YEARS 9 & 10

HANDBOOK

2022-2023

Welcome

Mission Statement

Ryan Catholic College lives the Emmaus Story, inspiring students in

their journey to a life of faith, service, compassion and learning. Our

inclusive community challenges and prepares our young people to

embrace their future with confidence and success.

Our Core Values We balance our work and play

We treat everyone with dignity and respect We live by the Gospel values

We strive for quality before quantity

The Year 9-10 Curriculum: An Overview

At Ryan Catholic College, we deliver the Australian Curriculum as defined by the Australian

Curriculum, Assessment and Reporting Authority (ACARA). Our Curriculum is organised into nine

Key Learning Areas:

English

Health and Physical Education

Humanities and Social Sciences

Languages (Italian and Japanese)

Mathematics

Religious Education

Science

Technologies (Design and Technologies, Digital Technologies)

The Arts (Dance, Drama, Media, Music, Visual Arts)

Each Key Learning Area plays a role in developing the Australian Curriculum General Capabilities:

Literacy

Numeracy

ICT Capability

Critical and Creative Thinking

Personal and Social Capability

Ethical Understanding

Intercultural Understanding

Furthermore, our Curriculum develops our students’ capacity to engage with the three cross-

curriculum priorities:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

A primary aim in the development of our Year 9 and 10 curriculum is to ensure that our students

are equipped with the 21st Century Skills that will prepare them for success in the future. We also

aim to engender a love of, and commitment to, a life of learning and ongoing personal

development. We recognise the unique place of Years 9 and 10 in a student’s learning, as they

transition from the more rigid structures of Middle School to the greater flexibility and

opportunities for specialisation offered in the Senior School.

Learning Enrichment Ryan Catholic College has developed a strong reputation for being an inclusive school that values

the educational goals of all students. We understand that, in every classroom, we have students

with diverse abilities and learning needs.

To support our students, we employ Learning Enrichment teachers to work with classroom

teachers and school officers to develop programs to assist students with their learning.

The Learning Enrichment support that is provided to students is determined by their individual

learning needs. Support may include:

The use of diagnostic testing and previous school reports from Ryan or elsewhere to

identify students who may need individual or small-group assistance or extension;

Modification or adjustment of curriculum in specific subject areas or across the

curriculum; Access to support staff within the classroom setting;

Withdrawal from the classroom to work one-on-one or in a small group with Learning

Enrichment support staff in the Learning Enrichment Centre.

Pastoral Care At Ryan Catholic College, we have developed a number of targeted programs to provide all

students with the foundational skills for academic success and social/emotional wellbeing at

school and beyond.

At the centre of our pastoral care program is the network of Pastoral Leaders and Homeroom

Teachers who provide support and guidance to students. Whenever possible, students retain the

same Pastoral Leader and Homeroom Teacher from Year 9 to Year 12, allowing the development

of strong and supportive relationships and the delivery of ongoing and effective pastoral care to

students.

Students also have access to qualified guidance counsellors, as well as careers advisers and

support staff. We have a strong Indigenous Education Team, offering a range of support services. Our Defence students also have access to support from our Defence School Mentor.

Also central to our pastoral care program is The Resilience Project, a program that builds

resilience and assists mental health by targeting the three pillars of gratitude, empathy and

mindfulness. Students engage with weekly Resilience lessons, and the principles of the project

underpin many other aspects of College life.

Students have opportunities to involve themselves in a range of programs to develop themselves

as leaders and as members of the College community. These include:

Young Christian Students (YCS)

Sporting Teams

Cultural Groups

Stand With Us Committee

A range of other service committees and programs.

Our Academic Program Overview The Year 9 and 10 curriculum offers students a core of subjects that are considered to be essential

learning in the compulsory phase of schooling. Students are also given the opportunity to select

from a range of elective subjects according to their interests and academic aspirations. At the

beginning of Year 9, students select two electives to study for three semesters; they also select

one semester-long elective course for each semester of Year 9.

In Year 10, students finalise these subjects at the end of Semester 1, before completing a trial semester of senior subjects in Semester 2.

Semester 1 Semester 2

Year 9 Australian Curriculum – Year 9

Year 10 Australian Curriculum – Year 10 Queensland Senior Curriculum (trial)

Core Subjects Over the course of three semesters from the beginning of Year 9 to the middle of Year 10, students complete the following compulsory core subjects:

Religious Education English Mathematics

Science History Health & Physical Education

Elective Subjects Students select two subjects from the following options. Students may select more than one

elective from a particular subject area.

Business Humanities Languages

Economics & Business Civics & Legal Studies Geography

Italian Japanese

Technology The Arts In most cases, students will only be permitted to study a language that they have undertaken in Years 7 and 8. This ensures a reasonable chance of success. Any exceptions to this restriction must be negotiated with the Curriculum Leader for Languages, Kathleen Wiseman.

Design & Technology Digital Technology Food & Hospitality Design & Graphics Textiles & Fashion

Dance Drama Media Music Visual Arts

Semester Elective Subjects In addition to the electives selected from the above list, students select one semester-long course

for each semester of Year 9. These subjects are regularly reviewed and updated to ensure that

they meet both the demands of the curriculum and the interests of our students. Consequently, subject descriptions are available towards the end of this document.

Choosing Subjects The Queensland Curriculum and Assessment Authority (QCAA) advises students in the senior

years to choose subjects they are good at and enjoy. The same advice is appropriate to Year 9

students. At Ryan Catholic College, we also encourage students to select subjects that offer a

suitable level of academic challenge.

All elective subjects are dependent on sufficient student interest. If a subject does not attract

enough enrolments to remain viable, it will not be offered. In this case, students will be notified

as soon as possible and will be invited to select other subjects. Students who submit their subject

selections late risk missing out on their preferred subjects.

Subject selection is completed online using the WebChoices program, which is a part of our

timetabling package. It is important that students pay attention to their emails throughout

Semester 2 and complete tasks assigned to them to facilitate this process.

In some cases, students may wish to change subjects after the commencement of Year 9. Subject

changes must be negotiated with relevant Curriculum Leaders and only proceed with the

approval of the Deputy Principal - Teaching and Learning. These negotiations commence with the

submission of a subject change form signed by a parent/carer. Students and their families should

be mindful that, in some cases, subject changes will not be possible. Subject changes may be

declined if they put at risk students’ ability to engage fully with the Australian Curriculum.

Helpful Contacts If there are any queries regarding matters raised in this handbook, please feel free to contact the

College. The following people may be able to help you:

Ben Absolon

Nicole Stott-Whiting

Graham Joseph

Elisa Hogue

- Pastoral Leader (Year 8)

- Careers Coordinator

- Assistant to the Principal - Curriculum (P-12)

- VET Coordinator

Juan Mendiolea - Work Placement/ SATs/TAFE

Catherine Whittaker - Deputy Principal - Teaching and Learning

Helpful Contacts (cont’d)

Curriculum Leaders Technology

English

Health & Physical Education

Humanities & Social Sciences

Languages

Mathematics

Religion

Science

The Arts

- Lorraine Cusens

- Kathy Hughes

- Scott Smith

- Kristen Harrison

- Kathleen Wiseman

- Andrew Neumann

- Anita Livingston

- Belinda Coombe

- Angella Burgess

Your current subject teachers will also be able to advise you about the likelihood of success in

their subject areas in Years 9 and 10.

RELIGIOUS EDUCATION (Core Subject)

RATIONALE “The schools and colleges of the Diocese of Townsville aspire to educate and form students who

are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader

Christian tradition so that they might participate critically and authentically in faith contexts and

wider society.” (Townsville Catholic Education Office, Shape Paper for Religion in the Diocese of

Townsville 2014 - 2018)

The development of Religious Literacy is a significant element of the Religious Education

program. Religious Literacy refers to the language, knowledge, practices and strategies that are

needed in order to fully participate in the religious and moral life of a community. In Years 9 and

10, students will be involved in activities designed to promote critical and reflective thinking,

discussion and action in relation to the nature and role of Church traditions, religious faiths, and

the role of religion in society.

