2016 –year 10 scope and sequence for uploading... · similar figures and scale drawings...

2016 –Year 10 Scope and Sequence Year

Term 1 Term 2 Term 3 Term 4

English Topics

Topic: The Short Story This unit extends student knowledge of narrative forms, features and structures. Students analyse a range of short stories, and compose an original narrative.

Topic: Area of Study Students explore representations of the concept “Power” in a close study of a substantial prose text and related texts.

Topic: Comparative Text Study Students analyse the values and ideas communicated to a new audience in the adaptation/ transformation of a text from an earlier publication or performance.

Topic: Close Text Study Students closely examine a prose or drama text and analyse how its form, features and language create meaning.

English Assessment

• Original Narrative Composition • Essay explaining how “Power” has been represented in set text

• Speech comparing studied texts • Essay analysing studied text • Yearly Exam: Reading

Comprehension and Written Response To Text

Syllabus Outcomes

• Effectively uses and critically assesses a wide range of processes, skills and strategies for responding to and composing texts in different media and technologies.

• Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning.

• Understands and evaluates the diverse ways texts can represent personal and public worlds.

• Effectively uses and critically assesses a wide range of processes, skills and strategies for responding to and composing texts in different media and technologies.

• Effectively transfers knowledge skills and understanding of language concepts into new and different contexts

• Investigates the relationship between and among texts.

• Questions, challenges and evaluates cultural assumptions in texts and their effects on meaning


• Investigates the relationships between and among texts.

• Thinks critically and interpretively about information and complex ideas to respond to texts in a range of contexts

• Responds to and composes sophisticated and sustained texts for understanding, interpretation and critical analysis.

• Questions, challenges and evaluates cultural assumptions in texts and their effects on meaning


2016 –Year 10 Scope and Sequence Mathematics Topics

Topic: Financial Mathematics (Stage 5.1) - Review Year 9 work. Financial problems involving taxation. Calculate compound interest for 2 or 3 years using repetition of the formula for simple interest. (Stage 5.2) - Review Year 9 work. Financial problems involving taxation. Use the compound interest formula to calculate depreciation. (Stage 5.3) - Review Year 9 work. Financial problems involving taxation. Use the compound interest formula to calculate depreciation.

Topic: Numbers of Any Magnitude (Stage 5.1) - Round numbers to a specified number of decimal places, significant figures. Express numbers in scientific notation. Interpret the meaning of prefixes such as 'nano', 'micro', 'giga' and 'tera'. Convert between units of measurement of digital information. Describe the limits of accuracy of measuring instruments. (Stage 5.2) - Round numbers to a specified number of decimal places, significant figures. Express numbers in scientific notation. Interpret the meaning of prefixes such as 'nano',

Topic: Equations and Inequations (Stage 5.1) - Review linear equations. Use linear equations to solve word problems. Solve linear inequalities and display solutions on a number line. (Stage 5.2) - Review linear equations. Use linear equations to solve word problems. Solve linear inequalities and display solutions on a number line. Solve simple quadratic equations using a range of strategies. Solve simultaneous equations using algebraic methods. (Stage 5.3) - Review linear and simultaneous equations. Solve linear inequalities and display solutions on a number line. Solve quadratic equations using a range of strategies. Solve equations reducible to quadratic equations. Solve simple cubic equations. Rearrange literal equations. Solve pairs of simultaneous equations, where one equation is non- linear.

Topic: Trigonometry (Stage 5.1) - Review the trigonometric ratios. Solve a variety of practical problems involving angles of elevation and depression, and bearings.

Topic: Non-Linear Relationships (Stage 5.1) - Distinguish between linear and non-linear relationships. Graph simple non-linear relationships by completing a table of values. Graph simple quadratics, exponentials and circles using digital technologies. (Stage 5.2) - Distinguish between linear and non-linear relationships. Graph simple non-linear relationships by completing a table of values. Graph simple quadratics, exponentials and circles using digital technologies. Explore the connection between algebraic and graphical representations of relationships such as simple quadratics, circles and exponentials. (Stage 5.3) - Graph simple non-linear relationships by completing a table of values. Describe, interpret and sketch parabolas, hyperbolas, circles, exponential functions, cubics and other curves and their transformations.

Topic: Single and Bivariate Data Analysis (Stage 5.1) - Review Single Variable Data Analysis from Year 9. Describe data using terms including 'skewed',

Topic: Money (Stage 5.1) - Calculating with money. Making decisions about purchasing. Personal Finance. Taxation (Stage 5.2) - Calculating with money. Making decisions about purchasing. Personal Finance. Taxation (Stage 5.3) - Recognise a polynomial expression. Add and subtract polynomials and multiply polynomials by linear expressions. Divide polynomials by linear expressions. Use the remainder and factor theorem. State the number of zeros that a polynomial of degree can have

Topic: (Stage 5.1) and (Stage 5.2) - Introduction to Year 11 General Mathematics Course Year 11 Focus Studies: Mathematics and Communication, Mathematics and Driving

(Stage 5.3) - Functions and Logarithms Introduction to functions and logarithms. Define a function as a rule or relationship. Describe conditions for a function to have an inverse function.

2016 –Year 10 Scope and Sequence

Year 10 Term 1 Term 2 Term 3 Term 4 'micro', 'giga' and 'tera'. Convert

between units of measurement of digital information. Describe the limits of accuracy of measuring instruments. (Stage 5.3) - Round numbers to a specified number of decimal places, significant figures. Express numbers in scientific notation. Interpret the meaning of prefixes such as 'nano', 'micro', 'giga' and 'tera'. Convert between units of measurement of digital information. Describe the limits of accuracy of measuring instruments.

Topic: Rates and Ratios (Stage 5.1) - Define and simplify Ratios & Rates. Apply Ratios & Rates to solve problems. Interpret & draw distance-time graphs. (Stage 5.2) – Define and simplify Ratios & Rates. Apply Ratios & Rates to solve problems. Interpret & draw distance-time graphs. Recognise direct and indirect proportion, and solves problems involving direct proportion. (Stage 5.3) – Define and simplify Ratios & Rates. Apply Ratios & Rates to solve problems. Interpret & draw distance-time graphs. Recognise direct and indirect proportion, and solves problems involving direct proportion. Analyse and describe physical phenomena and rates of change.

