts. Students engage in the process of analysing, designing,
producing, testing, implementing and evaluating IST based solutions. Creative, critical and meta
cognitive thinking skills are developed through student’s practical involvement in projects.
Subject Fee: $25 is required to cover consumables and ensure the further development and
enhancement of hands on practical applications for students to access during the study of this
course.
Further Information: Miss Telfer
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Marine and Aquaculture Technology.
Marine and Aquaculture Technology is an elective content endorsed course that may be studied for 100 or 200
hours, and recorded as a grade on the Record of School Achievement Record Of Achievement.
Marine and Aquaculture Technology develops students’ capacity to design, produce, evaluate, use and manage
marine and water-related environments in an environmentally sustainable way.
Course Overview:
All students learn about marine and aquatic environments. They study water safety, general first aid and the
maintenance of equipment. The economical sustainability of aquaculture and marine environments is emphasised
together with the preservation of wild seafood stocks. Students learn about the ethical and sustainable use,
management and protection of the marine environment. The responsible selection and safe use of equipment in
aquaculture and marine and maritime activities is emphasised.
For a 100 / 200 hour course students study a core of 35 hours and a mix of 15 or 30 hour optional modules. There
are forty-eight modules available from a broad range of marine and aquaculture areas. They are organised into
seven focus areas, with unit examples:

Biology: Dangerous Marine Creatures
Marine Mammals

Employment: Tourism, Maritime
Industries & Employmt. MotorboatsLicensing. Food From The Sea

Ecology: The Abyss

Management: Marine Engineering

Leisure: Water Craft Const. & Repair
Snorkelling Skills

General Interest:
Pers. Interest Project
Marine Disasters
Local Area Study
Shipwrecks of the Australian Coast

Aquaculture: Native Crayfish Biology
Underwater Farming
Costs.
There is a course fee of $10 per year. Pool entry and boat licensing fees plus excursions are to be expected. No
equipment is expected to be bought.
Further Information:
Contact Mr Peter Burns
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Music
The Music course is a dynamic subject designed for all students, of all musical skill levels. The focus of the course is
centred on developing students’ understanding of the Concepts of Music.
The Concepts of Music are:






Duration – the lengths of sounds and silences in Music.
Pitch – the relative highness and lowness of sounds.
Tone Colour – the aspect of sound that identifies an instrument.
Texture – how voices/instruments combine in Music.
Structure – the idea of design or form in Music.
Dynamics & Expressive Techniques – the volume of sound.
This understanding is developed through the core learning experiences of Performing, Listening and Composing.
Performance involves playing Music of various genres, periods and styles, both in groups and as a soloist. Listening
involves studying the Concepts of Music through listening to and analysing a wide variety of Music. Composition
involves experiences with, improvising, arranging, structuring and notating musical sounds.
Each student, in consultation with the teacher, will set their own goals for playing music on the instrument of their
choice (this includes singing). The school has a limited number of instruments available for hire and a wide range of
electronic instruments that can be used at school, including keyboards and guitars.
In keeping with the school's technology emphasis, computer software and hardware are used to assist students. A
variety of topics will be studied ranging from Pop and Rock music, to Jazz and Classical music, and Music Technology.
Music in Years 9 and 10 builds on the basic skills of Music appreciation learnt in year 8 and gives students the skills to
pursue Music for enjoyment and/or a variety of careers within the Music industry. This course also gives an
excellent grounding for the MUSIC 1 and/or MUSIC 2 courses in Years 11 and 12, and gives some insight into the
content of the Entertainment Industry course offered in Years 11 and 12.
Course Overview:
Music 1 (Year 9)

