Dear Students, Parents and Guardians
This guide is designed to provide students with information that will assist you to select
the most appropriate course of study at Taroona in 2013. It is a ‗guide‘ and as such it
does not contain all of the information you will need in planning your learning pathway
next year and into the future.
An important part of the process of choosing your course for 2013 is talking to people
that you trust about your interests, capabilities and aspirations and how different courses
may contribute to a positive and rewarding learning experience at Taroona High. Include
your parents, family, current teachers, teachers who may be teaching courses you are
interested in studying, the Pathways Planning Officer and Grade Coordinators in your
decision making. The more information you have and the more people you consult, the
more informed you will be. Students who make informed choices, with a clear goal in
mind, are more likely to be happy at school, enjoy their learning and achieve their
learning goals. It does not matter if you change your mind in the future. You will be
much happier and successful in your studies if you have a clear purpose and intention in
mind when choosing your subjects.
In choosing your courses the school imposes certain minimal restrictions on your
choices, and the new Australian Curriculum also has some mandated requirements. This
is to ensure that all students are literate, numerate, have been given the opportunity to
study Science and History and have the ability to be self-directed learners in an ever
changing world. Nobody is able to predict with any certainty their exact future and plan
just for that. We know, however, that communication skills are essential, as is the ability
to acquire new knowledge. The restrictions on your choices reflect these factors.
Because students progress at different rates our course offerings reflect this diversity in
past success and experience. This is particularly the case in the areas covered by the
Australian Curriculum where a range of courses are offered that are notionally tagged to
a particular grade but studied by students across grades 7 to 10.
All students have participated in future planning and goal setting this year and hopefully,
as part of this, have set themselves some goals for the future and considered the courses
that best suit their needs and aspirations. As part of this forward planning process, we
are asking students who will be in Year 9 in 2013 to give some consideration to their
courses over the next two years, and to give some thought to their pathway after Year
10.
In making your choices for 2013, try to choose subjects that offer a diverse range of
learning experiences. There are opportunities for students to really extend and
challenge themselves in learning areas. Construct a program that will excite and
challenge you with a mix of learning experiences.
Taroona High is committed to ensuring that you leave the
school enthusiastic about learning; confident that you can
learn effectively and that you have the skills, knowledge and
understanding to achieve your dreams, whatever they may
be.
I wish you every success in the courses you choose for
2013.
John O’Rourke
Principal
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Table of Contents
The Australian & Tasmanian Curriculum ........................................................... 3
Year 9/10 Requirements ......................................................................................... 4
Learning Areas and Associated Courses ............................................................ 5
English/Literacy Learning Area .............................................................................. 6
Mathematics/Numeracy Learning Area ............................................................ 11
Science Learning Area ........................................................................................... 14
Society and History (SAH) Learning Area ....................................................... 18
Health and Wellbeing Learning Area ................................................................ 21
Languages Learning Area ...................................................................................... 26
The Arts Learning Area ........................................................................................ 28
Vocational & Applied Learning (VAL) Area ..................................................... 36
Digital Technology Learning Area ...................................................................... 45
Taroona High School Senior Timetable Structure ........................................ 48
Two Year Course Plan (for Year 8 Students Only) ...................................... 49
Year 9/10 Course Selection Form 2013........................................................... 51
Cover Design: John Hutchison
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The Australian & Tasmanian Curriculum
This year is the second year of implementation of courses from the Australian
Curriculum Framework. The Australian Curriculum sets out the core knowledge,
understanding, skills and general capabilities important for all Australian students. It
describes the learning entitlement of students as a foundation for their future learning,
growth and active participation in the Australian community. It makes clear what all
young Australians should learn as they progress through schooling. Australian
Curriculum courses implemented in 2012 were Mathematics, English and Science.
History is scheduled to come on line in 2013 with Geography, the Arts, Health and
Physical Education, ICT, Design & Technology, Economics, Business, Civics and
Citizenship to follow from 2014 through to 2015. Until the full implementation of the
Australian Curriculum has taken place, we will still be offering courses from the
Tasmanian Curriculum Framework in the areas of Arts, Health & Well Being, Vocational
and Applied Learning and Languages. Comprehensive scope and sequence statements,
outlining learning opportunities for students as they progress from K-12, are provided
for each of these curriculum areas.
Skills in Information and Communication
Technologies (ICTs) and Thinking are developed in all areas of the curriculum.
Students will be assessed against National standards in the areas of English, Mathematics,
Science and History and against State standards in Health and Wellbeing, Vocational and
Applied Learning and the Arts.
At the end of each year all Year 10 students receive a comprehensive summative report
from Taroona High School outlining their progress and the standard reached in all the
courses they are studying.
Successful achievement at Year 10, described in the National and Tasmanian curriculums,
will provide a good foundation for students to make a successful transition to Year 11
TCE Senior Secondary courses. This includes pre-tertiary courses. In addition, careful
selection of optional subjects should enhance subject choices in Year 11.
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Year 9/10 Requirements
In 2013, courses offered will be of two types, as long as any set prerequisites are met:
those accessible to both Year 9 and Year 10 students and those which are Year specific.
Some classes, but not all, will be vertically grouped, i.e. a combination of both Year 9 &
Year 10 students.
MINIMUM REQUIREMENTS
Years 9 & 10
Students must choose, as a minimum over two years:
 At least one course in English and one course in Science in Year 9 and Year 10.
 At least one course in Maths in Year 9 and Year 10.
N.B.: Maths 4 is a pre-requisite to studying Maths Methods in Year 10. In Year
10, it can be taken concurrently with Maths Methods. For 2013 only, students
who received an ‗A‘ for Maths Accelerated in 2012 will be allowed to study Maths
Methods in 2013 without completing Maths 4 first.
 At least one course in SAH. The required study of History may be achieved by:
- In Year 9, choosing the extended two semester course The Making of the
Modern World plus The Modern World and Australia (the second of these
courses can be taken in Year 9 or Year 10) or choosing History Accelerated.
- In Year 10, choosing The Modern World and Australia. If Making of the
Modern World was taken in 2012, then SAH is not compulsory.
N.B.: A list of all Learning Areas and associated courses can be found on the
next page.
Course Planning
During the process of course selection, students and parents should actively seek advice
from as many relevant sources as possible. Students who choose courses based on wide
consultation usually experience less dissatisfaction and greater success. Year 8 students
especially, while making a plan for Year 9, should be keeping an eye on Year 10 and
beyond – see the planning map on page 49. A Course Information Evening will be held at
school on Wednesday, October 10.
Note: For information regarding a particular subject telephone the Learning Area Leader
or Course Co-ordinator on (03) 6227 7700. The contact person for each department is
shown under each course heading. For advice on overall planning please contact Mr
David Perkins.
Year 11/12
Our linked institutions are the Hobart and Elizabeth Colleges. For those students who
wish to examine pathways to Year 11 and 12 more closely, Learning Area Leaders can
offer advice. Information on courses can be located on the Department of Education
website (http://www.education.tas.gov.au/). Click on the Year 11 & 12 box.
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Learning Areas and Associated Courses
Learning Area
English
Mathematics
Science
Society and
History
Health and
Wellbeing
The Arts
Vocational and
Applied Learning
and other Learning
Opportunities
Languages
Digital Technology
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Associated Courses
English 1
 Make It Real
English 2
 Journalism
English 3
 Literary Inquiry
English Language Learners
 English Writing
English Literature
Make It Real
 Maths 3
Maths 1
 Maths 4
Maths 2
 Maths Methods
Exploring the Ocean 1
 Human Science 1
Exploring the Ocean 2
 Human Science 2
Extended Science 1
 STEM 9
Extended Science 2
Geography
 The Making of the Modern
Introduction to Psychology and
World
Sociology
 The Modern World and
History Accelerated
Australia
Aquatic Adventures
 Racquet Sports
Get Moving
 Sports Science Applied 1
Full on Fitness
 Team Sports for Boys
Multi Sports
 Team Sports for Girls
Self Defence for Boys
 Team Sports (Boys & Girls)
Self Defence for Girls
 Wellness Recreation
Sports Leadership
Art, Craft and Design
 Learning Centre Music
Audio Design
 Music Industry Studies
Choir (after school class)
 School Production
Contemporary Music
 Senior Music
Dance
 Senior Music Extended
Drama
 Senior Stage Band (after school
Graphic Design 1
class)
Graphic Design 2
 String Ensemble (after school
Intermediate Music
class)
Intermediate Stage Band (after
school class)
Catering and Hospitality
 Food Technology
Design in Metal
 On The Job at School
Design in Wood
 The Cutting Edge
Drawing and Design
 Online – Negotiated Study
Duke of Edinburgh Award
Chinese
 Online - Languages
French
Japanese
Computing
 Creative Media
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ENGLISH LEARNING AREA
Sandra Renshaw – Learning Area Leader
English is a compulsory subject for Australian students in Years 9 and 10. Students must
choose one English course in both 2013 and 2014 to fulfil minimum learning
requirements. It is strongly recommended that students complete a Foundation Course
or English Literature in either Year 9 or Year 10. Students may elect to study two
courses in a calendar year.
N.B. : Before deciding on which course suits you best, it is crucial that you
engage in consultation with you current teacher of English.
Foundation courses: preparation for studies of senior
secondary English
English Language Learners
English 1
English 2
English 3
Extension courses: recommended for students
achieving at ‗B‘ standard or above
Journalism
(only in conjunction with another course)
English Writing
English Literature
Literary Inquiry
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Making It Real
Emma Marsh – Course Co-ordinator
This course is designed for students in Grades 9 and 10 with additional needs. The focus
will be development of functional skills for life, with an emphasis on Literacy and
Numeracy.