(Stage 5.2) - Review the trigonometric ratios and problems involving angles of elevation and depression. Solve a variety of practical problems involving bearings. Solve problems in which angles may be measured to the nearest second. (Stage 5.3) - Review Year 9 trigonometry work. Solve a variety of practical problems involving bearings. Solve problems in which angles may be measured to the nearest second. Determine exact trigonometric ratios for 30°, 45° and 60°. Use the unit circle to define trigonometric ratios. Graph trigonometric functions. Establish the sine, cosine and area rules for any triangle and solve related problems, including 3-D shapes.

Topic: Area, Volume (Stage 5.1) - Review Area of plane shapes. Use formulas to calculate volumes of prisms and cylinders. Convert between units of volume and capacity. (Stage 5.2) - Review Area of plane shapes. Use formulas to calculate volumes of prisms and cylinders. Calculate the volume of composite solids. Convert between units of volume and capacity. Solve a variety of practical problems related to volume and capacities. (Stage 5.3) - Use formulas to calculate volumes of prisms, cylinders, right pyramids, right cones and spheres. Calculate the volume of composite solids. Convert between units of volume and capacity. Solve a variety of practical problems related to volume and capacities.

'symmetric' and 'bi-modal'. Consider reliability and misleading information of graphical displays. (Stage 5.2) - Investigate and describe bivariate numerical data where the independent variable is time. Investigate bivariate data sets and use scatter plots to describe relationships between variables. Consider reliability and misleading information of graphical displays. (Stage 5.3) - Calculate the mean and standard deviation of data. Compare the relative merits of the range, interquartile range and standard deviation as measures of spread. Investigate and describe bivariate numerical data where the independent variable is time. Investigate bivariate data sets and use scatter plots to describe relationships between variables. Interpolate and extrapolate from bivariate data using lines of best fit. Consider reliability and misleading information of graphical displays. Explore how data is used to inform decision-making processes.

Topic: Properties of Geometrical Figures (Stage 5.1) - Similar figures, Scale factor, Unknown length, Scale drawings (Stage 5.2) - Proves conditions for similar triangles, Deductive reasoning (Stage 5.3) - Proves & applies angle, chord, tangent & secant properties

Use the definition of a logarithm to establish and apply the laws of logarithms. Apply the laws of logarithms to simplify simple expressions.



Mathematics Assessment

• Task 1- Stage Exam in class time • Task 1- Stage Exam in class time • Task 2- Stage Exam in class time • Task 4- Formal Exam during Week 6 examination period

Syllabus Outcomes • solves financial problems involving

earning, spending and investing money MA5.1-4NA

• solves financial problems involving compound interest MA5.2-4NA

• interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures MA5.1-9MG

• operates with ratios and rates, and

explores their graphical representation MA4-7NA

• recognises direct and indirect proportion, and solves problems involving direct proportion MA5.2-5NA

• draws, interprets and analyses graphs of physical phenomena MA5.3-4NA

• solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques MA5.2-8NA

• applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression MA5.1-10MG

• applies trigonometry to solve problems, including problems involving bearings MA5.2-13MG

• applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule and the area rule to solve problems, including problems involving three dimensions MA5.3-15MG

• uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume MA4-14MG

• applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders MA5.2-12MG

• applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solids MA5.3-13MG

• applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids MA5.3-14MG

• graphs simple non-linear relationships MA5.1-7NA

• sketches and interprets a variety of non-linear relationships MA5.3-9NA

• uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.1-12SP

• uses quartiles and box plots to compare sets of data, and evaluates sources of data MA5.2-15SP

• investigates relationships between two statistical variables, including their relationship over time MA5.2-16SP

• uses standard deviation to analyse data MA5.3-18SP

• investigates the relationship between

numerical variables using lines of best fit, and explores how data is used to inform decision-making processes MA5.3-19SP

• describes and applies the properties of

similar figures and scale drawings MA5.1-11MG

• calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or similar MA5.2-14MG

• proves triangles are similar, and uses formal geometric reasoning to establish properties of triangles and quadrilaterals

• applies deductive reasoning to prove circle theorems and to solve related problems MA5.3-17MG

• makes informed decisions about purchasing goods and services MA4-6NA , MA5.1-4NA , MA5.2-4NA

• plans and manages personal finances MA4-6NA , MA5.1-4NA , MA5.2-4NA

• uses function notation to describe and sketch functions MA5.3-12NA

• uses the definition of a logarithm to establish and apply the laws of logarithms MA5.3-11NA

• recognises, describes and sketches

polynomials, and applies the factor and remainder theorems to solve problems MA5.3-10NA

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/outcomes/outcomes-detail/outcomes-content/391/









Science Topics

All topics take approximately 6 weeks to complete. One teacher takes each class for one topic so classes are rotated through the course and therefore the sequence of topics studied will vary from class to class.

Topic: Journey to the Centre of the Earth This topic examines plate tectonics and the theory of continental drift. It will also examine earthquakes, volcanic eruptions and their causes and focus on ways that society is trying to lessen their impact through better prediction techniques and building designs.

Topic: Don’t Overreact This topic focuses on atomic structure and its link to the behaviour of atoms during chemical reactions. Naming of compounds and chemical equations are the emphasis of this unit.

Topic: Independent Open Investigation This module teaches students how to design and carry out an Independent Open Ended Investigation.

Topic: Crash Test Dummies This topic focuses on the contributions of Sir Isaac Newton to our understanding of motion. It examines his Laws of Motion and practical applications of these laws to car safety.

Topic: CSI of Life Examines the structure and behaviour of the basic units of inheritance and uses this information to explain inheritance patterns in humans and other organisms. The topic then links genetics to the Darwin’s theory of evolution by natural selection.