Music 2 (Year 10)
Listening (30 hours)
Listening (30 hours)
Composing (30 hours)
Composing (30 hours)
Practical (30 hours)
Practical (30 hours)
Theory (10 hours)
Theory (10 hours)
The study of a Unit on Australian Music is compulsory in any 200 or 100 hour Music course.
Course Fees: $30 per course to be paid in Term 1.
Method of study: Music 1 (Year 9) and Music 2 (Year 10) may be completed as a 200 hour course across both years 9
and 10; or alternatively as a 100 hour course in either Year 9 or Year 10.
Special Requirements: Students are encouraged to participate in extracurricular activities offered by the Creative
and Performing Arts Faculty. Whilst not mandatory, students may wish to take lessons outside of school on the
instrument of their choice.
For more information:
Mr Wade Jenkins
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Physical Activity and Sports Studies (PASS)
Physical Activity and Sports Studies represents a broad view of physical activity and the many possible contexts in
which individuals can build activity into their lifestyle. It incorporates a wide range of lifelong physical activities,
including recreational, leisure and adventure pursuits, competitive and non-competitive games, individual and group
physical fitness activities, and the use of physical activity for therapy and remediation.
Physical Activity and Sports Studies also promotes learning about movement and provides students with
opportunities to develop their movement skills’, analyse movement performance and assist the performance of
others. The acquisition and successful application of movement skills are closely related to enjoyment of physical
activity and the likelihood of sustaining an active lifestyle.
Recreation, physical activity, sport and related health fields provide legitimate career pathways. This course provides
students with a broad understanding of the multifaceted nature of these fields. It also introduces students to
valuable and marketable skills in organisation, enterprise, leadership and communication. Students with these skills
will be positioned to make a strong contribution to their community as physical activity and sport provides a major
context for both voluntary and paid work across Australia.
Course Overview:
PASS 1 (100 hours)
PASS 2 (100 hours)
The Body in Action (20 hours)
Sports Coaching (15 hours)
Practice, Precision, Participation (10 hours)
Australia’s Sporting Identity (10 hours)
World Games (15 hours)
Nutrition and Sport (25 hours)
Issues in Physical Activity (15 hours)
Lifelong Leisure and Recreation (15 hours)
Event Managaement (15 hours)
First Aid and Safety in Sport (10 hours)
Active Lifestyles (25 hours)
Opportunities in Physical Activity and Sport (15
hours)
Course Fees: $10 per course to be paid in Term 1.
Method of study: PASS 1 and PASS 2 may both be completed as a 200 hour course; or independently as 100 hour
courses in either Year 9 or Year 10.
Special Requirements: A commitment and willingness to participate in physical activity on a regular basis in
complete PE uniform.
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Textiles Technology
This is a practical–based course that allows students to explore self-expression through the design and
construction of creative projects using a range of textile mediums. Students will develop skills in fashion
design and construction, decorative techniques such as fabric dyeing and printing, beading, embroidery,
appliqué and quilting. They will explore the work of textile designers and investigate environmental
sustainability aspects of the textiles industry, which involves excursions to exhibitions and fashion
companies.
Course Overview:
Stage 1



Costume – includes theatre costumes, masks, headdress, fancy dress costumes and dance costumes.
Students will have the opportunity to design, make and decorate costume for the school play
Non-apparel – includes book covers, toys, bags umbrellas, tents, backpacks, sleeping bags
Furnishings – includes cushions, curtains, bedspreads, lampshades, quilt covers, bed linen, chair
coverings, table linen, beanbags
Stage 2



Apparel – includes clothing and accessories such as shoes, scarves, hats, jewellery and belts
Textiles Arts – includes wallhangings, fabric-based artworks, embroidery, wearable design
Negotiated Textiles Project of the students own design
Course Requirements:
A4 display folder for design folio, 96 page A4 exercise book
Course Fee:
The $20 per year subject contribution covers the cost of expendable items such as threads, some fabrics,
machine needles and fabric dyes. Students are responsible for the purchase of the materials for the textile
projects that they make.
Further Information:
Contact:
Miss S. Hinks (TAS Head Teacher)
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Visual Arts
This course caters for enthusiastic students and provides exciting opportunities for all students to enjoy developing
imaginative and expressive means of communication. In Visual Arts students explore a range of ideas and art forms
in their art making.
Students are increasingly able to specialise and work with their preferred media areas in year 10. The course may
include:

2D Forms: Students explore drawing, painting, printmaking, and mixed media, with works ranging from large
scale projection pieces to the tiny, personalised passport to my world’ work.


3D forms: Students work with both relief sculpture and expressive mixed media sculpture.
Ceramics: Students create functional ceramic pieces such as teapots and tea sets to large scale pots.

Photographic and Digital Media: Students use digital cameras extensively in class and go out of the school taking
digital photographs. They create vividly coloured, surreal montages using Adobe Photoshop.

4D forms: Students transform digital images, and other 2- dimensional pieces into multimedia installations. They
explore film and animation.
1. Students learn to edit their films, adding transitions, titles, sound and special effects.
2. Critical and Historical Studies: Students investigate artists, photographers, designers, filmmakers, digital
artists and animators to inspire and inform their own practice.
Course Overview:
Visual Arts 1 (100 Hours)
Making artworks (60 hours)
Historical and Critical Studies
(40 hours)