Current and emerging technologies will be explored to shape learning, inspiring students
to access, create, share and communicate information, whilst breaking down the divisions
between outside the classroom and inside the classroom. By using these technologies,
students will be provided with the opportunity to explore and take things further than
they would perhaps do in a traditional teaching environment.
N.B. Students who do this course will not need to choose English or Maths. They will be
assessed at an appropriate stage somewhere below their current year level.
Foundation courses: preparation for studies of senior secondary
English
The following courses prepare students for studies of English in the senior secondary
years, including English Applied, English Communications, English Studies, English Writing,
English as a Second Language, Essential Skills – English and Foundation English.
English Language Learners
No pre-requisite is required to undertake this course.
This course encourages and supports the building of skills to learn English, to increase
enjoyment and build both confidence and understanding. It develops communication skills
through sharing conversations and reading stories. There will be an emphasis on English
language structure through spelling, punctuation and grammar. Understanding will be
enhanced through ICT and ESL activities, as well as more traditional written texts,
newspapers, magazines etc.
Possible texts: The Girl Next Door, At the Footy, Between the Flags, Shape Shifters.
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English 1
Students who choose this course should have received either a D or C at Year 8 level.
This course focuses on the basic skills of English: reading, writing, listening, speaking and
viewing; creativity, and the understanding and appreciation of various types of literature
and film. Through discussion, practice and ICT use, ability in all these areas should
increase.
Possible texts: newspapers and magazine articles, film, short stories, poetry, novels and graphic
novels
English 2
Students who choose this course should have received at least a C at Year 8 level.
This course further develops confidence and ability in the basic English skills: reading,
writing, listening, speaking and viewing; creativity and the understanding and appreciation
of various types of literature and film. There will be a focus on both classic and
contemporary texts, discussion, essay writing and creative writing.
Possible texts: “The Simple Gift”, “Romeo and Juliet”, “The Rag & Bone Shop”, “Three Cups of
Tea”, “The Cay”, short stories and poetry
English 3
Students who choose this course should have
received at least a C at Year 9 level.
This course builds on the skills, knowledge and
understandings gained in English 2. However, English
2 is not a prerequisite for English 3, and students
need not study both courses.
Possible texts: “To Kill a Mockingbird”, “Private
Peaceful”, “The Curious Incident of the Dog in the Night
Time”, “The Wave”, “Of Mice and Men”, “The Hunger
Games”, “Boy in the Striped Pyjamas”, “By the River”,
“And the Big Men Fly”, “Julius Caesar”, “Twelfth Night”,
“The Merchant of Venice”
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Extension courses: recommended for students achieving at B or
A level in Year 8 or 9
Journalism
Unlike previous years, from 2012, Journalism will be an extra course that can be taken as
well as a Foundation Course, but not instead of one, to meet the requirements of the
National Curriculum.
The course introduces students to the various aspects of print, radio and television
journalism. There is an emphasis on the changing role of the media in today‘s society.
The skills required to conduct interviews, research and compile stories will be
developed. The ethics of celebrity journalism and the paparazzi will be explored. As part
of a collaborative group there will be the opportunity to contribute to the publication of
―Windward‖, the Taroona High Year Book, and ―Taroona Views‖, the school newsletter.
Possible texts: A range of print and electronic media; fiction and non-fiction texts. “The Content
Makers”, “Media: New Ways and Meanings”, “The Truman Show”, “Frontline”, “Media
Watch”, “The Hollow Men”, “The Gruen Transfer”
English Writing
This course aims to develop students‘ skills in the exploration of ideas through writing.
Students will study texts and create their own. There will be an emphasis on developing
skills in crafting writing, through discussion, lots of practice and investigation of other
writers‘ approaches. Various texts will be analysed and used as a role model for students‘
own writing. There will be a considerable amount of choice in topics and assignments
undertaken. Personal, creative and critical responses will be encouraged.
Possible texts: “Singing for Mrs. Pettigrew”, “My Name is Mina”, “All I Know About Writing” by
John Marsden
English Literature
This course requires a high level of competence and interest in English. A wide range of
reading of both classic and contemporary literature will be undertaken, with discussion
and analysis of texts. There will be an emphasis on essay writing, assignments based on
students‘ own choice of novels and a research based individual study.
Possible texts: “Lord of the Flies”, “The Pearl”, “Jane Eyre”, “Macbeth”, “The One Day of the
Year”, “The Alchemist”, “The Little Prince”, “Glory”, “Cry Freedom”
Literary Inquiry
This course focuses on an investigation of literature and film, using negotiated inquiry
processes. These are: to frame and research significant questions, set goals, collect
information, think about possibilities, make decisions and justify conclusions. Complex
and challenging themes in texts will be examined, as well as the social and cultural
context in which they were created.
Classic and contemporary texts, including film, will be studied and analysed and there will
be scope for personal choices.
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Possible texts: “Catcher in the Rye”, “Metamorphosis”, “A River Runs Through It”, “Amelie”,
“The Power of One”, “Up”
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MATHEMATICS/NUMERACY LEARNING AREA
Tanya Hawkes – Learning Area Leader
In 2013, it is compulsory for all students to study an
Australian Mathematics Curriculum course. These
courses are structured to reflect the content as
outlined by the Australian Curriculum - they are
intended to cater for the different needs and
capabilities of students.
The courses include
learning from the strands of Number and Algebra,
Measurement and Geometry, and Statistics and
Probability.
It is vital that students choose the appropriate
course that caters for their level of achievement
from the previous year. This year, teachers will
provide a written recommendation from their 2012
maths teacher, advising of the appropriate course.
Based on this recommendation, all students must
select one of the following compulsory maths courses:
Compulsory mathematics courses
Making It Real
Emma Marsh – Course Co-ordinator
This course is designed for students in Grade 9 and 10 with additional needs. The focus
will be on the development of functional skills for life, with an emphasis on Literacy and
Numeracy.
Students will engage with current and emerging technologies to shape their learning and
inspire them to access, create, share and communicate information, whilst breaking down
the barriers of a traditional maths course. This course will cover the requirements for
both compulsory Maths and English courses.
Maths 1: (Equivalent to the Year 7 Maths (or lower) in the Australian
Curriculum)
The emphasis for this course is to encourage students to work on their core maths and
numeracy skills, and investigate how these skills can be applied in the work place. The
emphasis will be on the development of solid numeracy skills and general mathematical
concepts, such as those required for informed decision-making and participation in the
workplace and everyday life.
Recommendation: This course is suitable for students who achieved at a standard below or well
below their current Year standard in the Australian Curriculum. Students who have satisfactorily
completed Make it Real in Year 9 may consider this course.
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Maths 2: (Equivalent to Year 8 Maths in the Australian Curriculum)
This course is designed to build student‘s skills in numeracy, and develop their
understanding of a range of mathematical concepts that are readily applied in the real
world. Satisfactory completion of this course will enable students to engage more
successfully with the Year 9 and 10 curriculums in future years.
Recommendation: This course is suitable for students who achieved at a standard below their
current Year standard in the Australian Curriculum.
Maths 3: (Equivalent to Year 9 Maths in the Australian Curriculum)
This course is closely aligned with the Year 9 Australian Maths Curriculum. The course
provides learning opportunities across the three strands of mathematics. The range of
concepts developed within these strands includes both applied and abstract concepts and
will sufficiently prepare students for successful engagement with the Year 10 curriculum
in Year 10. Students will require a scientific calculator to complete this course.
Recommendation: This course is suitable for Year 9 students who have achieved at least a Year
8 C rating, or Year 10 students who have satisfactorily completed Maths 2 in Year 9.
Maths 4: (Equivalent to Year 10 Maths in the Australian Curriculum)
This course is closely aligned with the Year 10 Australian Maths Curriculum. The course
provides learning opportunities that will prepare students for further study in the field of
Mathematics and related disciplines at college. Those students who have achieved an A
or B rating in Year 9, will have the also opportunity to engage with the Year 10
Advanced Australian Maths Curriculum, as part of Maths 4. Students will require a
scientific calculator to complete this course.
Recommendation: This course is suitable for Year 10 students who have achieved a C rating in
Year 9, or Year 9 students who have satisfactorily completed Maths 3.
Optional mathematics course
This course may be selected as an extension to
Maths 4.
Maths Methods
COURSE)
Foundation
2:
(TCE
This course is a TCE course designed mainly for
Year 11 students; however, completion of Maths
Methods Foundation in Year 10, prepares students
to confidently enrol in pre-tertiary Maths Methods
3 in Year 11. Students will be accredited with a
TCE course result.
The strands of mathematics covered in this course
include Algebra, Function Study, Logarithmic and
Trigonometric Functions, Calculus and Probability.
Classpad calculators are used consistently
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throughout the course, therefore it is worthwhile purchasing one for familiarisation, as it
will also be needed in Years 11 and 12.
Students wishing to pursue a career in Engineering, Geomatics, Physics, Maths or related
disciplines are advised to select this course, allowing them to study pre – tertiary Maths
Methods Level 3 at college.
Recommendation: This course is only suitable for students in Year 10. It can be taken upon
completion of Maths 4 (having achieved at least a B rating), or concurrently with Maths 4
(having achieved at least a B rating in Year 9). Students who completed Maths Accelerated in
2012, achieving an A rating, may take this course in place of Maths 4 (this exception applies for
2013 only).