Science Assessment

• ICT Research • Topic Test

• First hand investigation • Topic Test

• Modelling car safety features • Topic Test

• ICT Research • Topic Test

2016 –Year 10 Scope and Sequence Science Syllabus Outcomes

A student • describes changing ideas about the

structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community

• explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues

• applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

Don’t Over React

A student • discusses the importance of chemical

reactions in the production of a range of substances, and the influence of society on the development of new materials

• develops questions or hypotheses to be investigated scientifically

• produces a plan to investigate identified questions, hypotheses or problems, individually or collaboratively

• undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

• processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions


• presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

Independent Open Investigation

A student • develops questions or hypotheses to be

investigated scientifically • produces a plan to investigate identified

questions, hypotheses or problems, individually or collaboratively

• undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively




A student • applies models, theories and laws to

explain situations involving energy, force and motion


A student • analyses interactions between components

and processes within biological systems • explains how biological understanding has

advanced through scientific discoveries, technological developments and the needs of society

• develops questions or hypotheses to be investigated scientifically



2016 –Year 10 Scope and Sequence Geography Topics Semesterised

5A3: Issues in Australian Environments Ways in which geographical understanding contributes to the sustainable management of issues affecting the Australian environment. Two issues are explored in-depth and fieldwork is undertaken in the development of a Research Action Plan.

5A4: Australia in I ts Regional and Global Context Australia in its regional and global contexts and the roles of individuals and groups in planning for a better future. An examination of Australia’s global links with other nations is undertaken with an in depth analysis of Defence, Trade, Aid or Migration. This is then followed by discussion of future challenges Australia faces as a nation.

• Geographical skills, fieldwork and ICT integrated into content and assessment. Geography Assessment • Fieldwork (RAP)

• Skills Examination • Inquiry, research and presentation • Yearly Examination

Syllabus Outcomes

• identifies, gathers and evaluates geographical information • analyses, organises and synthesises geographical information • selects and uses appropriate written, oral and graphic forms to communicate

geographical information • selects and applies appropriate geographical tools • demonstrates a sense of place about Australian environments • explains the geographical processes that form and transform Australian

environments • analyses the impacts of different perspectives on geographical issues at local,

national and • global scales • applies geographical knowledge, understanding and skills with knowledge of

civics to demonstrate informed and active citizenship

• analyses, organises and synthesises geographical information • selects and uses appropriate written, oral and graphic forms to communicate

geographical information • selects and applies appropriate geographical tools • analyses the impacts of different perspectives on geographical issues at local,

national and global scales • accounts for differences within and between Australian communities • explains Australia’s links with other countries and its role in the global

community • applies geographical knowledge, understanding and skills with knowledge of

civics to demonstrate informed and active citizenship

History Topics (Semesterised)

Depth Study 3 (Core): Australians At War: World War II (1939-1945) Overview of the causes and scope of WWII and an investigation of significant events, impacts and experiences of Australians and the importance of commemoration and the ANZAC legend.

Depth Study 5: The Globalising World: Migration Experiences Examination of the waves of post WWII migration to Australia and changing government policies on migration patterns. One major world event is explored in-depth.

Depth Study 4 (Core): Rights and Freedoms (1945 – Present) Analysis of the UDHR and Australia’s involvement is undertaken with an emphasis on the struggle of ASTI peoples with an emphasis on the Day of Mourning and the Stolen generation and modern day civil rights activists.

Depth Study 4 (Core): Rights and Freedoms (1945 – Present)

History Assessment

• Historical inquiry and presentation • Documentary Film • Inquiry, research and written report • Yearly Examination

Syllabus Outcomes

• Applies relevant historical terms and concepts, to communicate to different audiences

• Selects and analyses a range of historical sources, evaluates usefulness of sources will undertaking an historical inquiry

• Explains, analyses motives, actions of past individuals and groups in shaping the modern world

• Selects and uses appropriate oral, written, visual and digital forms to communicate an understanding of the past.

• Uses relevant evidence from sources to support historical happenings


• Applies relevant historical terms and concepts, to communicate to different audiences



• Selects and uses appropriate oral, written, visual and digital forms to communicate an understanding of the past.





Commerce Topics

Core Topic: Law and Society Students develop an understanding of how laws affect individuals and groups and regulate society.

Core Topic: Employment Issues Students learn about the commercial and legal aspects of employment issues by focusing on their options, rights and responsibilities in the work environment.

Option Topic: Law in Action Students examine the rights and responsibilities of individuals in a range of situations in which they may come in contact with the law. Option Topic: Political Involvement Students develop an understanding of how political processes operate at various levels and how they can be involved in these processes to achieve desired outcomes.

Option Topic: Political Involvement Option Topic: Running A Business Students become actively engaged in planning, organising and running a small business and develop strategies to address problems as they arise.

Commerce Assessment

• Topic examination • Research and written report • Research, inquiry and presentation • Yearly Examination

Syllabus Outcomes

• Applies legal concepts and terminology in a variety of contexts.

• Examines the role of law in society

• Analyses key factors affecting legal decision

• Applied business and employment concepts and terminology in a variety of contexts

• Analyses the rights and responsibilities of individuals in a range of employment contexts

• Evaluates options for solving commercial problems and issues

• Monitors and modifies the implementation of plans designed to solve commercial and employment problems and issues

• Applies legal concepts and terminology in a variety of contexts

• Works independently and collaboratively to meet individual and collective goals within specified timelines

• Explains legal information using a variety of forms

• Researches and assesses legal information using a variety of sources

• Applies consumer, legal and political concepts and terminology in a variety of contexts

• Examines the role of law in society

• Evaluates options for solving commercial problems and issues

• Analyses key factors affecting political decisions

• Works independently and collaboratively to meet individual and collective goals within specified timelines

International Studies Topics

Topic: Gender difference

Topic: The media: Religion, politics and human rights

Topic: Culture and family life in China and India

Topic: Cultural tourism

International Studies Assessment

• Research and oral presentation • Written report • Inquiry and research • Yearly Examination

2016 –Year 10 Scope and Sequence International Studies Syllabus Outcomes

• recognise the nature and contexts

of cultural Stereotyping • analyse the impacts of

stereotyping on different cultural groups

• select and use a range of written, graphic and oral forms, including ICT, to analyse, describe and communicate about cultures

• identify factors that promote

cultural change or stability • account for cultural similarities

and differences within societies • analyse different contexts,

perspectives and interpretations of cultural beliefs and practices

• analyse culturally significant contemporary issues and events and evaluate them from a variety of

• cultural perspectives • apply knowledge, understanding

and skills for effective participation in a culturally diverse society

• recognise cultural differences when communicating across cultures.