COURSE ORGANISATION The Religious Education program is based on four key areas: -

1. Sacred Texts 2. Beliefs

3. Church 4. Christian Life

UNIT DESCRIPTIONS Year 9

How is Jesus present in the world today? Students will explore the way that Christians follow in the footsteps of Jesus by being people who

teach others about God, challenge unjust and immoral actions, and demonstrating Christian

leadership.

Who is the God of the Abrahamic religions?

Students will explore the historical, mythological, doctrinal, and scriptural connections between

the Abrahamic religions of Christianity, Judaism and Islam.

How do people mend relationships?

Students will explore Christian teachings in relation to healing and reconciliation on different

levels such as personal, communal and national levels.

Why should I care? How do I ‘be more’?

The emphasis on social justice in the church is explored as students investigate organisations which show care and compassion for the marginalised and disadvantaged in the community.

Year 10

What is God like? People experience the divine in a variety of ways. In this unit, students consider the way humans

perceive God, and experience a sense of the sacred mystery of life. A range of images of God are considered in this unit, drawing from predominantly Christian, Jewish and Islamic faith

traditions.

How do people practice their faith?

This unit draws on the five major world religions of Christianity, Judaism, Islam, Hinduism, and Buddhism to identify the way prayer, ritual, culture, traditions, and other practices are expressions of beliefs and values.

How does the world need me?

Students consider their gifts and talents in the context of social and cultural needs of the communities in which they live and work. Themes of vocation, social justice and participation

are central to this unit. This unit provides background material on which students draw during

the Year 10 Retreat days at the end of Semester One, and, as such, provides a natural conclusion

to this phase of schooling at Ryan Catholic College, before students commence a transition

semester in Semester Two.

ASSESSMENT Assessment in Religious Education in Years 9 and 10 takes the form of both class-based tasks and

assignment work. Assessment tasks provide students with a range of opportunities across the

two semesters, and include written, spoken and visual tasks.

ENGLISH (Core Subject)

RATIONALE The Year 9 and 10 English course is designed to enable students to interpret and construct meanings in texts using both established and new technologies. This focus will allow our students to participate effectively in this rapidly changing and increasingly mediated world.

Furthermore, the Year 9 and 10 English course aims to develop students’ understandings of

language, literature and literacy through the examination of literary, mass media and everyday

texts. These understandings enable students to examine ways of knowing, being, doing, thinking,

feeling and interacting in diverse situations, times and places within and beyond their direct

experiences.

In each of the units of study, students engage in learning experiences that explicitly develop their knowledge of and ability to effectively use Standard Australian English in a range of

contexts. Students will also gain an understanding about how the English language, in its many

forms and variants, works in and interacts with a culture.

The Year 9 and 10 English course recognises the diversity that exists amongst our students by

providing opportunities for students to engage with resources and learning experiences that best

cater for their individual needs.

The information included in this course description outlines the focus of study of each of the

semesters during Years 9/10. Specific units that students will engage with will be designed using these focuses.

COURSE OUTLINE - YEAR 9 In 2022/2023, students in Years 9/10 will undertake one of the following courses:

COURSE A: EXTENSION ENGLISH

Students are invited to undertake this extension course. Eligible students will have achieved A’s

and B’s in English and demonstrated the potential to achieve consistently at a high or very high

level in the subject. The performances of students participating in this course will be reviewed at

the completion of each semester.

Term One: Getting into Literature Students begin the unit by exploring the notion of ‘literature’ and its role within society. They

engage with a range of literary texts with a particular focus on poetry. Through their studies,

students broaden their understanding of the notion of ‘literariness’ and the societies in which

they are created. In light of the recent Nobel Prize for Literature awarded to musician Bob Dylan,

students also consider the lasting relevance of literature in the form of contemporary song

lyrics. They analyse a range of song lyrics and consider their worth as literature.

Term Two: The Power of the Reader

In this unit, students come to understand the role played by the reader in making meaning from

literary and non-literary texts. They also examine the ways in which text producers attempt to

manipulate reader responses. They do this through a close study of a range of texts. The unit

compares the representations of particular socio-cultural issues in media with the

representations of the same issues in literature and poses the question: how can literature help

us to understand real-world issues? Through this phase of the unit, students come to understand

that media texts and literary texts both have valid places in our world, and that both come with

distinct opportunities and limitations, both for authors and for readers.

Term Three: The Face of Contemporary Fiction In this unit students study an example of Young Adult fiction and the characteristics that make it

so popular. The appeal of dystopian fiction for a teenage audience is also examined. Students gain

an understanding of the features of a dystopian world and the purpose of such fiction to critically

comment on the state of society. They come to also recognise that dystopian fiction may both

challenge and inspire its readers. Students develop their analytical writing skills by participating

in a close study of the text.

Term Four: Timeless Texts Students revisit the notion that literature has lasting relevance by studying classical texts such as

a Shakespearean play (“The Taming Of The Shrew”). Universal themes in the play are discussed.

Students then view the film “Ten Things I Hate About You” and compare the representation of

common issues which arise in both the play and film. They examine the way in which language

reveals the attitudes, values and beliefs of characters. Students are given an opportunity to

transform the original text and in the process demonstrate the timeless appeal and relevance of

Shakespeare.

OR

COURSE B: CORE COURSE

This course further develops students’ knowledge and understanding about language as it

operates in our culture as well as focusing on building on resources/skills that will equip students

to function more effectively as users of the language.

Term One: The Writer’s Craft – Poetry in Motion In this unit, students continue the exploration of text construction as commenced in Year 8. They

develop an understanding of the writing process as a ‘craft’, which uses a range of tools and

materials to develop ideas and express them in the best possible manner. Students explore a

range of texts, focusing primarily on poetic texts, deconstructing them to identify the different

techniques or ‘tools’ used by writers to create texts. In doing so, they address the central inquiry

question: What tools are available to me as a text producer?

Term Two: Representing Australia

In this unit students will draw on their understanding of the Writer’s Craft to explore how

representations of Australian identity have been constructed in narrative texts. Students will

begin the unit by analysing a range of poems that foreground different representations of

Australian identity. Students will then deconstruct the elements of a novel to analyse how

Australian identity has been represented in an extended text. Students will demonstrate their

understanding of this in a supervised analytical task

Term Three: The Power of the Media

Students investigate the influence of the media on their lives, focussing in particular on the ways

in which their access to information and even their opinions, beliefs and attitudes can be

influenced and manipulated by media texts and media text producers. They examine several

modes of mass media and explore the techniques used in each to position audiences to accept,

question or challenge certain positions and stances. A particular focus will be the representation

of a nominated marginalised group across a range of media texts. By the conclusion of this unit,

students understand that media texts represent constructions of the truth and not necessarily the

whole truth. They understand that the interests of the parties ‘behind’ the media influence the

presentation of information and, as such, have a significant impact on the lives, knowledge and

understandings of media consumers. Students will then demonstrate their knowledge by writing

a Special Report.

Term Four: The Power of the Media: Film Students continue their examination of the power of the media, this time by focusing on the

representations of marginalised groups in films and auxiliary media and literary texts. The central

focus of this study is the representation of a nominated marginalised group or individual in a film

text; this is supplemented with a range of auxiliary texts drawing links between the

marginalisation represented in the film and that which exists in real life. Students step outside

the textual world to explore the construction of marginalisation in itself in texts. By the conclusion

of this unit, students understand that media texts can draw attention to, and expound views

about, particular social issues such as marginalisation. They understand that techniques are used

in the construction of these texts to position audiences to reject marginalisation and, in doing so,

adopt more positive attitudes towards others.