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SCIENCE LEARNING AREA
Sue Schaap – Learning Area Leader
In 2013 we will be offering a range of Science courses designed to capture your interests as well as
provide pathways to Year 11 and onwards. As outlined in the Australian Curriculum, you will
complete units of work that cover three strands:
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Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
If you achieve an ―A‖ or a ―B‖ by the end of Year 10, you should be capable of successful study in
pre-tertiary science courses in Year 11 or 12. There is also a range of Foundation courses
available in the science field at college.
All students MUST complete at least ONE science course in BOTH Year 9 and Year 10. It is
possible for students to complete more than one course per year.
Summary of Year 9 courses in 2013:
The following courses are available for Year 9 students:
Extended Science 1
Human Science 1
STEM
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(Science,
Engineering, Maths
Exploring the Ocean 1
All strands of science covered with a stronger
emphasis on Physics and Chemistry.
Forensic Science integrated unit included.
All strands of science covered all from a human
perspective – stronger emphasis on biological
sciences.
Possible First Aid course offered depending on
staffing. Students are required to pay for this
course.
All strands of science covered with a focus on
Technology, technology and sustainability.
A big emphasis on running your own projects.
(see details below)
All strands of science covered with the marine
environment as the focus. (see details below)
Summary of Year 10 courses in 2013:
The following courses are available for Year 10 students:
Extended Science 2
Human Science 2
Exploring the Ocean 2
All strands of science covered with a stronger
emphasis on Physics and Chemistry. An
important course for preparing students for
pre-tertiary science courses. (see details below)
All strands of science covered all from a human
perspective – stronger emphasis on biological
sciences. Psychology unit possibly included.
All strands of science covered with the marine
environment as the focus (see details below)
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How to Choose?
You wish to do pre-tertiary Physical Sciences at
college?
You haven‘t done Science in Year 9 and you
need to do it in Year 10 but probably won‘t
continue on with science at college.
You haven‘t done Science in Year 9 but hope to
do pre-tertiary Physical Sciences at college.
You are in Grade 9 next year and you are quite
good at science.
You are in Grade 10 next year and you are
quite good at science.
You are in Year 10 next year and you really
want to study Biology or Health Studies or
Environmental Science at college.
Do Extended Science 1 in Year 9.
Do Extended Science 2 in Year 10.
Do Human Science 2 or possibly Exploring the
Ocean 2
Do Extended Science 2 plus another science if
you wish.
Do Extended Science1plus another science
course if you wish.
Do Extended Science 2 plus another Year 10
science course if you wish.
Do Human Science 2 plus another science if
you wish.
When choosing a course it is important to note the following:
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Which one would I find the most interesting?
What career path might I wish to follow e.g. if I wish to become an engineer, what should I be
doing?
STEM 9
This stands for Science, Technology, Engineering and Mathematics for year 9 students. It is a
Science course designed using the Australian
Curriculum that focuses on the strands ‗Science as
an Inquiry‘ and ‗Science as a Human Endeavour‘.
Students will be given opportunities to further
develop their scientific literacy and practical and
creative problem solving techniques using a ―handson‖ approach and various digital technologies.
Examples of project-based learning opportunities
include: designing an earthquake structure and
programing robots to carry out a function. During
the year there may also be opportunity to work
with Scientist on community-based project through
the "Scientists at Schools" program.
Exploring the Ocean 1
This Year 9 Science course aims to provide students with
the physical and occupational safety skills to explore our
marine environment and the scientific understanding to
appreciate it. By facilitating an understanding of the
ocean, with key learning opportunities, students should
develop as lifelong learners who understand their
connection with the natural world.
Students will learn about: marine taxonomy, weather and
climate, what causes tides, marine ecosystems, introduced
marine pests, fisheries management, sustainable fishing,
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aquaculture, marine reserves and marine pollution.
speakers who are experts in their field.
Students will meet a number of guest
Students will complete a snorkelling course which requires students to swim 200m and tread
water for ten minutes. Students are required to provide their own wetsuit and snorkelling gear
(including wetsuit boots, hood and gloves). Costs involved ($145) include an overnight camp to
the Tasman Peninsula, a day trip to Woodbridge Marine Discovery Centre, SSI Snorkelling
certification and in-water supervision from qualified dive instructors when required.
Exploring the Ocean 2
This Year 10 Science course explores the science around the four spheres of Planet Earth: the
biosphere, the lithosphere, the atmosphere and the hydrosphere.
Focus areas will include:
Derwent Estuary monitoring, Climate Change, Coastal erosion, Antarctic Science and Marine
Technology. Students will be expected to conduct a major project to monitor an aspect of the
marine or coastal environment. Risk management will be an ongoing theme throughout the
course and students will be expected to submit risk management plans before embarking on
proposed activities. A three day coastal ecology and marine science camp will be held at Maria
Island.
This course is targeted for students who enjoyed
the science component of Exploring the Ocean 1
and want to further develop their marine science
knowledge and skills. A significant part of this
course will be spent in the classroom and in
science labs. Our diverse range of partnerships
with scientific research organisations and industry
will ensure interaction with experts engaged in
current marine research or commercial
opportunities.
Snorkelling will be a significant part of this subject during the warmer months. Students are
required to provide their own wetsuit and snorkelling gear (including wetsuit boots, hood and
gloves). Costs involved ($105) include a three day camp on Maria Island and in-water supervision
from qualified dive instructors when required. Students will also have the opportunity to
participate in a pool based Discover Scuba program at an additional cost of $60 (wetsuit and hood
are provided). Students who already have SCUBA qualifications will be given the opportunity to
use their skills to conduct marine survey work.
Extended Science 1
This course is designed to start your pathway into pre-tertiary science. It covers a broad range of
science disciplines with the focus on developing your knowledge, research and experimental skills.
The following content will be covered:
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Chemistry – structure of atom, radioactivity, the language of chemistry, everyday reactions;
Electricity – circuits, electronics, alternate energy production;
Light and sound – how do we see? how do we hear?
Forensic Science
Geology – the earth shudders and shakes (plate tectonics, earthquakes)
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Extended Science 2
This course is essential to prepare you for pre-tertiary Physical Sciences in Year 11. It is also an
excellent preparation for other pre-tertiary science courses. It is recommended that you do this
course in Year 10 or on completion of Extended Science 1.
The following content will be covered:
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Physics – road science, motion, gravity, stopping;
Chemistry – predicting reactions, titration, periodic table
trends, organic chemistry;
Astronomy – the origins of the universe;
Global Systems – carbon cycle, our biosphere
Biology – human variation, genetics, evolution
You will have the opportunity to conduct your own research
projects and to participate in visits to the University and the
Science and Engineering Challenge.
Human Science 1
This course is designed to cover the disciplines of science (as described in the Year 9 Australian
Curriculum) with the human body as the focus. Students undertaking this course may have the
opportunity to participate in an accredited First Aid course for which there is a cost of $40 for
external certification.
The following content will be covered:
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Chemistry –chemical reactions in the body,
effects of radioactivity on humans
Electromagnetic radiation – how do we
see? how do we hear? Effects of EMR on
the body
Geology – continental drift, early evolution
of humans
Biology – coordination and function of body
systems
Human Science 2
This course is designed to cover the disciplines of science (as described in the Year 10 Australian
Curriculum) with the human body as the focus. Students undertaking this course may have the
opportunity to participate in an accredited First Aid course for which there is a cost of $40 for
external certification.
The following content will be covered:
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Chemistry – organic chemistry and its impact on humans
Physics – safety on the road, effect of gravity on humans
Astronomy – the origins of the universe and our place in space, are we alone?
Biology – DNA and our genes, the future of the human race – our evolution, what will we be
like in the future?
Man‘s effect on our global systems – global warming, population growth
Psychology – human behaviour inquiry
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SOCIETY AND HISTORY (SAH) LEARNING AREA
Robert Gawlik - Learning Area Leader
Society and History (SaH) is an inquiry based area that allows students to examine areas of
history, geography, economics, government, law, philosophy, political science, psychology and
sociology.
Society and History promotes the understanding of societies, events, movements and
developments that have shaped humanity from earliest times. It helps students appreciate how the
world and its people have changed, as well as the significant continuities that exist to the present
day. Awareness is an essential characteristic of any society, and historical, geographical and
sociological knowledge is fundamental to understanding ourselves and others. And in so doing, it
compels us to think about human values, including present and future challenges.
In accordance with the Australian Curriculum Standards, assessment is based on:
Knowing, understanding, sequencing, inquiring, critically examining, and
communicating.
Future Pathways
Students who experience success in studying Society and History will develop a good foundation
of understanding and transferable skills for further studies at college in Business, Law, History,
Sociology and Psychology, Community Services, Cultural Studies, and Environmental
Studies.
Courses for 2013
All students are required to complete a History course.
All grade 9s are required to study History (course A or B).
Course A consists of two units which may be completed in grade 9, or over two years, 9 & 10.
All other courses are optional in year 9 or 10.
It is possible for students to complete more than one course per year.
The required study of History may be achieved by:
Either choosing the extended two semester course:
A. The Making of the Modern World (1750 – 1918) PLUS
The Modern World and Australia (1918 - today)
(For those who enjoy the study of history and wish to extend and develop their historical skills and
understanding)
Or the single semester combined course in grade 9:
B.
History Accelerated (1750 – present day)
Other Courses
 Introduction to Psychology and Sociology (optional)
 Geography (optional)
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The Making of the Modern World (1750 – 1918)
(‗isms‘, industrialisation, slavery, migration, Asia, colony to Federation, WW1)
Students will be provided with an overview of the historical period, after which, they will be then
be given a chance to choose and engage in various depth studies.
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The Industrial Revolution – its significance and how it affected living and working
conditions.
The movement of people (slaves, convicts and settlers)
The extent of European imperial expansion and colonisation, including in the Asian region.