• analyse a variety of definitions of

culture and how they may apply across a range of societies

• account for cultural diversity within Australia and other countries

• account for cultural similarities and differences within societies

• analyse different contexts, perspectives and interpretations of cultural beliefs and practices

• describe the complex, interrelated nature of cultures

• apply knowledge, understanding and skills for effective participation in a culturally diverse society

• select and use a range of written, graphic and oral forms, including ICT, to analyse, describe and communicate about cultures

• recognise cultural differences when communicating across cultures.

• identify historical and

contemporary influences on Australian culture and society

• account for cultural diversity within Australia and other countries

• analyse different contexts, perspectives and interpretations of cultural beliefs and practices

• analyse culturally significant contemporary issues and events and evaluate them from a variety of

• cultural perspectives

History Elective Topics

• Topic: World War Two and

the Holocaust

• Topic: Migration • Topic: Rights and Freedoms,

Aboriginal

• Topic: World War Two and

the Holocaust • Topic: Migration

• Topic: Migration • Topic: Rights and Freedoms,

Aboriginal

History Elective Assessment

• Research based presentation • Documentary film • Semester Exam

• Research based presentation • Documentary film • Semester Exam

Syllabus Outcomes

• Applies relevant historical terms

and concepts, to communicate to different audiences



• Selects and uses appropriate oral,

written, visual and digital forms to communicate an understanding of the past.



• Applies relevant historical terms

and concepts, to communicate to different audiences



• Selects and uses appropriate oral,

written, visual and digital forms to communicate an understanding of the past.



2016 –Year 10 Scope and Sequence PD/H/PE Theory Topics

Improving Your Wellbeing • Students will explore areas of

nutrition and mental health through Self-Organisation Learning Environment (SOLE) to determine positive decision-making strategies in regards to their own wellbeing.

Community Action • Students identify inequities and

key issues that exist in the community and propose actions to address them.

Road Safety • Students propose and present

strategies designed to promote safe road use, attitudes and behaviours.

Safe Partying • Students will discuss influences on

decision making; risks associated with drug use and devise strategies for safe behaviours.

PD/H/PE Practical Topics

• Team Games • Aerobics and Fitness

• Net/Court Games 3 • (Badminton, Table Tennis,

Volleyball)

• Outdoor Education and Orienteering

• Sport Medley

PD/H/PE Assessment

• Aerobics and Fitness • (Week 10) • Classwork/Homework (ongoing)

• Community Action (Week 2) • Net/Court Games (ongoing) • Participation/Uniform (ongoing)

• Road SAFETY Task (Week 10) • Yearly Examination (Week 6) • Classwork/Homework (ongoing) • Participation/Uniform (ongoing)

Syllabus Outcomes

• 5.6 Analyses attitudes, behaviours and consequences related to health issues affecting young people.

• 5.5 Composes, performs and

appraises movement in a variety of challenging contexts.

• 5.10 Adopts roles to enhance their own and others’ enjoyment of physical activity.

• 5.4 Adapts, transfers and

improvises movement skills and concepts to improve performance.

• 5.7 Analyses influences on health decision-making and develops strategies to promote health and safe behaviours.

• 5.4 Adapts, transfers and

improvises movement skills and concepts to improve performance.

• 5.6 Analyses attitudes, behaviours and consequences related to health issues affecting young people.

• 5.10 Adopts roles to enhance their

own and others’ enjoyment of physical activity.

PASS Topics

• Topic: Participating with Safety

• Topic: Opportunities and

Pathways in Physical Activity & Sport

• Topic: Food For Health • Topic: World Games

• Topic: Enhancing Performance – Strategies & Techniques

• Topic: Coaching

• Topic: Coaching cont’d • Topic: Revision

PASS Assessment • Week 6 - Risk Assessment Report • Week 3 – Nutrition

Assessment Task • Week 9 - Coaching Assessment • Week 5 - Yearly Exam

PASS Syllabus Outcomes

• Discusses factors that limit and enhance the capacity to move and perform.

• 4.1 Works collaboratively with

others to enhance participation, enjoyment and performance.

• 4.4 Analyses and appraises information, opinions and observations to inform physical activity and sport decisions.

• 3.1 Demonstrates actions and strategies that contribute to enjoyable participation and skilful performance.

• 4.3 Performs movement skills with

increasing proficiency.

• 3.1 Demonstrates actions and strategies that contribute to enjoyable participation and skilful performance.

• 4.3 Performs movement skills with

increasing proficiency.


Year


Child Studies Topics

• Topic: Eating is Fun Food and Nutrition in Childhood (Module 8)

• Nutritional needs through the early years

• Issues in food and nutrition • Food for special occasions

• Topic: Diverse needs of children • (Module 12) • The diverse needs of children e.g.

physical disability, intellectual disability, gifted and talented

• Recognising that all children have strength and talents, and the potential to learn and develop given the appropriate support and opportunity.

• Outline developmental differences that can occur ,e.g.language development

• Topic: Let’s Get to Work • Children and Culture;

Childcare Services and Career Opportunities (Module 9 and 13)

• Culture and childcare services • Childcare services available in

the community • Rights and responsibilities of

childcare providers • Careers and opportunities in

childcare

• Topic: Health and Safety of Children (Module 7)

• Investigating and critically analysing the recommended immunisation schedule.

• Identify and e examines the symptoms, treatment and prevention strategies for common infections.