OR

COURSE C: LANGUAGE SUPPORT COURSE

Students undertaking this course will have experienced significant difficulties with the Core

course to date. This course may include programs tailored to meet the educational needs of individual students.

Term 1: The Writer’s Craft (Poetry)

In this unit, students investigate the ways in which writers make meaning and influence readers.

In particular, they examine the techniques used by poets to achieve various effects. After

exploring the range of poetic devices commonly used by writers, students examine the ways in

which these devices have been used in a number of notable poems. Students also experiment with

the creation of their own poems, implementing a range of structures and techniques to innovate

with texts.

Term 2: The Writer’s Craft (Novel Study)

Students continue their examination of the craft of the writer by reading and responding to a

young adult novel. They investigate the ways in which these novels serve multiple purposes,

including the entertainment of audiences as well as the provision of moral guidance for young

people. Through character and plot studies, students formulate and share their own opinions

about novels before experimenting with the creation of their own narrative texts.

Term 3: The Power of the Media In this unit, students are introduced to the mass media and the roles played by media

organisations in our lives. As well as experimenting with the structures of written and television

media texts, students investigate ethical issues in the media and respond to those issues in a range

of ways. Through this unit, students come to understand the interactive nature of the media as

well as the pressures placed on employees in that industry. Ultimately, they come to understand

the power held by the media over various aspects of our lives.

Term 4: Film Study

Students turn their attention to film, focusing in particular on the elements that combine to create a successful, high-quality movie. They experiment with evaluative language to critique a range of

short films, before turning their attention to a feature-length film. As well as reviewing film texts,

students examine the external factors that contribute to a film’s success, including both publicity

and advertising. Through the examination of these elements, students come to understand the

complexity of the film industry and of the process of producing a successful film text.

Course Outline: Year 10

ENGLISH EXTENSION

Term 1: This is Epic! This unit will focus on the Epic and the heroes within. We will investigate a range of texts,

canonical and contemporary to draw comparisons to evaluate the link between past and present.

Our journey will take us from Beowulf to Superman. Are the qualities and values attributed to

epic heroes still relevant in a contemporary world? What do these texts and characters reveal

about their own time and culture?

Term 2: Shakespeare Survives!

Romeo and Juliet is the focus text for this unit. Our task is to look beyond the play’s love story tag

and explore the language of the play and how the themes reflect the socio-cultural context of the

time. Who are Romeo and Juliet and what do they represent?

Term 3: The Novel’s Journey

Students explore the socio-cultural commentary of Mary Shelley’s novel, Frankenstein and evaluate representations such as Graphic novels and the transformation of the original work by drawing comparisons with the focus text, Tim Burton’s ‘Edward Scissorhands’.

Term 4: The Novel’s Journey Continues to Australia

Students follow the novel’s journey to the Australian literary scene continuing their investigation of literature and social commentary through the novel ‘Sarah Thornhill’ by Kate Grenville. The

novel explores the socio-cultural attitudes to Indigenous Australians and students evaluate the

text in terms of the attitudes, beliefs and values presented. They examine character in terms of

how the construction informs the reader about the attitudes of the time.

CORE ENGLISH

Term 1: The Art of Persuasion

Persuasion is thought by many to be both an art and a science. In the 21st Century, persuasion is

pervasive, inexorable, and unavoidable, as well as an indispensable feature of human

relationships. We are all subject to persuasion from a plethora of sources in every aspect of our

lives. This is in order to convince us to do something, buy something, dress in a particular way, go

somewhere, play something or think in a particular way. To know when, why and how one is

being influenced is a very important skill for people living in the world today; and one which we

will develop in this unit.

In this unit students will interpret and construct a variety of texts that represent and influence different contexts. They will compare, analyse and explain how text construction affects meaning

through an examination of a range of textual and language features. Students will examine the

motivations and persuasive techniques used by writers to manipulate audiences and control

underlying assumptions in order to construct particular representations.

Term 2: Collecting the Aesthetic: Comparing Poetry In this unit, students come to understand that poetry is a universal and powerful method for

expressing feelings and experiences. Students explore a wide variety of poems, incorporating

different forms, functions and language choices. Students compare poems in various ways,

including by author, subject matter, theme, structure, etc, and consider the task of creators and

curators of poetry anthologies in finding such commonalities between poems to bring them

together in collections. The unit culminates in an assessment task in which students choose two

poems with a similar theme for inclusion in a poetry anthology and write a comparative essay

about the selected poems.

Term 3 & 4: Challenging Dominant Ideas

This unit will explore how dominant ideas are constructed and challenged in modern literature.

This unit will involve students exploring contemporary constructions of the “other” in popular

culture and literature. They will read texts critically to expose assumptions in order to appreciate

how particular representations reinforce or challenge naturalised assumptions. Students will

then construct a contemporary short story that challenges a particular viewpoint regarding the

“other". In order to do this effectively, students will need to go beyond simply identifying

constructions of the “other” but also question and challenge these representations. Students will

then examine the ways in which dominant ideas (religion, race, culture, gender) are constructed

in novels and how they are challenged within the structure of this literature. Throughout this unit

students will study a novel to discover its ability to uphold or challenge perceptions about these

dominant ideas. Students will respond to the novel and its communicated meanings by writing

an analytical essay.

ENGLISH SUPPORT

Term 1: Good versus Evil In this unit, students explore and identify the use of stereotypes and archetypal characters used

in various texts, and how these reflect the ways in which we understand our world. Students

examine the generic features and aesthetic techniques used to manipulate and control underlying

assumptions in order to construct particular representations. Students are required to

deconstruct various heroes and villains, and reflect on how these have and have not changed over

time. To further this study of how good and evil are represented, students will study a number of

text types, both familiar and unfamiliar, including but not restricted to short stories, comics,

cartoons, poetry, still images and film. By studying a variety of texts students will identify and

come to understand how writers and designers utilise aesthetic techniques to position audiences

to accept popular ideas about representations of good and evil, with particular focus on the use

of archetypal characters. In order to demonstrate their knowledge of the topic, students will

create a blog which utilises both written and visual generic features. The blog will address how

representations of good and evil in student selected texts have changed over time, and how they

reflect and influence audiences.

Term 2: Heroes

In this unit students will explore the values, attitudes and assumptions of people in generating a

viewpoint of the term Hero. Students will read the novel ‘Invisible Hero’ by Elizabeth Fensham.

This novel provides multiple views on what constitutes a hero from the perspective of the

characters all in which come from different backgrounds, cultures and values. The novel also

explores the multiculturalism of Australia and how ethnicity and family play a role in the

characters’ assumptions of a hero. Students will explore their own thoughts on heroes identifying

their own values, that of society and how the media presents the idea of a hero. Students will

research an individual who upholds the characteristics of a hero and write an essay under exam

conditions.

Term 3: Voices and Visions

In this unit students will be focusing on their own personal experiences and those of others. The

notion of constructing a personal identity through writing will be examined. Our attitudes, values,

beliefs and relationships with others may all be revealed through personal writing.

Autobiographical extracts, diary entries, letters and journals will also be read and discussed in

class. These texts will include stories from Indigenous Australians. Students will gain an

understanding of different perspectives while also analysing the way in which these texts are

constructed. A film study (“Swimming Upstream”) will also be a significant part of the unit where

students will learn about the experiences of a champion athlete and the way in which his personal

identity, values and beliefs are constructed throughout the film. Students will explore themes of

human experience and interpersonal relationships within this film.

Term 4: Literature Transformed In this unit students examine the construction of English literature, including language, and how

it has been re-presented in contemporary times.