Progressive ideas and movements, including nationalism, leading up to WW1
The Modern World and Australia (1918 - present day)
(WW2, Rights and Freedoms, Globalisation, Sustainability)
Students will be provided with an overview of the period
from 1918 to the present, after which, they will then be
given a chance to choose and engage in various depth
studies.
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The Roaring Twenties, the Great Depression, and
World War II.
The Civil Rights movement.
The Cold War and Australia‘s involvement in
conflicts in Korea, Vietnam, The Gulf Wars, etc
The rising influence of Asian nations.
Developments in technology, health, longevity,
population, and standard of living.
The Environment movement (1960s – present) and
our efforts to save the planet.
History Accelerated (150 – present day)
This course will cover content from both:
 The Making of the Modern World (1750-1918) and
 The Modern World and Australia (1918-present day).
Introduction to Psychology and Sociology (Optional)
Why do people behave the way they do? How does the brain work? What happens to the brain
during adolescence? Why are societies formed as they are and operate as they do? Why do people
commit crimes? Learn about human mental processes, behaviour, emotions and relationships.
 What is Psychology? Definitions and some background history.
 Psychology as a Science – research methods and investigation.
 Look at Me!!! Developmental psychology, intelligence, personality and attitudes,
generational change.
 Social Psychology – pro and anti-social behaviour, group influences, power, status and
conformity. Social structure and organisation.
 Issues – e.g. gender, equality, prejudice, race and ethnicity, poverty, power, families, mass
media, technology, social change.
 What is normal and what is not? Mental health.
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Although there is no prerequisite for this course, good research and writing skills are important
for success.
Geography (Optional)
Are you curious about the physical world and the
people in it?
This subject will aim to develop or extend
geographic skills and understanding of the earth
and its features and the distribution of life on
earth, including human life and its impacts on the
natural environment.
Major areas of study will include the following
 The geographical characteristics of
places
including
people,
climate,
landforms, built environment, vegetation,
communities, cultures, mineral resources
and landscape.
 Knowledge and understanding of Australia and its position in the Asian region.
 Landscapes and Resources Where do industries locate and why? How does this
change through time?
 Livelihood and Lifestyles Why do populations grow and decline? How has the world
population changed over the last 2000 years.
 A Geographic Investigation of your choice
Although no previous experience is needed, curiosity about the world around us is essential and a
willingness to bring a laptop to lessons if you have one, as IT access will be essential for the
course.
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HEALTH AND WELLBEING LEARNING AREA
Kim White - Learning Area Leader
Through exploring the concept of Wellness students will seek to develop a lifestyle with a sense of
balance between each dimension of his or her life. Student learning is centred on developing their
personal and social responsibility for enhancing their health and wellbeing and increase the ability
to take positive action in all dimensions of their lives.
Wellness courses in 2013 will operate mainly as full year or semester-long courses. An
essential component within all Wellness courses offered over the 4 semesters or 2 years for
students in Years 9 and 10 will be to examine a range of Adolescent Critical Health issues
including Sexuality, Drugs, Alcohol, and Mental Health, looking at informed decision-making
around these issues. Students studying a second Wellness course within either year (i.e. a course
in both semesters) will be expected to extend their knowledge by undertaking further inquiry
into a particular critical health issue or issues. The Wellness area has extended the range of
courses on offer in an attempt to cater for student needs and preferences.
N.B. Students will not be able to choose more than one Wellness course within a single
semester.
The following Wellness courses will be on offer to Grades 9 and 10 in 2013:
Aquatic Adventures
If you love the water, have a good level of physical fitness and a taste for Adventure then this
course is for you. The minimum requirement is to be able to swim 400m in the pool (freestyle)
and tread water for 15 minutes. Below is a list of possible certifications, these are optional and
are not mandatory to participate in the course:
 Surf Bronze Medallion $85 (includes
Manual)
 Apply First Aid HLTFA301C $40
(includes manual)
 Kayaking
 Strength and Conditioning
 Triathlon
 Boat Licence $60
 SSI Snorkelling Course $30
 PADI Scuba Diver- This certification
enables the holder to dive to a
depth no greater than 12 metres
under the supervision of a Dive
Master or above. (Students will
need to successfully pass a dive medical at their own expense to participate in this course).
$250
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Each of the certifications contains a theory component with exams. These have a 75% pass
requirement.
Part of this program is to provide the students with unique opportunities however there is a certain risk
involved so to minimise this any students who smoke cigarettes, consume alcohol or partake in recreational
drugs will not be able to attend this course unless they refrain from these activities.
Get Moving
This course is aiming to cater for students who are interested in focusing on personal and
community health and wellbeing. Students will engage in a range of strength and conditioning
activities, personal health and wellbeing plans and team-based games. Through this; students will
gain a greater understanding of their current personal health needs and a view to maintaining a
healthy lifestyle into the future.
Topics covered will include:
 Adolescent Critical health
issues
 Community health issues
 Community access
 Strength and conditioning
 Personal fitness planning
 Goal setting for the future
 Sport education - roles and
responsibility
 Power walking/bushwalking
 Aerobics
 Self defence – Rock & Water
 Core strength activities e.g.
Yoga, Pilates
 Relaxation techniques/stress management
Full on Fitness
Not for the faint hearted! This course is designed to extend students capabilities and intensity
levels under the guiding question of Fit for What? Students will be involved in regular daily
strength and conditioning programmes along with a variety of
aerobic workouts.
Topics covered will include:
 Strength and conditioning
 Personal training/individual fitness planning
 Diet/nutrition
 Gym visits
 What‘s in the community
 Rock and Water – resilience through martial arts
 Critical health issues
 Overnight camp (optional)
 Bushwalking
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Multi-Sports
Kayaking, Running, Mountain Biking, Cycling and Swimming are physical ways you can interact with
our coastal environment. There is also a strength and conditioning component which we focus on
over the winter months. The expectation
is that throughout the year you enter a
number of fitness events such as triathlons,
fun runs and multi sports events. All
students are to compete in the 67km
Bruny Island Team Challenge. As a full
year course the activities we do are
weather dependant and will vary through
the course of the year. Students will also
look at the muscular, skeletal and
respiratory systems of the human body as
well as nutrition and recovery methods.
Racquet Sports
The aim of this course is to give the
students the opportunity to experience
and develop their skills and knowledge
of racquet/stick sports through
participation in a range of sports
including squash, badminton, table
tennis, royal tennis, tennis, softcrosse,
and street hockey. In conjunction with
this, they will also engage in teacher
and student directed learning and make
connections beyond school to enhance
their overall wellness.
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Skill acquisition – specific
Develop a roster/competition
Rules/regulations and tactics in
sports
Conventions and etiquette in games - umpiring and scoring
Sport specific training/ individual fitness planning
Critical health issues
Nutrition - competition diet
History and background
Community access
Injury prevention – First Aid/risk management
Self Defence for Girls or
Self Defence for Boys
This course is an introductory one designed to build a knowledge and skill set that will allow
students to act and feel more confident. Confidence is the mental ability to reduce negative impact
of doubt, thereby allowing the ‗confident‘ person to employ their personal skills and knowledge to
maximum effort. This course will raise awareness of self-defence principles and techniques and
promote a positive attitude towards self-protection.
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Topics covered will include:
 Societal attitudes
 The legal position
 Violence in society
 Safety at home and when out
 Prevent/Diffuse/Defend techniques
 Techniques both verbal and physical
 Current Affairs
 Community health issues
 Community access
 Strength and conditioning
 Personal fitness planning
Sports Leadership – Beginning Coaching
Sports Leadership students will be expected to perform in a leadership capacity as role models, by
promoting the ideals of fair play, sportsmanship and cooperative behaviour and enjoyment through
participation in sporting activities.
Students will be actively involved in
teaching and planning a variety of
different sports, skills and games to
our feeder primary school
students.
In addition to this,
students may have the opportunity
to complete Level 1 Coaching
Accreditations in sports that suit the
group. Topics covered will include:
 Developing
qualities
of
leadership
 Coaching Styles and Roles
 Children in Sport
 Organisation
 Planning and conducting a
coaching session
 Children‘s Nutrition
 Safety and sports injury management
 Australian Sports Commission Beginning Coaching Certificate
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Sports Science Applied 1 – Physiology
Sports Science aims to develop an understanding of the
interrelationships between the human body and the development
of fitness. This subject focuses on an in depth coverage of the
workings of the Human Body: including the Muscular, Skeletal,
Respiratory, and Cardiovascular systems. Nutrition and the energy
systems combine to give a big picture understanding of where the
body gets its energy. Identifying how muscles grow and the
understanding the Principles of Training and Fitness will allow the
athlete to individualise their own fitness programs. Students will
also cover Frist Aid/Sports Injuries with an opportunity to attain
the following First Aid Certificates;
HLTCPR201B Perform CPR
HLTFA201B Provide basic emergency life support
HLTFA301C Apply First Aid
Certificate costs to be advised.
Team Sports for Boys (Sport Education) or
Team Sports for Girls (Sports Education)
In Team Sports students are given the opportunity to explore the importance of working with
others to create a positive and supportive environment. Students are expected to undertake roles
and responsibilities in the administration and organisation of rosters in a range of sports including
badminton, tennis, indoor soccer, volleyball, handball and soccer.
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Develop and run a class roster/competition
Conventions and etiquette in games
Knowledge of rules
Administration - umpiring and scoring
Critical health issues
Leadership - roles/responsibilities
Skill acquisition – specific
Sport specific training/fitness planning
Wellness Outdoor Recreation
In this course students will look to improve knowledge, skills and techniques through undertaking
a range of recreational activities including Rock Climbing, Lawn Bowls, Trangia Cooking and a
variety of team sports. Dependent on teacher qualifications, students may also experience
Kayaking and Snorkelling.