Child Studies Assessment

• Meal Plan

• Catering for diverse needs Presentation

• Career Research Task • Yearly Exam

Syllabus Outcomes

• 1.2 Describes the factors that affect the health and wellbeing of the child

• 2.2 Evaluates strategies that promote the growth and development of children

• 4.3 Applies appropriate evaluation techniques when creating, discussing and assessing information related to child growth and development

• 2.1 Plans and implements engaging activities when educating and caring for young children within a safe environment

• 3.2 Evaluates the role of community resources that promote and support the wellbeing of children and families

• 3.3 Analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbeing

• 4.2 Analyses and compares information from a variety of sources to develop an understanding of child growth and development.

• 3.1 Discusses the importance of positive relationships on the growth and development of children


• 4.1 Demonstrates a capacity to care for children in a positive, understanding and tolerant manner in a variety of settings and contexts

• 1.2 Describes the factors that affect the health and wellbeing of the child

• 2.1 Plans and implements engaging activities when educating and caring for young children within a safe environment


• 3.3 Analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbeing

• 4.2 Analyses and compares information from a variety of sources to develop an understanding of child growth and development.

2016 –Year 10 Scope and Sequence French Beginners Topics

Topic: Allons-y 1 Chapter 1 - Hello and Welcome • Greetings • Nationalities • Numbers 0-20 • Colours

Topic: Chapter 2 - Meeting a Ghost • The family • Pets • Parts of the Body • Numbers 21-40

Topic: Chapter 3 - At School • Numbers 41-60 • Days of the week • School subjects • Classroom objects

Topic: Chapter 4 - Happy Birthday, Pierre! • Months of the year • Numbers 61-100 • Prepositions • Telling the time

Topic: Chapter 5 - A Weekend in Paris • Drinks and snacks • Ordinal numbers • Yes/No questions • Negative ne…pas

Topic: Chapter 6 - At the Table • Fruit • Vegetables • Numbers 101-1000 • Expressions of quantity

Topic: Chapter 7 - Me, I love Sport! • Sports • Sports clothes and equipment • The weather and seasons • Leisure activities

Topic: Chapter 8 - The French Regions • Map of France • The French regions • Regional and local government

in France • Revision

French Beginners Assessment

• ICT Research Task • Semester 1 Assessment Tasks • ICT Research Task • Semester 2 Assessment Tasks • Yearly Exam

Syllabus Outcomes

• 5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts

• Uses ICT skills to access and present up-to-date information about France to enhance classroom learning

• 5.UL.1 selects, summarises and analyses information and ideas in spoken texts and responds appropriately

• 5.UL.3 uses French by incorporating diverse structures and features to express own ideas

• 5.UL.2 selects, summarises and analyses information and ideas in written texts and responds appropriately

• 5.UL.4 experiments with linguistic patterns and structures in French to convey information and to express own ideas

• 5. MBC.2 identifies and explains aspects of the culture of French-speaking communities in texts

2016 –Year 10 Scope and Sequence French Continuers Topics

Topic: Allons-y 2 Chapter 1 - Returning to school School life Future tense Verb+infinitive Verbs: vouloir, pouvoir, devoir Cést and ce sont The imperative

Topic: Chapter 2 - The modes of transport French inventions Prepositions Verbs: venir, tenir,

revenir, devenir Adjectives Spoken language versus written

language

Topic: Chapter 3 - Clothes and fashion Haute couture Pronomial verbs Pronouns “Si” in negative responses

Topic: Chapter 4 - Professions • Discovering Canada • Expressions with avoir • Past tense with avoir • Verbs: Partir, dormer, sortir

Topic: Chapter 5 - Housing and household tasks • Passé compos • Irregular past particles • Verbs: conna tre, savoir

Topic: Chapter 6 - The end of the school year • The French and their animals • Aix - en- Provence • Pass compos with tre • Verbs conjugated with tre • Relative pronouns qui, que

Topic: Chapter 7 - Holidays • Zodiac signs • Negation: ne...rien/jamais/plus

• Ne que, ne seulement • -Verbs: -aindre, -eindre, oindre

Topic: Chapter 8 • Course revision • Le monde francophone • Les régions de France • Les departments de France

French Continuers Assessment

• ICT Research Task • Semester 1 Assessment Tasks • ICT Research Task • Semester 2 Assessment Tasks • Yearly Exam

Syllabus Outcomes

• 5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts

• Uses ICT skills to access and present up-to-date information about France to enhance classroom learning

• 5.UL.1 selects, summarises and analyses information and ideas in spoken texts and responds appropriately

• 5.UL.7 uses French with flexibility by incorporating new structures and features for effective communication

• 5.UL.6 selects, summarises and evaluates information and ideas in written texts and responds appropriately in a range of text types

• 5.UL.8 presents a point of view using accurate grammar and experimenting with linguistic structures and features in a range of texts

• 5. MBC.2 identifies and explains aspects of the culture of French-speaking communities in texts

• 5.MBC.3 evaluates the importance of being able to move between cultures



Drama Topics

Topic: Theatrical Techniques & Conventions Students will make a limited study of a range of differing theatrical styles through workshop and reflection e.g. Naturalism, Absurdism, Epic Theatre, Expressionism.

Topic: Australian Theatre - Play Study In this unit students will research the ideas and dramatic techniques used in Aboriginal Theatre. They will read and workshop the play ‘Seven Stages of Grieving’. Students will build a group performance from a concept theme or issue.

Topic: Verbatim Theatre In this unit students will research the form and content of Verbatim Theatre, learning the techniques and conventions of this style of performance.

Topic: Individual Performance Students will learn and explore the techniques of ‘Hotseat’ and create an Individual Performance.

Drama Assessment

• Group performance of play-built presentation illustrating one of the performance styles explored.

• Performance & Reflection

• Group performance of scenes from Seven Stages of Grieving.


• Director’s concept/set/costume design from Term 2 Play Study.

• Students play-build a Verbatim Theatre performance piece.


• Individual Performance & Reflection

• End of course examination

Syllabus Outcomes

• Explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies.

• Applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning.

• Employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning.

• Responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions.

• Manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action.

• Contributes, selects, develops and structures ideas in improvisation and playbuilding.

• Devises, interprets and enacts drama using scripted and unscripted material or text.