The historical contexts of texts will also be explored to reveal how various works can provide

contemporary readers with insights into the values, attitudes and beliefs of the time. Students

will examine how writers and film- makers of today ensure canonised literature remains valued

through the transformation of texts. They also engage in a range of other texts such as excerpts

of graphic novels to evaluate how format impacts on meaning. Film adaptations of literature are

evaluated in terms of character construction.

HEALTH & PHYSICAL EDUCATION (Core Subject)

RATIONALE The Health and Physical Education key learning area reflects the dynamic and multi-dimensional

nature of health and recognises the significance of physical activity in the lives of individuals and

groups in contemporary Australian society. The key learning area provides a foundation for

developing active and informed members of society, capable of managing the interactions

between themselves and their social, cultural and physical environments in the pursuit of good

health. The key learning area offers students opportunities to develop knowledge, processes, skills and attitudes necessary for making informed decisions about:

promoting the health of individuals and communities;

developing concepts and skills for physical activity;

enhancing personal development.

Students are encouraged to act, individually or collectively, in culturally appropriate ways, to

enhance health and wellbeing and to promote structures in society which support their own and others’ health and wellbeing.

Active engagement in physical activity is a major emphasis in this key learning area. This

emphasis recognises that participation in physical activity promotes health and acknowledges

the unique role of physical activity as a medium for learning. A significant amount of time is

allocated to learning experiences that actively engage students in physical activity.

The program we offer allows all students to experience a range of physical activities, aspects of

the course are both theoretical and practical.

COURSE OUTLINE In Year 9, students will engage with four units of work:

Positive relationships

Sustainable health challenge

My social responsibility (drug awareness)

Looking after myself and others

Students will continue their study of promoting the health of individuals and communities. They

will investigate the social, cultural and environmental factors associated with the health concerns

of young adults in order to propose strategies that support healthy behaviours in response to the

current trends in our society. Students will also devise personal and community strategies to

respond to potentially unsafe situations and behaviours. Students will be involved in designing

and implementing health promoting strategies. Students will develop concepts and skills for

physical activities while participating in a wide range of individual and group sports.

Year 10

Semester 1 Year 10 will be a continuation of areas covered in Year 9 with emphasis on the following:

Health practices throughout the community

Risk taking and decision making in relation to drug awareness In Semester 2 of Year 10, students will have the opportunity to participate in elective subjects

that mirror the HPE courses offered in Years 11 and 12.

ASSESSMENT

Ongoing classroom and practical assessment including teacher observations, worksheets

and tests. Assignments may be either written or oral presentations.

MATHEMATICS (Core Subject)

RATIONALE Mathematical ideas have evolved across all cultures over thousands of years and are constantly

developing. Digital technologies are facilitating this expansion of ideas and providing access to

new tools for continuing mathematical exploration and invention. The Mathematics curriculum

focuses on developing increasingly sophisticated and refined mathematical understanding,

fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable

students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

COURSE OUTLINE Year 9

Students in Year 9 continue to build their core understanding of mathematics. Specifically, students’ study three key strands:

Number and Algebra

Number and Place Value

Fractions and Decimals

Real Numbers

Money and Financial Maths

Patterns and Algebra Linear and Non-linear relationships

Measurement and Geometry

Units of Measure

Shape

Pythagoras and Trigonometry

Location and Transformation

Geometric Reasoning

Statistics and Probability

Data Representation and Interpretation

Chance

Students are purposefully grouped to enable classroom teachers to focus on the specific needs of the students.

Year 10

Students in Year 10 select from one of the below three options, which mirror their choices in Year

11 and 12.

Essential Mathematics General Mathematics Mathematical Methods

A course of study in Essential

Mathematics can establish a

basis for further education

and employment in the fields

of trade, industry, business

and community services.

Students learn within a

practical context related to

general employment and

successful participation in

society, drawing on the

mathematics used by various

professional and industry

groups.

A course of study in General

Mathematics can establish a

basis for further education

and employment in the fields

of business, commerce,

education, finance, IT, social

science and the arts.

A course of study in

Mathematical Methods can

establish a basis for further

education and employment

in the fields of natural and

physical sciences,

mathematics and science

education, medical and

health sciences, engineering,

computer science,

psychology and business.

Prerequisites

YR 9 Maths – C grade

YR 9 NAPLAN – band 7

YR 9 Maths – C grade

YR 9 NAPLAN – band 7

YR 9 Maths – B grade

YR 9 NAPLAN – band 8

In semester 2 of Year 10, students have a further option to also study Specialist Mathematics.

ASSESSMENT Assessment for Mathematics units will include:

In class and take home assignments Diagnostic Tests

Written exams

SCIENCE (Core Subject)

RATIONALE Scientific knowledge is a set of explanations, made by communities of scientists, which attempts

to account for events and experiences. Scientists work in ways which influence the nature and credibility of the conclusions they draw. People who understand how scientists work are more

likely to make thoughtful and critical decisions about scientific claims which influence their own

interest in the health, environment and appreciation of the universe.

Students, when working scientifically, make sense of events and phenomena they experience as

they investigate, understand and communicate. Engaging in Science contributes to students’ sense of awe and wonder about the beauty and power of the universe.

Science is a process of inquiring which involves questions, predicting, hypothesising,

investigating and gathering evidence, organising data to elicit patterns, testing and refining ideas,

developing explanations for natural phenomenon and communicating the findings to others.

COURSE OUTLINE Science at Ryan covers all basic areas (Biology, Chemistry, Physics, and Earth and Space Science) for all students. These traditional Science disciplines are covered under strands of science education termed Science Understanding, and Science Skills.

Year 9

Students in Year 9 continue to build their understanding of scientific principles and

theories. Students’ study four key strands in Science:

Physical science

Energy transfer

Wave and particle models

Sound through different mediums

Earth and space science

Plate tectonics

Geological activity and continental movement

Natural disasters

Big Bang theory

Origins of the universe

Biological science

Populations

Ecosystems

Interdependence of organisms and

abiotic components Matter and energy flow

Chemical science Matter (protons, neutrons and

electrons

Radioactivity

Introduction to the Periodic table

Year 10

Students in Year 10 consolidate their understanding of three branches of Science in Semester One,

which can lead into their choices in Senior.

Biological science Chemical Science Physical Science

Transmission of heritable characteristics from one

generation to the next involves

DNA and genes.

The theory of evolution by

natural selection explains the

diversity of living things and is

supported by a range of

scientific evidence.

The atomic structure and properties of elements are

used to organise them in the

Periodic Table.

Different types of chemical

reactions are used to

produce a range of products

and can occur at different

rates.

The motion of objects can be described and predicted

using the laws of physics.

In Semester 2 of Year 10, students have a further option to take specialist courses in Biology,

Chemistry and/or Physics.

ASSESSMENT Students will experience four different types of assessment styles:

Student Experiment

Research Investigation

Data Test

Exam

HISTORY (Core Subject)

RATIONALE In Year 9 and 10, students will study History which will be based on the Australian

Curriculum. The History curriculum is organised into two interrelated strands: Historical

Knowledge and Understanding and Historical Skills. Historical knowledge and understanding

includes key concepts such as evidence, continuity and change, cause and effect, significance,

perspectives, empathy, and contestability. The historical skills strand encompasses skills

including chronology, terms and concepts; historical questions and research; analysis and use of sources; perspectives and interpretations; explanation; communication.

COURSE OUTLINE Year 9:

The Year 9 History course is structured under the overarching theme of the development of modern Australia. Students will take part in inquiries which explore the beginnings of modern

ideas and trends such as industrialisation, migration and decolonisation. Students will examine

Australia’s emergence as a nation by investigating Australia’s role in the Asia-Pacific region and

World War I.

ASSESSMENT

Assessment in Year 9 History will take the form of a variety of historical forms of

writing. Students will respond to pieces of stimulus and undertake individual research inquiries.