Topics covered will include:
 First Aid principles
 Venue analysis/risk assessment
 Management strategies
 Safety and rescue procedures/ excursion (trip) planning
 Fitness specific training/planning
 Environmental issues
 Weather identification
 Critical health issues (drugs, sexuality and mental health issues)
 Leadership
 Relaxation techniques
 Community access
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LANGUAGES LEARNING AREA
Linda Berry - Learning Area Leader
“The more languages a man knew, he was so many more times a man” (Quote from Charles V)
Languages improve literacy and communication skills and they help to promote and develop peace.
Languages teach other ways of thinking thus they improve brain health. Languages expand
opportunities for travel and for future employment – more and more companies going for joint
ventures abroad have opened up job scenarios for those proficient in foreign languages.
Qualifications in foreign languages help in pursuing careers in the areas of tourism, entertainment,
public relations and mass communication, international organizations, embassies, diplomatic
service and publishing.
French
Linda Berry - Course Co-ordinator
French is the official language of UN and NATO, the Red Cross, the Olympics and UNESCO and
it is spoken by over 200 million people in more than 50 different countries.
This year-long course is designed to further develop
oral and written communication skills (speaking,
listening, reading and writing) in French from Stages
10 to 15.
While it is recommended that students choosing
French in year 9/10 have some previous experience
of the language, students who have demonstrated
abilities in the learning of languages may also be
accepted and absolute beginners would be expected
to undertake some intensive study in Term 1 to
bridge the language gap.
The study of French will give students a greater awareness and a deeper understanding of other
cultures. Taroona High School hosts French Exchange students each year who provide ―hands-on‖
language skills to members of the year 9/10 French classes. This regular communication with
young native speakers gives our students the
opportunity to compare languages and to gain a
better understanding of English and French as
language systems.
Classroom activities have a practical emphasis and
include group conversation work, role play, written
exercises, computer-based learning and cultural
activities such as cooking, music, guest native
speakers and games from France. The language and
culture are also practised through our involvement
in Bastille Day festivities and our participation in the
annual Alliance Française Competition.
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Chinese & Japanese
Hingor Chung – Course Co-ordinator
For any academic, artist, athlete - in fact, anyone would find the study of Japanese or Chinese fun.
Both demanding and stimulating these courses introduce a new script, the languages and cultures.
Classroom activities include games, calligraphy, chopsticks races, films and an exploration of the
various festivals and foods of the region.
Year 9/10 students can enter as absolute
beginners or continue from their previous
study. Only Year 10 continuing
students can enrol in Japanese. The
course includes reading and writing as well
as conversation. Chinese and Japanese
characters (writing) can be entered on a
keyboard. Classes are characterised by
games and other strategies to help
memory development and reinforce
vocabulary and grammar. Students who
wish to develop and be recognised for
commitment and focus and adaptability are
strongly encouraged to study languages.
Chinese and Japanese would appeal to anyone who wants to know how to relate well to people
from other cultures, to explore Buddhism and Confucianism, and travel. Through the year
friendships with student visitors from Asia (who speak Chinese and Japanese) become second
nature.
The course accommodates students who intend to study Chinese at a pre-tertiary level in Year
11. After school Japanese will be available, subject to demand.
Online Languages
Robert Gawlik – Course Co-ordinator
This course is for self-directed students (or pairs of students) who have demonstrated a
capacity for independent learning and who have a genuine desire study a language of their
choice.
Learning a language will involve accessing a range of online digital resources and any available texts.
The coordinating teacher will also provide continual guidance, assistance and mentoring support.
Where possible, a speaker of the target language may also be sought so as to provide an
opportunity to practise and communicate in the target language.
Working with a like-minded student with a similar plan will further enhance the learning
experience.
Students will be given a choice of how they may wish to be assessed, if at all.
All students will need to submit a short journal entry at the end of each week.
Previous students have studied Italian, Spanish, German, Chinese, Japanese, and Norwegian.
(Direct in-class support can be given for Japanese.)
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THE ARTS LEARNING AREA
Art, Craft & Design
Nicky Hortle - Course Co-ordinator
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Visual Art is fundamentally a practical course designed to enable students to experience
the processes of making art, including:
Imagining and creating new works
Using a range of skills, techniques and processes
Understanding how the elements of art work successfully together
Looking at other art works and making considered responses to those works
Making aesthetic choices
Reflecting cultural, social and historical contexts
Presenting art with purpose
Expressing personal voice
The course develops understandings about how art can
express and communicate ideas.
Through this
communication it is hoped that students will gain a greater
understanding of the world around them. Many artistic
techniques are explored and researched and students are
encouraged to develop their individual interest and
strengths.
In Grades 9 and 10 the students are expected to work
more independently, exploring their own ideas and new
techniques to create
artworks. Their visual
diary is very important
in these years, as it becomes an important and personal insight
into their ideas and thoughts for their artwork. They can
incorporate drawings; experiments with materials, collected
images, information about artists that are inspirational for them
and written expression about their ideas and other art works.
The students also learn about the importance of visual
communication and exhibiting their art works. They are
encouraged to participate in many exhibitions throughout the
year. Some of these are held within the school environment,
such as the Winter Arts Exhibition. Students are also
encouraged to exhibit in other parts of the wider community.
Graphic Design
John Hutchison - Course Co-ordinator
Graphic Design is a large and significant section of the art world. This course identifies what
graphic design actually is and where we are likely to encounter it in our daily lives. The course
studies the immense impact graphic design has on our society. The principles of design and
composition are a major focus of the course.
Real life projects are undertaken and designs are made for CD covers, packaging, book covers,
T-shirts, advertisements and logos. Industry standard software is used for both photo
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manipulation and 3D modelling. Students are encouraged to mix these mediums to produce high
quality products. Drawing on paper can be scanned and used as well on the computers.
It is hoped that students will gain a deeper understanding of the role and influence of graphic
design and that they will appreciate some of the codes and conventions that are deliberately used
by designers.
Students engaged in
Graphic Design 1 will
be covering
 the theory of
composition
 the software
of Photoshop,
Illustrator and
Blender 3D
Students engaged in
Graphic Design 2 will
be gaining
 a deeper understanding of design principles
 a wider perspective of graphic design through the direct study of selected graphic
designer‘s work
 an opportunity for developing their own ideas and style
Graphic Design 1 and Graphic Design 2 are both intensive half-year courses. They can each be
chosen only once. They may be chosen at any time (i.e. both in Year 9, both in Year 10 or one
course in each of the 9/10 years.) One course in each year is probably ideal.
Prerequisites:
Graphic Design 1 – none
Graphic Design 2 – Stage 13 in Graphic Design 1
The two courses will be always running in every class so the subject can be safely chosen on any
line on which it is offered.
Pathways for the Future
Graphic Design can be studied at all colleges and the Mt Nelson Academy. Graphic Design is also
a significant department at the University of Tasmania.
Dance
Javier Duharte – Course Co-ordinator
Dance students are encouraged to experiment and explore with a variety of starting points and
styles. Choreography will be devised in small groups or as a class, based on ideas presented or
negotiated in class.
Culminating performances involve small group work or whole class projects performing to a range
of audiences, both formal and informal. They are introduced to the process of composition and
reflection with regard to their work and that of others, developing an appreciation of critical
analysis and the role of dance in society. Students are expected to keep a written journal for such
reflection and for research assignments.
Health, wellbeing and safe dance practices are encouraged, as well as developing resilience and a
sense of self-worth.
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Workshops with experienced dancers or dance companies, excursions and visiting interstate
performers are an integral part to this course. No previous experience is necessary and absolute
beginners are welcome.
Drama
Javier Duharte - Course Co-ordinator
In Year 9 and 10 students may choose Drama as a full year or semester-long course. No previous
experience is necessary. Absolute beginners are welcome.
Drama is a fantastic medium because not only does it develop confidence and social skills in
students who are shy or
uncertain but it also extends
and enhances existing skills
within students who possess
a natural sense of dramatic
flair and creativity. In a nonthreatening
environment,
students are encouraged to
experiment with a variety of
elements including voice,
improvisation,
character
development, script writing,
movement and role play, in
relation to their potential
for personal expression and
communication of ideas.
Students are required to develop an appreciation of critical analysis of the role of Drama in
society and to reflect on the learning process in writing. Commitment, fun and success are
emphasised, as are contribution and collaboration in an effort to develop arts literate learners.
Strong working bonds are established as students make decisions and search for solutions that
revolve around achievable goals, providing a sense of ownership and purpose.
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Performances may be presented to an audience through school based events and state wide
competitions such as the Deloraine Drama Eisteddfod and Tournament of Minds.
Workshops, excursions (viewing local productions) and watching interstate presentations further
enhance what this course has to offer.
Music
Glenn Schultz – Course Co-ordinator
Taroona High offers a comprehensive music program. In grades 9 & 10, students have the
opportunity to enrol in Intermediate Music, Intermediate Stage Band, Senior Music, Senior Stage
Band, Senior Music Extended, Contemporary Music, Music Industry Studies, and Audio Design.
Students enrolled in Intermediate Music, Senior Music and Senior Music Extended will also receive
specialist instrumental lessons. All music courses are full year with the exception of Senior Music
Extended and Audio Design, which are semester courses. String Ensemble and Choir are also
offered as after school classes.