• Analyses the contemporary and historical contexts of drama

• Contributes, selects, develops and structures ideas in improvisation and playbuilding.

• Devises, interprets and enacts drama using scripted and unscripted material or text.

• Applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning

• Analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

• Applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning.

• Selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience.

• Responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions.

• Analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

2016 –Year 10 Scope and Sequence Music Topics

Topic 1 Term 1 & 2 Australian Music: The Art of Remix (Syllabus mandatory topic) • Complete activities on MOODLE from the Art

of Remix unit. • Create a contrasting arrangement of an

Australian song. • Complete Tasks on MOODLE from the topic

The Art of Remix. • Performance – Students can work in groups

or individually to learn a piece of music by an Australian composer.

• Aural – The Art of Remix Viva Voce Task • Composition – Arrangement of song by an

Australian composer to be performed live.

Topic 2 Term 3 Popular Music (Syllabus Group 2) • What is a Popular music? Definition and

identification. • In depth analysis of genre Popular Music as

a class. MOODLE: Video’s on Popular music analysis.

• Task 1 Research Assignment • Task 2 Group Performance • Performance – Performance of a piece of

music for a small ensemble in preparation for MADD night.

• Aural – Popular Music Viva Voce. • Composition – Arrangement of Small

Ensemble piece for performance assessment.

Topic 3 Term 4 Renaissance Music (Syllabus Group 1) • Complete activities in The Renaissance Period –

An Introduction booklet. • Characteristics of Music • Instrumental Music • Music for Dance • The role of Improvisation • Important musical Terms of the Period • Performance – In small ensembles learn to

play a minimum of 2 Renaissance pieces on MOODLE. Performance of a piece that highlights your technique and musicality.

• Aural – Preparation for yearly Aural exam in the form of past Preliminary papers.

• Composition – Create an arrangement in pairs or individually of 1-3 Renaissance piece Using Cubase or equivalent software. The arrangement must be emulate music of the Renaissance period.

Music Assessment

• Performance in Term 1 of a piece by an

Australian Artist • Individual research Task – Viva Voce: The Art

of Remix • Performance/Composition in Term 2 of a

contrasting arrangement of an Australian composition.

• Individual research Task – Viva Voce: Music

for Popular music. • Popular Music Performance task. Must ensure

your contribution demonstrates ,musicality and multiple techniques.

• Half yearly Aural Test

• Composition: Arrangement of 1 – 3 Renaissance

pieces in Cubase. • Perform a piece of increased difficulty and

musicality. • Aural exam • Complete Listening log for The Renaissance

Period – An Introduction. • Renaissance Brochure - Powerpoint Presentation


Year 10 Term 1 Term 2 Term 3 Term 4 Music Extension

• More complex arrangement of Alinda. • Choice of music for performance assessment

is of increased difficulty from previous pieces chosen.

• Use Sibelius to notate composition accurately.

• Compositions can be extended and more layers of Sound added to make piece more complex

• Use Cubase to record and edit your arrangement of a piece for small ensembles.

• Arrangement should include more complex rhythms, faster tempo, combination of 3 pieces and thicker texture.

• More detailed responses to the aural component of the course.

• Use Sibelius to notate composition accurately.

Syllabus Outcomes

• Performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an understanding of the musical concepts.

• Develop knowledge, understanding and

skills in the musical concepts through performing as a means of self-expression and developing solo and/or ensemble techniques.

• Demonstrates an understanding of the

musical concepts through composing a contrasting arrangement of an Australian song.

• Develop knowledge, understanding and

skills in the musical concepts through composing as means of musical creation and problem solving.

• Demonstrates an understanding of musical

concepts through the analysis, comparison, and critical discussion of music by Australian composers and performers.

• Demonstrates a developing confidence and

willingness to engage in performing, composing and listening experiences


• Develop knowledge, understanding and skills

in the musical concepts through performing as a means of self-expression, interpreting musical symbols and developing ensemble techniques.

• Performs music selected for study with

appropriate stylistic features demonstrating solo and ensemble awareness.

• Demonstrates an understanding of the

musical concepts through improvising, arranging and composing a small ensemble.

• Demonstrates an understanding of musical

concepts through aural identification, Discrimination, memorisation and notation in the music for small ensembles.


willingness to engage in performing, composing and listening experiences.


• Performs repertoire in a range of styles and genres

demonstrating interpretation of musical notation. • Demonstrates an understanding of musical

concepts through the analysis, comparison, and critical discussion of music from the Renaissance period.

• Demonstrates an understanding of musical literacy

through the appropriate application of notation, terminology, and the interpretation and analysis of scores used in the music selected for study.

• Demonstrates an appreciation, tolerance and

respect for the aesthetic value of music as an art form.


willingness to engage in performing, composing and listening experiences.

2016 –Year 10 Scope and Sequence Photographic and Digital Media Topics

DIGITAL PHOTOGRAPHY • Persuasive Postcard • “Save the Whale”

CONCEPTUAL FRAMEWORK • Yasumasa Morimura, Polixeni

Papapetrou

WET PHOTOGRAPHY • Photograms • “Magic Pictures” SUBJECTIVE FRAME • Man Ray

WET PHOTOGRAPHY • Pinhole Camera • “Photos without a camera”

STRUCTURAL FRAME OLD WORLD PHOTOGRAPHERS • Abelardo Morell

DIGITAL PHOTOGRAPHY • Multiple images based on text • “Alphabet Soup”

CULTURAL FRAME • Photographers TBA

Photographic and Digital Media

Assessment

Making • Photography Journal Process • Photographic Postcard

Critical & Historical • Essay on photographers: Yasumasa Morimura & Polixeni Papapetrou

Making • Photography Journal Process • Portrait & Thematic Photogram

Critical & Historical • History of Photography Task • Case Study Man Ray

Syllabus Outcomes

Making Practice • 5.1develops range and autonomy in selecting and applying

photographic and digital conventions and procedures to make photographic and digital works

Conceptual framework • 5.2 makes photographic and digital works informed by their

understanding of the function of and relationships between artist–artwork–world–audience