Year 10:

History in Year 10 explores notions of Australia in its global context following the focus on the

emergence of modern Australia in Year 9.

The “Shrinking World” or “Global Village” concept, brought about by rapid developments in

technologies, means that events occurring in other parts of the world have an impact on Australia

which is often immediate. It is of relevance that students develop critical awareness of such

events and are skilled to interpret them.

The transformation of the modern world is explored with a view to understanding continuity,

change and perspectives of Australia’s place in the modern world. As such, key themes will be

examined such as: Globalisation

Cooperation Conflict

ASSESSMENT Students will be expected to complete a variety of assessment pieces during the course. These

pieces will be drawn from: Research essay

Response to stimulus

Research investigations

THE ARTS (Elective Subjects)

RATIONALE “In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art

forms. While these art forms have close relationships and are often used in interrelated ways, each

involves different approaches to arts practices and critical and creative thinking that reflect distinct

bodies of knowledge, understanding and skills. The curriculum examines past, current and emerging

arts practices in each art form across a range of cultures and places.” (QCAA, 2021)

Ryan Catholic College Arts are a vital element of the whole College curriculum. We aim to provide the

opportunity for deep understanding through a range of experiences in fun, educational and innovative

environments. The Arts programs are designed to excite students to develop their potential and give

them an awareness of the possibilities in The Arts.

Ryan Arts comprises five subjects (Dance, Drama, Media Arts, Music and Visual Arts). Rich in

tradition, The Arts play a major role in the development and expression of cultures and communities.

Students communicate ideas in current, traditional and emerging forms and use arts knowledge and

understanding to make sense of their world. In The Arts, students learn as artists and audiences

through the intellectual, emotional and sensory experiences of the arts. They acquire knowledge, skills and understanding specific to The Arts subjects and develop critical understanding that informs

decision-making and aesthetic choices. Through The Arts, students learn to express their ideas,

thoughts and opinions as they discover and interpret the world. Arts learning provides students with

opportunities to engage with creative industries and art professionals

The Arts entertain, challenge, provoke responses and enrich our knowledge of self, community and

culture. Ryan Arts students involve themselves in the wider College community in their commitment

to: the College musical, liturgies (Memorial Mass/Ryan Day) and assemblies. Additionally, The Arts

and Cultural events such as Instrumental Music, Drama and Dance performance evenings. Self-

expression, creativity, innovation and risk taking are aspects of learning that can be fostered in The

Arts classroom. Opportunities are provided for students to display and/or perform for their peers,

parents and staff throughout the year.

DANCE In Dance, students will develop knowledge, understanding and skills to communicate ideas using the elements of dance, including space, time, dynamics and relationships. They will work with the body as the instrument and movement as the medium of dance, using dance composition processes to explore, organise and refine movement for choreography and performance.

Dance students will build fundamental skills in the areas of technique, composition, dance theory and performance. Through the fundamental skills of dance students will develop and build their skills in the following areas:

Develop knowledge of and application of dance technique in the context of safe dance practice

Apply skills, techniques and procedures to both improvisation and choreography Further explore the choreographic elements and devices through composition Respond to own dance practice in an analytical, evaluative and reflective manner using

dance-specific terminology Develop life skills in teamwork, communication, literacy and resilience Critically analyse professional dance works and or practices Demonstrate an understanding of skills required to of a dance performer Appreciate/apply the use of various technologies in dance

Students will focus on investigating styles and genres of dance, including, but not limited to: styles of Musical Theatre (Jazz and Tap), World Dance (Bollywood and Highland) and Modern Movement (Contemporary). Students will engage in workshops with professional companies, including Dance North. Students will study and manipulate the key components of Dance performance, choreography and appreciation.

There will be opportunities for excursions to visit Dance companies and experience live performances, allowing students to relate what they are learning in class to real world contexts.

ASSESSMENT Assessment will be based on a combination of practical performance, choreography and written

DANCE DRAMA FILM, TV AND NEW MEDIA

MUSIC VISUAL ARTS CREATIVE INDUSTRIES

9 Musical Theatre Expressing through the Physical

Breaking News World Music Viewpoints Environment

Escape through Reality

Stay Tuned Back to the Future

World Music Shake it up Set the Scene Music Fusions Amuse and Bemuse

Culture Identity

Now Showing Self and Identity

10 The Modern Movement

Direct and Design Killing Time Film and TV Music

Collections

responses to demonstrate students ability to identify, analyse and evaluate dance works, practices and techniques.

DRAMA In Drama, students explore, depict and celebrate human experience by imagining and representing

other people through live enactment. Drama is a collaborative art, combining physical, verbal, visual

and aural dimensions. In drama students experience theatre and develop an understanding of the

performer/audience relationship.

The Drama units are designed to introduce students to the fundamental principles of performance

through an investigation and analysis of both traditional and contemporary styles. Various styles and

practitioners are explored in order to develop acting skills and techniques. The foundations of the

elements of drama and the exploration of dramatic conventions are interconnected with the practical

aspects of theatre.

Topics covered include: Voice work Performance – either in a group or monologue

Improvisation

Script work – self-written script and published script

Spectator and audience skills

Characterisation

Folio- review writing, personal reflection report

Verbal reporting

Technical/Design aspects and skills – sound, lighting, costume, make-up, design etc.

Acting styles – define various styles- Stanislavsky method

Research/Theatrical Vocabulary – history of theatre and understanding of theatrical terms

Individual Project

ASSESSMENT

Assessment will be based on a combination of acting, directing and written responses to demonstrate

student’s ability to identify, analyse and evaluate drama works, practices and techniques.

FILM, TV AND NEW MEDIA In Media Arts, students develop knowledge, understanding and skills in the creative use of communications technologies and digital materials to tell stories and explore concepts for diverse purposes and audiences. Media artists represent the world using platforms such as television, film, video, newspapers, radio, video games, the internet and mobile media. Produced and received in diverse contexts, these communication forms are important sources of information, entertainment, persuasion and education and are significant cultural industries. The course aims to develop skills relating to the creation and use of a range of digital media and technologies. Particular areas of focus are in camera operation, audio recording, lighting, managing digital media, green screen techniques and editing. Students investigate and analyse the work of other filmmakers, learning to recognise and respond to the various techniques and devices used before putting these into practice in a series of hands-on, skill-developing activities. Students then complete a short film production, either in a small group or

independently. This will usually be in conjunction with a film festival competition. Production work can be completed on their own laptops, students will also have access to video and audio production and editing software. The focus capabilities for this subject are communication and learning. ASSESSMENT Students will investigate how other filmmakers create, present and communicate ideas and respond to these in a series of short film explorations. They will develop their own practical film-making skills and then apply these to create short media presentations working in groups, collaborating with other year levels and also as individuals. MUSIC

In Music, students use the concepts and materials of music to compose, improvise, arrange, perform, conduct and respond to their own and others’ work. They learn the elements of music including duration (rhythm and tempo), dynamics, form, pitch (melody and harmony), and timbre (sound texture and quality). They apply this knowledge to the materials of music, including the voice, body, instruments, found sound sources (natural and manufactured objects including stones, household objects and so on) and information and communication technology. The Music units allows students to investigate musical styles and genres (World Music, Fusion and The Music of Film and Television), influences, elements of music, and how music is made. Students process and synthesise their key learning in performance, composition and analysis of professional works. Students participate in a class ensemble and solo performance opportunities, developing their understanding of musical elements, analysis and reflection. Students synthesise their learnings by creating musical works that express their ideas and emotions. Students will be introduced to the digital aspect of sound production and computer-based sound recording and editing. Topics include basic electronic and acoustic theory, digital audio and recording, as well as an introduction to the components used in professional sound recording studios and live-sound production. ASSESSMENT Students will be assessed on their performance (ensemble/solo on instruments of their choice), composition (written scores and/or sound production) and written responses, to identify, analyse and evaluate music works, practices and techniques.