Music provides the opportunity to:
Foster creativity through the Performing Arts;
Teach students about discipline, skill and commitment;
Foster a sense of self-esteem, confidence and resilience;
Develop higher order thinking and inquiry through imaginative thought;
Encourage students to be both independent and interdependent members of a team;
Develop social interaction and communication skills.
The following website will provide you with more information on the benefits music will have on
student learning, go to www.musicplayforlife.org and click on the ‗Research‘ tab.
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Intermediate Music
This course provides students with the opportunity to develop their solo and ensemble skills,
study music theory, composition and arranging and understand musical terminology. They will
learn to relate to others as a team member and develop an awareness of music from other
cultures. Students will participate in band camp, eisteddfod, local tour and regular performances at
school and in the wider community. This course is open to students who have demonstrated the
appropriate skill level and commitment in year 8 or by invitation.
Intermediate Stage Band (after school class-Tuesday)
This course offers students the opportunity to perform at an intermediate level in a stage band.
The emphasis is on understanding the fundamentals of Swing, Funk, Latin and Rock styles. Students
will continue to develop their skills in expressing and communicating through music as well as
developing improvisation skills. This ensemble is offered to students who have previously
demonstrated the required skill and commitment in Junior Stage Band, or by invitation.
Senior Music
The Senior Music course will provide students with the opportunity to develop their skills in
expression and communication through music. Students will develop their instrumental skills to a
high level in the Senior Concert Band. Students will study music theory, composition and arranging
and develop an awareness of music from other cultures. They will also participate in small
ensembles and solo performances. Students will attend concerts, eisteddfods, band camp and
participate in a major interstate or international tour. This course is open to students who have
demonstrated the appropriate skill level and commitment in years 8 and 9 or by invitation.
Senior Music Extended
This course provides the opportunity for students to work intensively on solo performance, small
ensemble, music theory and composition. Musicianship will be extended to an advanced level.
Students have the option of participating in a practical and/or theory exam through the Australian
Music Examination Board for which it is possible to receive additional TCE points. The course is
open to all instrumentalists who have demonstrated the appropriate skill level or by invitation.
Students must also be enrolled in Intermediate Music or Senior Music full year courses unless
otherwise arranged with the course co-ordinator. Senior Music Extended will prepare students for
pre-tertiary music studies and beyond.
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Senior Stage Band (after school class-Tuesday)
This course offers students the opportunity to perform at an advanced level in a stage band. The
emphasis is on understanding Swing, Funk, Latin and Rock styles. Students will continue to develop
their skills in expressing and communicating through music as well as developing improvisation
skills. This ensemble is offered to students who have previously demonstrated the required skill
and commitment in Intermediate Stage Band or by invitation.
Learning Centre Music
This year long program offers Music to those students accessing the resources of the Learning
Centre. It combines drumming, playing instruments, singing, dance and creative choreography and
culminates in a concert performance at the end of each year.
The program incorporates music and movement and elements of both African drumming and the
Drumbeat special needs program. The focus is on developing imagination and self- confidence and
improving fine motor skills, coordination and concentration using both structured and free
movement to music. Specific activities focus on leadership, socialisation skills and verbalisation.
In this program music is used to enhance student learning by creating positive changes in
behaviour and encouraging development in social, emotional, cognitive and perceptual-motor
areas. It is a successful medium because almost everyone responds positively to music.
Choir (after school class- Thursday)
The Choir provides students with the opportunity to develop their vocal technique and
performance skills in an ensemble. Students will develop their aural skills to a high level with an
emphasis on the enjoyment of singing. Ms Rachel Taylor (Tas Conservatorium of Music) is the
director of the choir. No previous experience is required; please register your interest on the
enrolment form and with music staff.
String Ensemble (after school class- Thursday)
The String Ensemble caters for students who have previous experience on Violin, Viola, Cello and
Double Bass from grades 7 to 10. Students will develop their ensemble skills and perform a wide
variety of music styles. Mr Brendan Conroy (ex-Tasmanian Symphony Orchestra) is the director
of the String Ensemble. Please register your interest on the enrolment form and with music staff.
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Grade 9/10 Contemporary Music
This course caters for Year 9 and 10
students
wishing
to
learn
about
contemporary music. Students will have the
opportunity to study different styles of music
including Rock, Metal & Funk. Students will
learn about song writing, recording and CD
production. Students do not need to form a
band before enrolling in this course but are
encouraged to do so. Students must enrol
primarily as a singer, guitarist, bassist or
drummer.
Students proficient on a
secondary instrument will still be able to
utilize these skills in the course.
Music Industry Studies
This course caters for the advanced contemporary
singer/songwriter who wishes to explore the commercial music
industry. It builds on the skills and knowledge learnt in the
Grade 9/10 Contemporary Music Course and also covers
industry related topics such as copyright law, tax law, digital
music sales and intellectual property. Students will study
challenging repertoire from progressive rock to jazz and be
involved in school performances and a tour to local primary
schools and colleges. Students do not need to form a band
before enrolling in this course but are encouraged to do so.
Students must enrol primarily as a singer, guitarist, bassist or
drummer. Students proficient on a secondary instrument will
still be able to utilize these skills in the course.
Audio Design
This course provides students with the opportunity to develop skills in Sound Engineering, Music
Technology and Studio Recording. This course contains four strands; Electronic Music: the
creation of original and remixed pieces of electronic music, Studio Production: Recording Sounds
from the Sea- Taroona High‘s annual 8 track CD release, Live Sound: sound engineering for live
music events and Radio Production. Students will use a variety of sound reinforcement and
recording equipment including; mixing consoles, microphones, and signal processors such as
compressors, equalisers and effects units. Students will also use music technology to mix, edit and
master recordings. Students will have the opportunity to set up and mix live school events, work
on CD production, work with contemporary music students on tour and become involved with
Hobart‘s 99.3 EDGE Radio.
34
School Production: Performance
Javier Duharte & Rachel Graham – Course Co-ordinators
This course will provide the opportunity to achieve up to Standard 15 in Drama and Dance.
Students are required to indicate their preference for either:
School Production 1: Drama
School Production 2: Dance
Students will be required to audition for all acting and singing roles.
Not all stage performers will need to sing and dance but you must be willing to participate in these
areas of the performance, if required. Singing roles may be undertaken by two to twelve people
dependent on interest and ability. Students should not feel intimidated by the audition process.
We are mostly concerned with commitment levels and attitude.
The title of the 2013 school production is still in progress.
It is also a requirement of this course that students be willing to undertake rehearsals after school,
if required.
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VOCATIONAL & APPLIED LEARNING (VAL) AREA
Vocational and Applied Learning (VAL) prepares young people with the skills and dispositions they
require to participate in life, education and work beyond the school environment. Vocational and
Applied Learning gives students ‗real-life‘ challenges in problem-solving, futures planning, design
and innovation, and teaches them critical skills, techniques and procedures for learning, life and
work. Student learning is authenticated through an array of purposeful experiences within and
outside the classroom.
The obvious rationale for the study of VAL is that the very purpose of schooling is to prepare
students with the skills and concepts they need in order to negotiate and enjoy their life beyond
school.
The following subjects are offered in the VAL Learning Area:
 The Cutting Edge
 Design and Technology (D&T)
o Design in Wood
o Design in Metal
o Drawing and Design
o On the Job – At School
 Food Studies
o Food Technology
o Catering and Hospitality
 Duke of Edinburgh Award
The Cutting Edge
Robert Gawlik – Course Co-ordinator
This is a Film Making and Analysis course
With an emphasis on short film, this course will
focus on short films through viewing, discussing,
writing and creating videos.
You will view selected films to explore and then
make your own films based on:
 The Cinematography (what the camera sees),
 Mise en Scene (what the camera does) and
 Post Production (what‘s added after the
camera has been put away).
Through Creating, Planning, Writing, Filming, and
Editing Short Films (doco, drama, comedy, etc), you
will learn the main components of making a film:
-
camera shots
camera angles
framing
camera movement
-
lighting
editing
pace
multi – layering
-
special effects
sound
and transitions (wipes,
dissolves and fades)
You will also:
 Explore challenging or complex themes, events and issues and learn about the social and
cultural context in which certain films were made.
 View selected scenes closely and examine narrative devices such as metaphor or
symbolism.
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


View critically: characters, setting and plot development, and justify your interpretation.
Study the important features of advertising, the images of modern culture and society
presented in them and some of the persuasive techniques employed.
Have the opportunity to enter the My State Film Festival and other short film festivals.
Why Choose this Course?
This course is for those wishing to pursue further study and a career in Media and for anyone
wishing to more effectively engage in the YouTube world in which we live.
Design and Technology (D&T)
Tony Fenton – Course Co-ordinator
Design in Wood
The Design in Wood course engages
students in the art of designing and
producing items from wood. Students will
have the opportunity to develop an
understanding of a wide range of workshop
systems and practices. Emphasis is placed
on the safe use of tools, equipment and
machinery. First year Design in Wood
students will work from set design briefs to
design, make and appraise their own
projects. Taking into consideration factors
such as size, cost and personal ability,
students in their second year of Design in
Wood will be given the opportunity to
negotiate a project of their choice.
Possible design briefs may include the construction of small timber projects, wood carving, wood
turning, furniture making, toy making and veneering.
Prior knowledge is not essential; however, it would be advantageous to have worked with wood in
the previous year.
Students will have the opportunity to:
 Develop appropriate drawing techniques
 Design their own projects in response to design briefs
 Systematically plan and make projects
 Develop safe working practices
 Understand the characteristics of different timbers
 Use a variety of tools, machines and equipment
 Learn a range of skills and techniques for project
construction
 Appraise their work
 Create a portfolio of their work produced during the
course.