Visual Arts 2 (100 hours)
Making Artworks (60 hours)
Historical and Critical Studies
(40 hours)
All Visual Arts teaching and learning programs are flexible and are designed around the individual interests
and needs of students and make use of teacher expertise.
Course Fees: There is a $40 course elective fee which is required to be paid in the first term. Ensure you show your
teacher the receipt once the fee has been paid.
Method of Study: Visual Arts 1 and Visual Arts 2 may both be completed as a 200 hour course; or independently as
100 hour courses in either Year 9 or 10.
Special Requirements: Students will maintain a Visual Arts Process Diary as a record of their ideas and progress.
Studying this course will involve attending excursions to visit art galleries.
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Visual Design
Visual Design is an exciting Art course. Students will learn to creatively design and make original objects using a
variety of techniques in 2D, 3D and 4D forms, such as photography, cartooning, comics, jewellery, pottery, sculpture,
advertising, graphic design, illustrating and wearable objects. This course has a different approach than Visual Arts
in that it is directed towards designing and making a functional, aesthetically designed products. A mixture of
traditional painting, building, carving, printing, and photography techniques will be developed as well as new digital,
multimedia technologies helping students to prepare for the world of work.
Course Overview:
2D
Practice in Visual Design is
investigated through
artworks that explore:
multimedia as a form of
visual design
the visual image in
advertising
using traditions in the
application of
illustration/ cartooning
typographic forms
graphic design using text,
font, lettering
the application of visual
images in print, e.g.
posters, post cards
student-initiated forms
of print design

3D
Practice in Visual Design is
investigated through artworks
that explore:
the body as a site for
visual design, e.g.
jewellery, wearables
iconic symbols
ceramic ware
habitat design
fabric
theatrical applications of
visual design
containers as a site for
visual design
student-initiated forms of
object design
4D
Practice in Visual Design is
investigated through
artworks that explore:
the traditions of
interactive visual design
artworks
the creation of virtual
worlds
the conventions of video/
animation
the use of sound and
light to convey meaning
the architectural
considerations of interior
and exterior spaces
site specific installations
and exhibitions
the environment as a
stimulus for visual design
student-initiated forms of
space-time design
All Visual Design teaching and learning programs are flexible and are designed around the individual
interests and needs of students and make use of teacher expertise.
Course Fees: There is a $40 course elective fee which is required to be paid in the first term. Ensure you show your
teacher the receipt once the fee has been paid.
Method of Study: Visual Design 1 and Visual Design 2 may both be completed as a 200 hour course; or
independently as 100 hour courses in either Year 9 or 10.
For more information:
Mrs Silvia Kuit, Mrs Tania Cullen
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Work Education
Work Education is an elective course that can be studied for 100 or 200 hours at any time during Years 9 and 10.
Work Education provides students with opportunities to develop knowledge, understanding and skills regarding the
world of work including an awareness of work readiness and employer expectations, the roles and purpose of a
range of sectors including education, training and employment organisations and an appreciation of the role of
lifelong learning in planning and managing pathways.
Course Overview:
The core content is arranged in two parts:
Core Part 1 – Preparing Futures
Core Part 2 – Working Communities
topics:
topics:
-
Transition Planning
-
Workplace Rights and Responsibilities
-
What is Work?
-
Exploring Post-school Pathways
-
Introduction to Workplace Safety
-
Technology and Communication
-
Enterprise Initiatives
-
Partnerships in the Community
Students completing the 100 hour course may study either Core Part 1 or Core Part 2 and a minimum of three
options or Core Part 1 and Core Part 2 and two options. Students completing the 200 hour course will study both
Core Part 1 and Core Part 2 and a minimum of six options. Satisfactory completion of 100 or 200 hours of study in
Work Education during Stage 5 (Years 9 and 10) will be recorded with a grade on the student’s Record of School
Achievement (ROSA).
Options
(15–25 indicative hours each)
1
Using Technology in the Workplace
2
Workplace Safety
3
Life Transitions
4
Community Participation
5
Learning about the Workplace
6
Workplace Communication
7
Workplace Environments
8
Contemporary Workplace Issues
9
Managing Finances
10
Government Initiatives and Community Partnerships
11
Learning in the Workplace
Students will develop employability, enterprise and pathways planning skills. Understanding and development of
employability skills will assist students to achieve the flexibility required for the workplaces of today and of the
future. The course encourages them to be self-motivated learners who understand the need for further study, work
and training throughout their lives.
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Student Name............................................... Roll Class................................ Date...................
Subjects Offered for Taster Electives 2014
You will be able to trial 3 different taster electives in Term 3 week 2. However, due to numbers and
timetabling constraints we cannot guarantee that you will get your first three choices. Please choose 5
electives in preferential order that you would like to “taste”.
KLA
Subject
Select 1, 2, 3, 4, 5
Dance
Creative and Performing Arts
Music
Visual Arts
Visual Design
Personal Development, Health &
Physical Education
HSIE
Physical Activity & Sport Studies
Child Studies
Commerce
Work Studies
Food Technology
Textiles Technology
Industrial Technology - Engineering
Technological and Applied
Studies
Industrial Technology - Multimedia
Industrial Tech – Metal
Industrial Tech – Timber
Information & Software Technology
Science
Language
Agriculture
Marine and Aquaculture Tech.
French
German
I have discussed this form with my child and agree with their selections
Parents Signature __________________
Date _________________
Please return the form to Mr Gehrke (in the maths staffroom)
33