VISUAL ART In Visual Arts students learn through direct engagement with two-dimensional, three-dimensional and four-dimensional art and design practices and concepts, theories, histories and critiques. They develop skills, knowledge, understandings and techniques as artists, designers, critics and audiences. Students learn to explore ideas through imaginative engagement, making and presenting art, craft and design works, and engaging critically with these works and processes. During this course students will develop lateral thinking, artistic presentation and research skills associated with both 2D and 3D Art. Students will study in the following mediums:

Painting (watercolour and acrylic) Drawing (charcoal, pastels, pencil)

Printmaking (lino, screen printing, collograph) Ceramics (hand-building techniques, casting) Sculpture (carving assemblage) Construction (various methods and materials)

Students will have the opportunity to negotiate practical areas of specific interest. Students will present final visual artworks and the support work displaying their developmental process. They produce a written practitioner’s statement of artistic intent. They will exhibit final artworks within the school community and when possible, the wider community. Students will use critical analysis and personal research to gain an understanding of historical and contemporary artists and artworks and develop the use of art terminology. Students will visit exhibitions and become familiar with local artists and art in the community. ASSESSMENT Assessment will be based on a combination of practical activities and written responses to demonstrate students ability to identify, analyse and evaluate visual art works, practices and techniques.

ECONOMICS AND BUSINESS (Elective Subject)

RATIONALE As mass global flows of people, resources, finances and information produce social, economic,

political and environmental complexities and challenges, Australia needs enterprising individuals

who can make informed decisions and actively participate in society and the economy as

individuals and more broadly as global citizens. Young Australians will also face a number of

social, economic and moral challenges in their lifetimes that will affect their lives and choices. It

is critical that students are equipped with the knowledge, understanding and skills that will empower them in the face of such challenges.

The Australian Curriculum: Economics and Business empowers students to shape their social and

economic futures and to contribute to the development of prosperous, sustainable and equitable

Australian and global economies. The study of economics and business develops the knowledge,

understanding and skills that will equip students to secure their financial futures and to

participate in and contribute to the wellbeing and sustainability of the economy, the environment

and society. Through studying economics and business, students learn to make informed

decisions and to appreciate the interdependence of decisions made within economic systems,

including the effects of these decisions on consumers, businesses, governments and other

economies, and on environmental and social systems.

Economics and business provides students with opportunities to develop enterprising behaviours and capabilities that will equip them to face challenges in their lifetime. Through

authentic learning opportunities, the economics and business curriculum fosters enterprising

individuals who are able to effectively embrace change; seek innovation; work with others; show

initiative, flexibility and leadership; use new technologies; plan, organise and manage risk; and

use resources efficiently. Economics and business will better place students now and in their

adult lives to actively and effectively participate in economic and business activities, while

reflecting on the effects of their decisions on themselves, other people and places, now and in the

future. (Source: Australian Curriculum)

COURSE OUTLINE This subject brings together theoretical understandings and practical applications in a range of

business and economics activities.

Students will explore, amongst others:

What is an Entrepreneur?

Corporate Social Responsibility (CSR)

Simulated Business – Trading Day

ASSESSMENT

Tourism and the Economy

Accounting Processes

International Business

Assessment may include a combination of in-class written assessment, project based tasks,

preparation of financial documents and analysis of case studies.

GEOGRAPHY (Elective Subject)

RATIONALE Geography is the investigation and understanding of the earth and its features and the

distribution of life on earth, including human life and its impacts. It is the study of the many

different “places”, or environments, which make up our world and is described as “the why or

where”.

(ACARA. Shape of the Australian Curriculum: Geography.)

Geography involves investigations and explorations into places and people, and how they impact upon each other. Included in this subject are concepts related to the way places are defined and

described; spatial knowledge and skills; environmental perspectives; and human factors

associated with places. Many skills that will be useful in a range of senior subjects and career

pathways are developed in Geography.

Geographers ask questions such as:

What is the issue or problem?

Why does this issue exist?

What can be done?

What should be done?

COURSE OUTLINE The Geography program will be centred on two interrelated strands: Geographical knowledge

and understanding, and Geographical inquiry and skills. Topics will alternate between a focus on

environmental characteristics of places and a focus on human characteristics of places. However,

the interrelationships between environmental and human features of places will be examined in

all topics.

In Years 9 and 10, the following broad topics may be studied:

Environmental Characteristics Human Characteristics

Year 9 Landscape and Resources Livelihood and Lifestyles Year 10 Environmental Sustainability Human Wellbeing

Examples of sub-topics that may be studied include geomorphology (how the land is shaped);

urbanisation; recreation (eg. parkour) landscape conservation; mining; tourism; hydrology;

weather; biogeography; transnational corporations; and global patterns of technology, poverty,

consumption, development, human rights.

ASSESSMENT

Assessment will include a variety of formats including assignment work and exams.

CIVICS AND LEGAL STUDIES (Elective Subject)

RATIONALE Course Title: Law, Order & the Power of People

Year 9/10 Elective Subject

This subject will give students the chance to investigate law and order in Australia. They will

explore: the types of law and the court system in Australia.

the theories and systems that form the basis of our modern democracy.

Students will become involved in: 1. practical initiatives that will encourage them to solve real-world problems that currently

impact upon our local, national and global communities.

2. opportunities to engage with the United Nations Youth Program, to examine how people

can use democratic processes as a means of engaging with others to work towards

solutions to common problems.

3. discussions on how the international community can approach ‘rogue states’ such as

current regimes in Syria and North Korea.

This subject helps examine a range of perspectives, and gives students the opportunity to work

collaboratively, think critically and develop critical skills in problem solving, public speaking and

negotiation.

ASSESSMENT Assessment will include a variety of formats including assignment work, exams and oral tasks.

LANGUAGES - JAPANESE AND ITALIAN (Elective Subjects)

Language learning at all year levels is about communication. Communication involves

comprehending and composing a variety of written and spoken texts for a variety of

purposes. Communication means that students engage in listening, speaking, reading and writing

their language of study, in real or lifelike tasks.

The Language courses at Year 9 and 10 level offer students the potential to:

Enhance their own English language and literacy skills

Enhance their capacity for creative thinking and problem-solving

Become familiar with a variety of genre or text types

Understand and use the range of cognitive verbs related to their language learning

Develop an appreciation of Australia as a culturally and linguistically-diverse nation

Develop a high level of cultural-awareness

Acquire the knowledge, processes and skills to communicate with a native speaker at a

basic level

COURSE OUTLINE The College offers Japanese or Italian to all students from Years 4 to 8. From Year 9, students may

choose to continue with their language studies throughout Years 9 and 10. Students who wish to

continue with their language studies in Year 11 and 12 must complete the four semesters of Years

9 and 10. Students’ achievement levels should reflect at least a High achievement or better. In

Years 11 and 12 languages are studied as a General Subject.

Throughout Years 9 and 10, students will engage with topics such as Daily Routine and School

Life; Hobbies and Free Time; Popular and Traditional Culture; Growing Up; Healthy Lifestyles; Leisure; Celebrations; Careers and Aspirations.; Technology and Environment; Travel.

ASSESSMENT Summative Assessment: assessment-of-learning, will be done at the completion of each unit or

learning block and is done via the four macro-skills of listening, reading, speaking and

writing. Multi-modal tasks will also be incorporated into the assessment schedule as

appropriate.

Formative Assessment: assessment-for-learning, will be done throughout the unit or learning

block and will be designed to give students feedback on their progress.

The four skills are developed simultaneously throughout the program and weighed equally.

Students of Japanese will deepen their understanding of the mechanics of the three writing

systems: Hiragana, Katakana and Kanji.