 In Year 10, attend Polytechnic courses in Carpentry and
Joinery.
The cost of consumables for this course will be covered by
the students‘ school levies. All other materials will be
37
costed for each project and prior to commencing project work a deposit will need to be paid.
This course of study will equip students with handy DIY skills that should be useful throughout life.
It may also lead to the following careers: Builder, Carpenter, Joiner, Wood Machinist, Cabinet
Maker, Wood Turner, Wood Carver, Furniture Designer/Maker, Upholsterer and Boat Builder.
Design in Metal
The Design in Metal course introduces students to the skill of designing and producing items from
metal. Students will have the opportunity to develop an understanding of a wide range of
workshop systems and practices. Emphasis is placed on the safe use of tools, equipment and
machinery.
Year 9 students will work from set design briefs that will enable students to design, make and
appraise their own projects. Design briefs may involve a variety of procedures using hand tools,
MIG welding, forging, lathe work, sheet metal and plasma cutting. It is important to embed
traditional methods and skills into this program. Projects could include metal sculpture, gates and
screens and machining project parts using the metal lathe.
Design briefs for Year 10 students may include
group work in the construction of a human
powered vehicle, model making, group
construction of a land yacht and participation in
the Art from Trash Exhibition.
Prior knowledge is not essential; however it
would be advantageous to have worked with
metal in the previous year.
Students will have the opportunity to:
 Develop
appropriate
drawing
techniques
 Design their own projects in response
to design briefs
 Systematically plan and make projects
 Develop safe working practices
 Understand the characteristics of
different metals
 Use a variety of tools, machines and
equipment
 Learn a range of skills and techniques
for project construction
 Appraise their work
 Create a portfolio of their work produced during the course
 In Year 10, attend Polytechnic courses in Metal Fabrication or Metal Machining
The cost of consumables for this course will be covered by the students‘ school levies. All other
materials will be costed for each project and prior to commencing project work a deposit will
need to be paid.
This course of study will equip students with handy DIY skills that should be useful throughout life.
It may also lead to the following careers: Fitter and Machinist, Boilermaker/Welder, Sheet Metal
Worker, Blacksmith, Plumber, Roofer, Fitter, Diesel Fitter, Motor Mechanic and Engineer.
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Drawing and Design
Drawing and Design is a course offered to Year 9 and 10 students who are well-motivated and
have an interest in design. The scope of the program will be broad and will involve students
working in a range of areas such as fashion, jewellery, landscape, urban, interior, furniture,
industrial, automotive, graphic, engineering and architectural design. Students will be challenged by
an array of design briefs, with set time frames and an emphasis on the professional presentation of
their ideas and solutions. Students will not actually produce their designs but may make models of
them. This course will also focus on the development of traditional Design Graphics skills.
There are many career opportunities in a wide variety of design fields and it is hoped that the
students who undertake this course will recognise and consider the possibilities for their futures in
design based professions.
Students will have the opportunity to:
 Research
 Gain a broad overview of the
design world
 Learn a range of 2D and 3D
pictorial drawing techniques
 Undertake CAD work
 Think critically
 Be creative and solve problems
 Design
 Develop presentation techniques
 Make oral presentations
 Make models
 Work cooperatively
 Appraise their work
This course of study may lead to the following careers: Architect, CAD Draftsperson, Urban
Designer, Engineer, Industrial Designer, Automotive Designer, Interior Designer, Furniture
Designer, Graphic Designer, Fashion Designer, Jewellery Designer and Landscape Designer and
more.
On The Job – At School
On The Job at School is about students learning new skills in a safe environment whilst working
with teachers and mentors. One of the main aims of the course is for students to develop safe
working habits and to obtain relevant skills to further their education or employment
opportunities for the future.
This course is open to students who are looking for a change and can show they can be selfdirected learners who have the drive to succeed within a real life/work style environment.
Students will have the opportunity to design
and make a variety of projects within the
school environment.
Students will learn
practical literacy and numeracy and participate
in the construction of school based projects,
community based projects and enterprise
based projects that may include projects for
sale.
39
Emphasis is placed on the safe use of equipment
and risk management will be ongoing throughout
the course.
Students will explore marketing strategies and
processing of orders for the projects they will
construct, work with an architect on designing
projects and develop an understanding of plant
species and suitability within the environment.
Students will also have the opportunity to gain the
Construction Industry White Card, be offered a
work placement, gain experience in the use of a
‗Dingo‘ digger, and complete a chainsaw licence.
Project briefs may include the construction of
garden learning areas within the school,
construction of a pizza oven, dog kennels, chook
pens, rabbit hutches, art stretcher frames, plant
stands, garden sculptures, concrete paving and
garden gates.
Assessment for this course will be ongoing and will include a theoretical component with the main
emphasis on the practical completion of a variety of projects.
Entrance to this course is by interview only.
40
Food Studies
Julie Mansfield – Course Co-ordinator
All courses in Food Studies are semester long.
Food Technology
This course provides students with the opportunity to develop practical skills in working with a
wide variety of different ingredients and food processing techniques. It is mostly a practical based
subject with a supporting theory component. It is recommended that students do this subject
before choosing Catering as it covers a wider variety of topics.
Topics to be covered in 2013 include:
 Hygiene and safety in the kitchen
 Nutrition
 Breakfast and brunch
 Vegetables – vegetarian foods
 Cereals – bread, pasta and pastry





Students will have the opportunity to:
 Learn food skills and techniques
 Learn about ingredients and their function
 Work in groups
 Plan and develop recipes
 Cook healthy meals for themselves
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Baking – cakes and biscuits
Protein foods – meat and eggs
International foods
Healthy meals and snacks
Entertaining and special occasions
Catering and Hospitality
This course leads to students developing an awareness of some of the elements involved in the
hospitality industry. There is a strong emphasis on practical skill development and food
preparation, with a supporting theory component. Students will cook for functions, staff and
themselves.
There are three distinct strands in the curriculum:
 Skill development
 Application and solutions to real life tasks
 Planning for the world of work
Topics to be covered in 2013 include:
 Cookery methods - basic principles and
cookery terms
 Presentation and portion control of
food
 Food and beverage service




Occupational healthy, hygiene and safety
The menu and menu planning
Functions – types and planning
Career pathways
It is expected that students have successfully completed Food Technology or already have
developed a high level of skill development. Students will be required to take on a leadership role
if they have previously studied catering. Catering is a semester long course.
Students will have the
opportunity to:
 Develop
kitchen
skills and routines
 Understand food
hygiene and safety
procedures
 Learn advanced food
preparation
techniques
 Present foods
creatively and
attractively
 Learn about portion
control
 Plan and cost foods
suited to specific
functions
 Examine and create menus
 Undertake food and beverage service
 Develop espresso coffee making skills
 Develop enterprising skills
 Cater for school functions, community events and camps
 Operate a small restaurant
 Learn about the wide variety of jobs in the food industry and the skills and attributes
required.
42
Duke of Edinburgh Award
Chris Edie – Course Co-ordinator
Be part of one of the world‘s largest youth award programmes!
There are three levels of the award programme Bronze, Silver and Gold. As you progress through
the levels you will get to design your tasks to suit your own strengths. Working both within class
and out in the wider community, participants are encouraged to test themselves.
The award has 4 sections :
 Physical recreation
To break a sweat, improve your physical fitness and active. Physical Rec should be a
part of everyone's life and not just because it's healthy, but because it makes you happy
and it's unbelievably fun! Get those endorphins kicking and start moving!
 Skill
With so many hobbies and interests to choose from, the Skill Section of The Duke of
Ed allows participants to explore and discover talents within themselves that they may
have only hoped or dreamed about!

Volunteering
Perhaps the most personal of all The Duke of Ed sections, Volunteering is all about
giving back to the community. Whatever passions you may have, whether it's care and
concern for the environment, a love of animals, a desire to make a difference to live of
those less fortunate, referee your favourite sport or help the sick or elderly, the
Volunteering Section offers the structure to fulfil these passions.
Volunteering offers participants the opportunity to engage with society and gain an
understanding of the importance of their role within both their immediate and global
community. It gives the change to connect with individuals and groups they may have
previously overlooked or not been aware of, and to make a real difference to their
world.

Adventurous Journey (Expedition)
The Adventurous Journey is all about getting out there and going on an expedition or
exploration in a challenging environment, with a clear purpose. More than any other
section of the Award, the AJ is about team work and social connection.
Cost:
$60 registration per student plus costs of Adventurous Journey.
Duration: Bronze 6 months (must be 14 years to start)
Silver 1 year (must be 15 years to start)
Extracurricular: This option may be chosen (by negotiation) even if it clashes with other
subjects and can be completed as an extracurricular activity.
43
Online Negotiated Inquiry
Robert Gawlik – Course Co-ordinator
This course is for self-directed students (or pairs of students) who have demonstrated a
capacity for independent learning and who have a genuine desire pursue one or more
negotiated inquiries of their choice.
Those wishing to explore and pursue an inquiry into an area (or areas) of strong interest to them
will need to negotiate and plan with the coordinating teacher, who will provide guidance,
assistance and mentoring support throughout. Students accepted to this course will need to have
previously demonstrated a capacity for being self-directed and focussed.
Working with a like-minded student with a
similar plan will further enhance the learning
experience.
Those wishing to explore and pursue an
inquiry into an area of strong interest to
them will, at the beginning of the course,
need to submit a proposal of their goals and
what they wish to pursue.
Students will also be given a choice of how
they may wish to be assessed, if at all.
All students will need to submit a short
journal entry at the end of each week.