Frames • 5.3 makes photographic and digital works informed by an

understanding of how the frames affect meaning Representation • 5.4 investigates the world as a source of ideas, concepts and subject

matter for photographic and digital works Conceptual strength and meaning • 5.5 makes informed choices to develop and extend concepts and

different meanings in their photographic and digital works Resolution • 5.6 selects appropriate procedures and techniques to make and refine

photographic and digital works

Critical and historical interpretations Practice • 5.7 applies their understanding of aspects of practice to critically and

historically interpret photographic and digital works Conceptual framework • 5.8 uses their understanding of the function of and relationships

between the artist–artwork–world–audience in critical and historical interpretations of photographic and digital works

Frames • 5.9 uses the frames to make different interpretations of photographic

and digital works Representation • 5.10 constructs different critical and historical accounts of photographic

and digital works

2016 –Year 10 Scope and Sequence Visual Arts Topics

“POSTMODERN ME” APPROPRIATION: SELF PORTRAIT PAINTING Medium: • Digital Photography/Drawing/Acrylic on Canvas • STRUCTURAL FRAMES • POSTMODERN FRAME • CULTURAL FRAME • SUBJECTIVE FRAME

Students research: MODERN ART: Portraits, Artists and styles.

“TWISTED FAIRY TALES” ORIGINAL STORY PICTURE BOOK Medium: • Drawing/Mixed Media/Digital Photography/Photoshop/Book • STRUCTURAL FRAMES • POSTMODERN FRAME • CULTURAL FRAME • SUBJECTIVE FRAME

Students research: Artists, styles, art genres etc. Visual Arts

Assessment • Art Making • Visual Arts Diary • Historical/Critical Study • Art Making • Visual Arts Diary

• Art Making • Visual Arts Diary • Art Making • Visual Arts Diary • Historical/Critical Study

Syllabus Outcomes

• 5.1 develops range and autonomy in selecting and applying visual arts conventions and

• procedures to make artworks • 5.2 makes artworks informed by their understanding of the function

of and relationships

• between artist – artwork – world– audience • 5.3 makes artworks informed by an understanding of how the frames

affect meaning • 5.4 investigates the world as a source of ideas, concepts and subject

matter in the visual arts • 5.5 makes informed choices to develop and extend concepts and

different meanings in their • artworks • 5.6 demonstrates developing technical accomplishment and refinement

in making artworks • 5.7 applies their understanding of aspects of practice to critical and

historical interpretations • of art • 5.8 uses their understanding of the function of and relationships

between artist – artwork – • world – audience in critical and historical interpretations of art • 5.9 demonstrates how the frames provide different interpretations of

art • 5.10 demonstrates how art criticism and art history construct

meanings

• 5.1 develops range and autonomy in selecting and applying visual arts conventions and

• procedures to make artworks • 5.2 makes artworks informed by their understanding of the function

of and relationships

• between artist – artwork – world– audience • 5.3 makes artworks informed by an understanding of how the frames

affect meaning • 5.4 investigates the world as a source of ideas, concepts and subject

matter in the visual arts • 5.5 makes informed choices to develop and extend concepts and

different meanings in their • artworks • 5.6 demonstrates developing technical accomplishment and refinement

in making artworks • 5.7 applies their understanding of aspects of practice to critical and

historical interpretations • of art • 5.8 uses their understanding of the function of and relationships

between artist – artwork – • world – audience in critical and historical interpretations of art • 5.9 demonstrates how the frames provide different interpretations of

art • 5.10 demonstrates how art criticism and art history construct

meanings



Food Technology Topics

Topic: Food for Life

• This topic focuses on special food needs that may arise due to aspects such as age, health, lifestyle choices, or cultural influences. Students:

• explore a range of special food needs and the means to satisfy these

• plan and prepare safe and nutritious foods to meet specific food needs in various circumstances.

Topic: Process and Pack It

• Food is processed to varying degrees. In this topic students:

• examine the social, economic and environmental impact of food processing technology

• explore the role packaging plays in the distribution of food from the point of production to consumption.

Topic: What Will They Think Of Next?

• Students in this topic: • examine the reasons for

developing food products and the impact of past and present food

• product innovations on society • explore the processes in food

product development • develop, produce and evaluate

a food product.

Topic: Are You Being Served?

• Food service and catering are important areas of the food industry. In this topic students:

• examine food service and catering venues and their

• operations across a variety of settings and investigate employment opportunities

• plan and prepare safe and appealing foods appropriate for catering for small or large scale functions.

Food Technology Assessment

Special Needs Task where students:

• select a specific group and investigate their special food

• needs and the means to satisfy these needs.

• plan, prepare and present a safe and nutritious recipe that meets

• the specific food needs of the selected group.

• Topic 1 and 2 Test • Food Product Development Task where students:

• design and produce a new food product (line extension) suitable

• for sale in the school canteen • which is nutritious and appealing

to teenagers. • apply steps in the development

of new food products during the completion of their task.

• Food Service and Catering Task where students:

• consider the various aspects to consider when planning a function

• such as a birthday party for a • young child • plan, prepare and present safe

and appealing foods appropriate

• for catering for this function.

2016 –Year 10 Scope and Sequence Food Technology Syllabus Outcomes

• justifies food choices by analysing the factors that influence eating habits

• selects and employs appropriate techniques and equipment for a variety of food-specific purposes

• plans, prepares, presents and evaluates food solutions for specific purposes

• examines the relationship between food, technology and society

• describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities

• collects, evaluates and applies information from a variety of sources

• Accounts for changes to the properties of foods which occur during food processing, preparation and storage

• Applies appropriate methods of food processing, preparation and storage

• Evaluates the impact of activities related to food on the individual, society and the environment

• describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities






• describes the physical and chemical properties of a variety of foods

• Accounts for changes to the properties of foods which occur during food processing, preparation and storage


• communicates ideas and information using a range of media and appropriate terminology

• Evaluates the impact of activities related to food on the individual, society and the environment





Information & Software Technology Topics

Topic: Multimedia and Authoring In this topic students: investigate types of multimedia products examine multimedia products for areas such as education, entertainment and information. consider data types used in multimedia products explore authoring systems used for multimedia production identify aspects to consider in the planning of a multimedia product develop skills using authoring software to create multimedia products.