ENRICHMENT ACTIVITIES Students have the opportunity to engage in Enrichment Activities such as:

Townsville and District Annual Japanese and Italian Speech Competitions

Restaurant Visits

Interacting with visitors from Japanese and Italian schools

Hosting exchange students

Japanese and Italian cooking

Japanese and Italian festivals or special events

Taiko Drumming

The Language Ambassadors’ Program

Townsville Cultural Festival

DESIGN & TECHNOLOGY (Elective Subject)

RATIONALE The Design & Technology Key Learning Area reflects the dynamic and innovative nature of

technology. It provides opportunities for students to respond to design challenges in a diverse

range of contexts by “working technologically”. Design challenges are situations, problems or

tasks that have a technology demand – that is, there are challenges requiring students to make

cognitive and practical responses that draw on their technology knowledge, practices and

dispositions.

Students are challenged to:-

design and develop products in response to needs, wants or opportunities

apply technology practice and use information, materials and systems

consider appropriateness, contexts and management as they initiate, design, use, modify,

and reflect on products of technology.

COURSE OUTLINE We offer four separate areas of study within the Technology curriculum that students can choose

from: Food & Hospitality

Textiles & Fashion

Design Technology incorporating various materials, i.e. metal, wood, plastics and electronics

Design & Graphics

These areas of study provide knowledge and skill foundation for future pathways including

Senior Technology related subjects or employment opportunities in trade related occupations.

Each unit of work in the area of study is based around the design process. Students are provided

with opportunities to become familiar with material, machinery and safe working processes

relevant to the selected area of study core outcomes from the Technology syllabus. The course

content for each of the above mentioned areas of study progresses in complexity.

TECHNOLOGY UNITS

Year 9 Year 10

TEF09 Food & Hospitality TEF010 Food & Hospitality

TETE9 Textiles & Fashion TETE10 Textiles & Fashion

DTD9 Design & Technology DTD10 Design & Technology

DTG9 Design and Graphics DTG10 Design and Graphics

UNIT DESCRIPTIONS

TEFO9: Food & Hospitality

In the first unit, “The Changing Face of Food”, students will develop an awareness of the impact of

technology on food production. They will investigate, design and produce food products and food

packaging and look at the impact that food technology has had on the wellbeing of individuals

and society.

The second unit “A Cultural Feast: Where Does it all Come From” investigates various foods, staples

and dietary habits across the world. Students explore food habits, cultural influences, and the

impact of food from around the world as they examine and prepare a wide range of ethnic foods.

Students willinvestigate the cuisine of a culture of their choice and run “cooking show.”

TEF010: Food & Hospitality

The unit “Café Culture” introduces students to café food preparation and service. Specifically,

students will develop knowledge, understanding and skills in food preparation, cookery and

presentation, different styles of service, menu design, and table setting. As a culminating task,

students will be required to work in small groups to prepare, cook and serve a two course lunch

to invited guests.

TETE9: Textiles & Fashion

Textiles Technology in Year 9 explores the use of textiles in our everyday lives. In the first unit

“Textiles for You and Me”, students build upon skills and techniques learnt in Year 8 to develop bags and clothing articles.

In the second semester, students develop and build on skills learnt to construct a collection of

simpleand more complex, garments such as skirts, shorts, tops and dresses.

This is a very practical subject where students will learn important skills in fabric decoration and design, reading and interpreting patterns, developing ideas, clothing construction and practical application of creativity.

TETE10: Textiles & Fashion

In Year 10, in the unit “Fashion Design”, students will work through a variety of tasks with the

aim of learning more about fashion creation. Students will be involved in activities centred

around garment construction and/or deconstruction and design in fashion in order to

demonstrate creativity, knowledge and understanding using textiles as a medium. Students will

work through a number of practical textile tasks including designing and making items of clothing and accessories to match.

DTD09: Design & Technology

This unit of study provides students with the opportunity to further develop their skills and

knowledge gained in Year 7 & 8 Design & Technology activities.

The students will be introduced to a variety of methods for improving the strength of material

and alternative methods of joining materials. Marking, cutting, shaping, forming and finishing are

some of the ‘hands on’ skills that will be utilised by the students.

During the course of the two semesters practical projects using wood, metal, plastic or electronic

components will involve students in problem solving techniques surrounding those materials.

This process will incorporate design, sketching, annotating, and 2D/3D drawing. Students will

make, test and evaluate their ‘best’ solution for each of the design challenges.

DTD10: Design & Technology

This unit of study provides students with the opportunity to further develop their skills and

knowledge gained in Year 9 Design & Technology activities. More complex design challenges will

be posed to the students. These design challenges will focus upon increasing the student’s knowledge and abilities in selecting, making and justifying their design solutions to meet industry

standards.

They will incorporate design processes developed in Year 9. Students will continue to make, test and evaluate their ‘best’ solution for each of the design challenges whilst gaining the additional opportunity to use a greater variety of workplace machinery and techniques.

DTG9: Year 9 Design & Graphics

This subject incorporates foundation studies in design thinking and the use of contemporary and

emerging technologies prior to students being presented with ‘real world’ design challenges.

Students develop products, services and/or environments to solve a brief using a design process

predominantly involving sketches with annotations, formal drafting/designing using a variety of

software programs and low fidelity prototyping, which may incorporate 3D printing or laser

cutting. As with most processes, the solution is evaluated to determine the strengths, limitations

and implications.

DTG10: Year 10 Design & Graphics

This unit of study extends upon the knowledge, understanding & skills developed in Year 9 Design

& Graphics so that students can further experience a unique opportunity to be challenged and gain personal satisfaction from becoming effective problem-solvers through the design of products, services and/or environments as solutions. As part of the Design Process, opportunities arise to use

software programs like Autodesk Inventor, Autocad, Adobe Illustrator and technologies like 3D printing or laser cutting in individual and collaborative learning experiences. This subject creates pathways to senior Construction/Engineering/Furnishing and Design/Industrial Graphics and further study/training or employment after schooling.

ASSESSMENT

Assessment in each of the Design & Technology units of study will be based on a combination of

practical hand skills and computer generated folio work, written tasks and in class tests.

DIGITAL TECHNOLOGY (Elective Subject)

RATIONALE Learning in Digital Technologies focuses on further developing understanding and skills in

computational thinking such as precisely and accurately describing problems and the use of

modular approaches to solutions. It also focuses on engaging students with specialised learning

in preparation for vocational training or learning in the senior secondary years.

By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as games and apps.

In Year 9 and 10, students consider how human interaction with networked systems introduces

complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the

importance of separating content, presentation and behavioural elements for data integrity and

maintenance purposes.

Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments.

COURSE OUTLINE Students will explore amongst others:

Robotics

Python programming

Developing Apps

Programming with Arduino’s

Game Design

Web Design with HTML and Javascript

ASSESSMENT Assessment for this subject will focus on student skill acquisition and development. Students will

complete project based real life tasks, including emerging technologies.

Year 9 Semester Electives 2022

In Year 9, students have the opportunity to study two semester-long elective courses. Students choose from the following options. Please read the subject descriptions carefully and identify:

2 subjects you would like to study

2 reserve choices (in case your first two preferences are unavailable)You will enter your choices directly into Edval using the online form.

We encourage students to select subjects that are a little out of the ordinary – thisis an opportunity to “branch out” and try new things.

CREATIVE INDUSTRIES (Integrated Arts Elective)

Creative Industries gives students opportunities to engage with two or more art forms to create an artwork of their design. The artwork might be a performance, anexhibited or curated product or a combination of these.