Previous students have engaged in a range of pursuits: studying musical theory, working on a novel,
improving English, Maths and Science grades, studying a range of languages (including Italian,
Spanish, German, Chinese, Japanese, and Norwegian), studying and creating animation, film-making,
music practice, and social activism.
44
DIGITAL TECHNOLOGY LEARNING AREA
Mark Morffew – Learning Area Leader
When you leave school and enter the workforce any software package you have learned in high
school will undoubtedly be obsolete. The successful employee will be the one who can adapt
quickly to new environments and think for themselves in creative and innovative ways. These
courses are primarily about learning how to learn with computers and technology so that you will
have skills that will benefit you throughout your future life.
There are two courses from which to choose. Creative Media focuses on the more creative
aspects of Digital Technologies and is suited to a wide range of abilities and interests. Computing
has a technical and programming focus. It is more suited to students planning a future either in
the IT industry, or those planning to go onto studies in Computer Science, Engineering or Science.
Creative Media
Who is this course for?
This course is designed for students who
wish to improve their digital technology
skills
through
exploring
creative
applications, such as designing your dream
home, making a game for a mobile phone,
building your own 3D virtual world or
starring in your own video.
You will develop the knowledge and
experience required to work with and
understand countless programs, techniques
and skills used in the creation of
multimedia projects. These skills are
transferable to a wide range of other
computer applications that you are likely to
need in later life and work.
This course can be studied at a range of levels,
enabling all students regardless of ability or
previous experience to find it both exciting and
challenging.
What will you study?
You will master the software and process skills
required to create digital content, design &
develop games, create and manipulate 2D & 3D
graphics for animations and video, and create
websites and web applications.
Students will choose four units and complete a
major project from the following topic areas:
 Graphics for digital media
 2D and 3D Animation
 Video editing and effects
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




Game design and development
Web design
Character Modelling
Virtual Worlds (Design and construction in 3D environments)
Portable Worlds (Content Development for Mobile Devices)
There will be plenty of flexibility to enable you to choose and adapt units to build a personalised
course to suit your individual needs and aspirations.
Can I choose it again next semester?
Subject to satisfactory participation, you may choose to study Creative Media as many times as
you wish, moving onto more advanced levels and topics each semester.
Future Pathways
Academy and Polytechnic courses in Computing (Multimedia), Computing (Gaming); Certificate
courses in Information Technology; Certificate in Creative Industries (Media); pre-tertiary
Computer Science.
UTas – Bachelor of Computing; Diploma in Creative Media, Bachelor of Fine Arts; Bachelor of
Visual Communication; Polytechnic & TAFE courses in Information Technology - Multimedia;
Courses at the Academy of Interactive Entertainment and similar institutions.
These pathways could lead to a range of possible careers in interactive media, animation, the
games industry, publishing, graphic design, advertising, digital media, illustration and more.
Computing
Who is this course for?
This course is designed for students who wish
to focus more on the programming and
technical side of Computing.
It can be studied at a range of levels, enabling all
students regardless of previous experience to
find it both exciting and challenging.
What will you study?
All students will study programming at a level
suited to their ability. You will then be able to
choose 3 optional units and an ongoing project
from:
 Hardware and operating systems
 Technical Support
 Robotics and Control
 Web Applications
 Mobile Applications
 Business Computing
 Any of the units from Creative Media
46
Can I choose it again next semester?
Subject to satisfactory participation, you may choose to study Computing as many times as you
wish, moving onto more advanced levels and topics each semester.
Future Pathways
This course prepares students and provides a pathway to the Tasmanian Academy courses of
Computing, Computer Science, Information Technology and Systems, and Computer Graphics and
Design, or Tasmanian Polytechnic courses in Computing or Information Technology.
It will prepare you for careers in the IT industry, or provide a foundation for future studies in
Engineering, Science or Computer Science.
Computing Extended
Computing Extended is only available to highly motivated students in year 10 who are working at
Stage 15A or beyond. Students negotiate their own projects in areas of interest and undertake
them working largely independently. It can be taken on any line. Participation in this course is by
invitation only.
47
Taroona High School Senior Timetable Structure
Line
1a – Group 1
1a – Group 2
1b
Semester 1
Semester 2
Art, Chinese, Japanese, Design in Wood, English 3, English Language Learners, French, Intermediate
Music, Multi Sports, On the Job, Music Industry Studies, Sports Science, The Cutting Edge, Wellness
Recreation
Art, Contemporary Music, Design in Metal, Drawing and Design, Drama, English 2, English 3, Self
Defence for Girls, Self Defence for Boys, Senior Music, Wellness Recreation
Catering & Hospitality
Food Technology
Graphic Design
Catering & Hospitality
Computing
Creative Media
Food Technology
3a – Group 1
English – Literary Inquiry
English 1
English Writing
English 2
Exploring the Ocean 1
English 3
Graphic Design
Graphic Design
Human Science 2
Human Science 1
Maths 1
Maths 4
Maths 2
Maths Methods
Maths 3
SAH - Introduction to Social Psychology
SAH - Introduction to Social Psychology
SAH – History Accelerated
SAH – History Accelerated
SAH – The Modern World and Australia
SAH – The Making of the Modern World
Senior Music Extended
Wellness – Full on Fitness
Wellness - Aquatic Adventures
Wellness – Sports Leadership
Wellness – Full on Fitness
Wellness – Team Sports for Girls
Wellness – Get Moving
Wellness Recreation
Wellness – Team Sports for Boys
Extended Science 1, English 1, English 2, English Language Learners, English Literature, French, Maths
4, Maths Methods, SAH – History Accelerated
3a – Group 2
Duke of Edinburgh Award, Extended Science 2, English 3, English Language Learners, English
Literature, Maths 2, Maths 3, SAH – History Accelerated
2
3b
4a – Group 1
4a – Group 2
4b
Art
Audio Design
Computing
Creative Media
Design in Wood
Food Technology
Human Science 1
Wellness – Full on Fitness
Wellness – Racquet Sports
English 2, Maths 4
Dance
Design in Wood
Food Technology
Human Science 2
Graphic Design
Wellness – Full on Fitness
Wellness – Team Sports (for boys & girls)
English 3, Maths 3
Art
Computing
Creative Media
Dance
Applied Science
Human Science 1
Human Science 2
Extended Science 1
English 1
English 2
English 3
Graphic Design
Make it Real
SAH – History Accelerated
SAH – The Making of the Modern World
SAH – The Modern World and Australia
Wellness - Aquatic Adventures
48
Art
Computing
Creative Media
Extended Science 2
Exploring the Ocean 2
Human Science 1
Human Science 2
English - Journalism
Graphic Design
Make it Real
Online – Languages
Online – Negotiated Inquiry
School Production
SAH – Geography
SAH – History Accelerated
SAH – The Modern World and Australia
STEM
Two Year Course Plan (for Year 8 students only)
Use the table below to plan your courses for the next two years. Bear in mind, however, that
some courses may not operate in 2014 and also new courses may be added. Therefore, the plan
can only be used as guide to your future learning pathway.
2013
Line No
Semester 1
Semester 2
Line 1a – Group 1
Line 1a – Group 2
Line 1b
Line 2
Line 3a – Group 1
Line 3a – Group 2
Line 3b
Line 4a – Group 1
Line 4a – Group 2
Line 4b
2014
Line No
Semester 1
Line 1a – Group 1
Line 1a – Group 2
Line 1b
Line 2
Line 3a – Group 1
Line 3a – Group 2
Line 3b
Line 4a – Group 1
Line 4a – Group 2
Line 4b
49
Semester 2
50
YEAR 9/10 COURSE SELECTION FORM 2013
Name ………………………………………………………………………
AT Group ……….
Before selecting your subjects from the structure on page 48, please keep the following points in mind.
1. Study closely the Year 9/10 requirements on page 4 of this booklet.
2. Looking at the structure on page 48, year long courses are highlighted in blue; semester long courses
are highlighted in red.
3. Referring to the structure on page 48, you should choose subjects as follows:
 From line 1 — EITHER choose one course from 1a (Group 1) and one course from 1a (Group
2) OR choose one course from 1b semester 1 and one course from 1b semester 2.
 From line 2 - choose one course from semester 1 and one course from semester 2
 From line 3 - EITHER choose one course from 3a (Group 1) and one course from 3a (Group 2)
OR choose one course from 3b semester 1 and one course from 3b semester 2.
 From line 4 - EITHER choose one course from 4a (Group 1) and one course from 4a (Group 2)
OR choose one course from 4b semester 1 and one course from 4b semester 2.
Every attempt will be made to give you all your choices and where you choose to do them. However,
unless a minimum number (approx 20) choose a course, that course is unlikely to run and it may be also
necessary, in order to balance staffing over the two semesters, to change the semester in which you study a
certain course.
Please complete this section carefully
Semester 1
Semester 2
Line 1a – Group 1
Line 1a – Group 2
Line 1b
Line 2
Line 3a – Group 1
Line 3a – Group 2
Line 3b
Line 4a – Group 1
Line 4a – Group 2
Line 4b
Maths & English Course Choices
To ensure you choose the correct Maths and English course, you must get your current teacher in these
subjects to sign below, to indicate that they agree with your choices:
English Teacher: Name:______________________
Signature ___________________
Maths Teacher:
Signature ___________________
Name:______________________
---------------------------------------------------------------------------------------------------------------------Year 9/10 Course Selection 2013
Parent/Guardian Consent
I am aware that my child‘s choices will influence Taroona High School‘s staffing mix for 2013 and that
changes will not necessarily be possible.
Signed: ________________________________
Date: ___________________
Please return this form to your HG Teacher by Tuesday 23 October 2012
51