Topic: Internet and Website Development In this topic students: investigate uses of the Internet; compare and contrast the

Internet and Intranet explore internet software such as browser software and authoring

software identify types of protocols used over the Internet consider the purpose of the World Wide Web examine features and strategies used in the design of a range of

websites discuss control of access to information on the web.



Information & Software Technology Assessment

Tasks 1 and 2 Students are provided with an opportunity for project development in multimedia. These two tasks allow students to: apply the design principles used in construction of multimedia products develop skills using authoring software in developing multimedia products.

The project tasks for this topic require students to plan/design, produce and evaluate a multimedia product for a given purpose using PowerPoint and Captivate. In the project component of this topic, students will learn to: describe a target audience create a storyboard and a script for a multimedia product accumulate and develop multimedia content acknowledge data sources use appropriate design principles including interface design manipulate multimedia data types evaluate final product construction.

Task 3 • explore a variety of websites and deconstruct the features and

strategies of these sites to analysis aspects that are effective • assess the visual layout and design, technical considerations and

content for a selected website • critically analyse the content/key features of the selected site to

determine the effectiveness of the content and key features of the website

Task 4 Students manipulate website development tools to design, produce and evaluate a website for a given purpose. These tasks allow students to: investigate a website and identify the features of that site brainstorm ideas research and gather data gathering for their website develop a storyboard and site map for their site construct the website using Google Sites, incorporating various data

types evaluate the finished website.

Task 5 Yearly Exam on Topic 1 and 2.

Syllabus Outcomes

• selects and justifies the application of appropriate software programs to a range of tasks

• selects, maintains and appropriately uses hardware for a range of tasks

• describes and applies problem-solving processes when creating solutions

• designs, produces and evaluates appropriate solutions to a range of challenging problems

• critically analyses decision-making processes in a range of information and software solutions

• acquires and manipulates data and information in an ethical manner • applies collaborative work practices to complete tasks • communicates ideas, processes and solutions to a targeted audience

• justifies responsible practices and ethical use of information and software technology

• acquires and manipulates data and information in an ethical manner • analyses the effects of past, current and emerging information and

software technologies on the individual and society • applies collaborative work practices to complete tasks • communicates ideas, processes and solutions to a targeted audience • describes and compares key roles and responsibilities of people in the

field of information and software technology

2016 –Year 10 Scope and Sequence Textiles Technology Topics

Topic: In the Spotlight This topic of work focuses on costume designing which is a key production component of theatre such as film, television, pageants or stage productions such as opera, dance, musicals or drama. Students will research costume design and experiment with appropriate techniques for costumes. This topic will also focus on the use of recycled or reused materials and exploring the nature of man-made fibres, yarns and fabrics. The costume design project provides the opportunity for students to be creative with textile materials, designing and constructing an item for a particular theatrical purpose such as costume masks in addition to manufacturing costumes for the school production.

Topic: Voyage of Discovery In this topic students conduct a cultural study to explore textile arts of a specific cultural group.

Topic: Voyage of Discovery This unit of is a free focus design brief where students create their major project item (a garment or article of their choice) which could be worn by passengers or staff on a cruise or it may be part of the ship’s environment. Examples of project work could include: apparel for any onboard activity; non apparel souvenirs for the gift shop; furnishings for the cabins; textile arts to decorate ships interior.

Textiles Technology Assessment

Task 1 For this task, students will report on a textile innovation and consider each of the following aspects with regard to their selected innovation: • an outline what the innovation is made from • brief explanation of how the fibre is made • listing of the textile properties of the innovation • identification of suitable end uses of the innovation description of the benefits of this innovation for consumers and/or society Task 2 For this task students will:

• consider limitations and resources for the production of a costume for a particular theatrical purpose, with a focus on the use of recycled or reused materials

• create a Design Folio to record project work including sources of inspiration; the generation and development of ideas – sketches and drawings, experimental work related to techniques to create and decorate costumes

• justify for the selection of textile materials (fabrics, yarns, fibres and notions) for specific end use

• produce a costume item for a particular theatrical purpose that has a focus on the use of recycled or reused materials

evaluate project work. Task 3 • For this task, students will undertake a cultural study; students conduct an Internet search to investigate textile arts of a specific cultural group.

Task 4 For this task students will: • create a PDF Folio and Design Folio to demonstrate the design

process used to create their major project item. A detailed design folio will be used to document project work, including: • sources of inspiration

• generation and development of ideas experimental work • development of creative design skills • collection of resources and justification • explanation about the suitability of fabrics for the selected product

item • production/construction of the designed textiles item • evaluation of project work.

Task 5 • Yearly Exam on Topic 1 and 2.

2016 –Year 10 Scope and Sequence Syllabus Outcomes

• explains the properties and performance of a range of textile items

• explains the creative process of design used in the work of textile designers

• generates and develops textile design ideas

• selects and uses appropriate technology to creatively document, communicate and present design and project work.

• critically selects and creatively manipulates a range of textile materials to produce quality textile items

• demonstrates competence in the production of textile projects to completion

• evaluates textile items to determine quality in their design and construction

• justifies the selection of textile materials for specific end uses

• investigates and applies methods of colouration and decoration for a range of textile items

• analyses the influence of historical, cultural and contemporary perspectives of textile design, construction and use

• selects appropriate techniques and uses equipment safely in the production of quality textile projects

• explains the properties and performance of a range of textile items

• justifies the selection of textile materials for specific end uses

• generates and develops textile design ideas

• investigates and applies methods of colouration and decoration for a range of textile items


• selects and uses appropriate technology to creatively document, communicate and present design and project work.


• selects and uses appropriate technology to creatively document, communicate and present design and project work


• selects appropriate techniques and uses equipment safely in the production of quality textile projects

• demonstrates competence in the production of textile projects to completion

• evaluates textile items to determine quality in their design and construction

• explains the creative process of design used in the work of textile designers


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