Examples of possible artworks: Sound installation (visual arts, media arts, music)

Interactive picture book (drama, media arts, visual arts) Animated film clip (drama, media arts, music) Virtual installation (media arts, music) Performance installation (drama/dance, visual arts)

Video game (visual arts, music, media arts)

DESIGN ELEMENTS (Technology Elective)

This elective subject offers students the ability to utilise design software and its connection with

laser & 3D printing technology to the use of hand & power tools and machinery predominantly in a

workshop setting. Students will informally design projects that incorporate different mediums/

materials based around a problem and an associated design brief. The skills developed in this

subject can open pathways to senior subjects like Design, Construction, Engineering, Industrial

Graphics and Furnishing and later into additional training, university or employment.

EMERGING TECHNOLOGIES (Technology Elective)

Emerging technologies are forecast to change and improve many fundamental tasks and

interactions in the coming years, including how we work, travel, and communicate with each

other. Technologies such as IoT (Internet of Things) and drones present significant opportunities

for people, businesses and the broader economy. Students will use a range of technologies such as

drones, 3D printers and laser engravers.

Term 1 - Students will explore the possibilities of drones. The role of drones in society is increasing

exponentially, with drones being used for aerial surveying and photography, to fire fighting and

shark spotting. Learn to code and control a mini-drone in a classroom environment. In this course,

students will investigate the current and future uses for drone technology in both personal and

professional settings. Using a hands-on approach, students learn about the principles of flight,

regulations and laws surrounding drone flights and the ways in which the technology can be used.

This includes designing a drone which will be 3D printed.

Term 2 -Students will explore the Internet of Things (IoT). Can a car talk to a house? In the future,

your car might tell your house that you are five miles away and please turn on the lights and switch

on the air conditioners. This is an example of an idea called the “Internet of Things” or IoT. Because

wi-fi networks have become so common, dumb objects like refrigerators, washing machines, and

cars can include internet access with software to make use of the internet connection. For example,

if you scanned in your groceries as you put them in the refrigerator, and pulled them out for use,

each item could tell the refrigerator what it was, its expiration date, and other useful information.

The refrigerator could collect and organize this information to send you. You might get emails with

recipe ideas, for example, based on what food you have. Or an email with a grocery shopping list.

FROM PADDOCK TO PLATE (Geography Elective)

Tracing our food

Have you ever wondered why rice dishes are so common in Southeast Asia while corn dishes are

common in Mesoamerica? Will our children eat deep-fried scorpions as snacks rather than chicken

nuggets? Why is Belgian chocolate the best?Eat your way around the world as you take a virtual tour

of the food growing regions of the globe. Discover how a range of natural and human actions

influence food production and security. Learn how to sustainably grow your own food crops

(Paddock) and how the various foods from around the world impact the health and wealth of

communities (Plate). We will look at where hunger exists and strategies we can implement to

address issues of health, injustice and equity. All work will look at local, national and international

scales with an emphasis on spatial skills and awareness. We will also use a variety of computer

mapping and other technologiesto create and present visual and spatial knowledge.

GREAT AUSTRALIAN BAKE-OFF (Hospitality Elective)

You may have seen the competition on the television called “The Great Australian Bake-Off”. Would you like to learn the skills in the kitchen that would allow you to create your own delicacies just like the competitors on TV? This Food Technology elective is a hands-on subject in the kitchen that will introduce you to a range of baking techniques and decorative skills. Using these newfound skills, you will design and create a range of products in response to a design challenge. If you like baking and decorating cakes and desserts, this is the course for you.

HORRIBLE HISTORIES (History Elective)

Sick and crooked histories Have you ever wondered what sick people did before we had hospitals? Why surgery was

once something that barbers did? Have you every wanted to find out about the instruments of

torture? What happened to people who broke the law in the past, and how this has changed?

LANGUAGE IMMERSION - ITALIAN (Language Elective)

Italianissimo!

The Italianissimo course of study is a Continuers’ course that will focus on strategic coverage of curriculum, in preparation for the Year 10 Italian course of study.

Language students who have studied Italian throughout Years 7, 8 and the first semester of Year 9 are eligible to participate in the Italianissimo course of study.

Students will continue to expand their understanding of and their ability to communicate in Italian. This will involve engagement withlearning activities that will:

Expand students’ understanding of and ability to apply the language elements to create

accurate and clear connected text in Italian

Improve students’ confidence with sharing ideas with their peers and their teacher

Increase students’ competence with understanding ideas in Italian

LANGUAGE IMMERSION - JAPANESE (Language Elective)

ペラペラ日本語(Fluent Japanese)

The ペラペラ日本語course of study is a Continuers’ course that will focus on strategic coverage of

curriculum, in preparation for the Year 10 Japanese course of study.

Language students who have studied Japanese throughout Years 7, 8 and the first semester of Year

9 are eligible to participate in the ペラペラ日本語 course of study.

Students will continue to expand their understanding of and their ability to communicate in Japanese. This will involve engagement with learning activities that will:

Improve students’ competence with their written communication, using the three writing

か ん じ

systems; ひらがな、カタカナand 漢字

Expand students’ understanding of and ability to apply the language elements in Japanese

to share their ideas

Improve students’ confidence with sharing ideas with their peers and their teacher

Increase students’ competence with understanding ideas in Japanese

SPORTS COACHING (HPE Elective)

Students will explore aspects of sports psychology with a particular emphasis on coaching. They will look at a variety of communication and learning strategies applied in a sporting environment. Students coach peers and younger students in the College across a range of sporting activities. They will complete their Level “0” Coaching Principles Accreditation through the Australian Sports Commission.

SPORTS SCIENCE (HPE Elective)

Why study this course? Students who are keen to develop their knowledge both physically and theoretically in the field of sports science would enjoy and benefit from this subject. This subject provides an opportunity to get a hands-on approach to fitness testing and improving students’ own fitness levels.

What do students study? Sports science is the study of how the healthy human body works during exercise, and how sport and physical activity promote physical, mental and social health. The study of sport science incorporates many other academic study areas, including physiology, psychology, anatomy, engineering and chemistry.

STEM – ENTREPRENEURS OF TOMORROW (Science & Technology Elective)

In this combined Science/Technology elective subject, you will be working as a member of an entrepreneurial team. Through collaboration and the design thinking process, you will be working on two major projects which incorporate the use of science, technology and mathematical principles. Working in collaboration with Sunnyview Orchids on a long-term orchid project in which you learn the process of growing orchids from seed. You will be involved in a number of hands on activities including:

Growing orchids from seed in various environmental growing conditions Cross pollinating orchid flowers Optimising germination and determining ideal growth conditions Transplanting seedling into different growth mediums Exploring various ratios of fertilisers Learning and applying microbiological techniques to keep growth mediums free from

bacteria and fungi infections

With the ultimate goal of producing our very own Ryan Orchid that can be sold at the Spring Fair.

Alongside the orchid project you will work on a short-term project creating bath bombs for sale at either Mother or Father’s Day stalls. You will experiment with various ratios of ingredients to create the desired reaction rate, aesthetically pleasing scents, colours, shapes, and also design your own 3D moulds using the 3D printers.

WEAR IT OUT (Textiles Elective)

Are you interested in designing and creating something that meets the needs of people in our community? Are you interested in working with textiles as a medium? This Textiles Technology elective is a hands-on subject that will introduce students to a range of practical skills that allow them to design and create textile products. Students will:

Learn how to use the sewing machine and overlocker Select appropriate fabrics for a range of different products Master a range of construction skills Work in a team to design, create and produce an article that satisfies a design challenge

WHO WANTS TO BE A MILLIONAIRE? (Business Elective)

Do you have a part-time job? Would you like to learn how to manage your income to ensure future financial success? This course will help you to achieve your dreams by teaching you how to manage your money. You will learn about:

Budgeting basics Impact of interest Staying savvy by saving Being a smart consumer The credit/debit rollercoaster Identity theft issues and safety