Year 10

Painting, Drawing, Sculpture, Ceramics…and more!

Do you enjoy all sorts of Art making and expressing yourself? Well, you have clicked on the right link!

In Year 10 Art Making and Presenting you will be exploring a ridiculous range of materials and ways of making art, all aimed at giving you experiences to extend your skills and find your style. Learn about how artists worked and broke the mould of traditional art to create new and exciting styles like Pop Art and Expressionism.

From painting, drawing and printmaking, to digital art, sculptures, mosaics and ceramics – with no material off limits, we will make and create exciting artworks.

There will be ceramic (clay) work, experimenting around with new techniques such as the excitement of making pots on the pottery wheel. You will work in 2D – painting, lino, stencils, screenprinting, drawing, digital work and anything else you can think of! There will be opportunities and options, with you being able to CHOOSE what you want to work with; not interested in working on the pottery wheel, more interested in stencils? Great…try stencilling onto clay or a t-shirt!!!

As part of the course you will work through explorations of materials, trials and annotation – mistake making is encouraged. You will also be looking at artworks and art movements, using these studies as a source of inspiration for your artworks.

“It was fun, relaxing but challenging. I liked that I could focus on making artwork I want to do” – Year 10 Art student 

For further information talk to your Art teacher, Mr Shepherd or Ms van der Niet

Dance continues with skill development and appreciation for choreography from Year 9 Dance Performance. The course focuses on choreographic devices and process, appreciation and reflection on dance works by industry professionals and skill development in analysing and writing about the Movement Creation Process.

Students study choreographic techniques and dance construction methods through workshops and assignments. These techniques/methods are applied in the creation of two small group dance works, where choreographic skills can be developed further. Strengthening of technique and skill is explored through warm-ups, workshops, learning set choreography and the creation of own dance-works.

Students also perform at a Dance Showcase evening as a part of their formal assessment.

Completion of Year 9 Dance is preferred, but not essential. Students must come to the class with a positive attitude and willingness to participate in all activities.

Students are assessed on a combination of practical and written tasks across the semester.

Areas of Study

Workshops: In workshops the Elements of Movement (time, space, and energy) are connected with form (for example, narrative, theme and variation, binary, ternary, rondo and freeform). Students also study a selection of Choreographic Devices (for example, abstraction, repetition, retrograde, etc) and explore Group Structures (for example Unison, Contrast, Canon, Asymmetry and Symmetry) so that students can improvise and apply this knowledge and skill in their own choreography.

Skill Development: A whole class dance is taught, learned, performed and assessed. The choreography for this learnt work is taught in conjunction with workshops that focus on the further development of Movement Categories and Physical Skills so that students can combine and apply technical and expressive skills.

Assignments

Students work on a Safe Dance Practices Assignment which covers:

• warming up and cooling down

• alignment

• stretching

• prevention, causes and treatment of injuries

• body capabilities and limitations

• body awareness

• body maintenance

Own Compositions: Two dance-works are created and performed to the class for assessment.

Dance Composition One: A small group dance is choreographed by students using choreographic devices such as repetition, accumulation, abstraction and motif. Manipulation of the Elements of Movement (time, space and energy) is also a focus area for this dance work. Journaling is an important part of this process.

Dance Composition Two: Students produce a dance that has a narrative form, this means a dance with a storyline. The ABC Narrative Form, that is a storyline with a beginning, development and conclusion, is used to shape the dance work.

Assessment

• Safe Dance Practices Assignment

• Class Learnt Work (Teacher choreographed)

• Dance Composition One (Small group dance using choreographic devices and manipulation of the Elements of Movement)

• Dance Composition Two (Choreographed dance with a narrative)

• Folio tasks on Movement Creation Process

Further Studies/Pathways

Studying Year 10 Dance is highly recommended for any students who are considering VCE Dance.

VCE Dance (Units 1, 2, 3 & 4)

For further information please speak to or email the Aquinas Dance teachers: Ms Gina Goss gossgm@aquinas.vic.edu.au or Ms Sarah Owen owensd@aquinas.vic.edu.au 

Harness your energy and creative spirit in Drama 10!

“It’s way more challenging than junior drama, but it was fun to work in a class where everyone shares a similar goal: developing  ‘next level’ acting skills. ” – Year 10 Drama student 

• Further your skills in building a character using research, imagination, your body, gesture, movement, voice and language. 

• Rehearse and perform as an individual and collaboratively in groups.  

• Performances are both script based and devised.

Further Studies/Pathways

The knowledge and skills gained through working collaboratively and creatively with other people and independently prepare students for VCE Drama but also for many other subjects and pathways that require excellent communication skills, confidence and imagination.

 For further information talk to your Drama teacher, Ms Greenwood, Ms Unger and Ms Silvagni.

Do you enjoy being creative and hands on? Do you want to learn how to design and make and recycle clothing? Then Fashion Design and Textiles 2 is for you!

The Fashion Design and Textiles 2 course focuses on fashion design and illustration, sewing techniques and clothing/garment construction. This will include learning how to follow a pattern to make a series of garments/outfits and how to refashion an existing garment to make something new. You will also learn textile/fabric properties, embroidery and machine sewing skills.

Students will be encouraged to follow an individually planned learning path which will be dictated and set out by the student. Each student will participate in the main practical areas of illustration, design, sewing and garment construction.

Individual interpretation, expression and exploration will be encouraged and supported.

There is an expectation that students maintain a visual diary, documenting their idea development, design process, techniques, sewing process and reflection.

As part of design appreciation and research, students are encouraged to look at sustainability, traditional and contemporary fashion designers and styles for inspiration.  They will look at textiles and garments, identifying and discussing properties, style, techniques and expressing personal opinions.

This subject follows on from Fashion Design and Textiles 1 in Year 9, but it is not a prerequisite, and leads into VET Fashion.

Areas of Study

Folio 1: Students will develop illustration and design skills using a variety of media and techniques using fashion illustration as a foundation for design. Students will explore a variety of media including marker, watercolour, paint, adobe design software, fabric and textiles. They will also refashion an existing garment by unpicking, cutting and then creating something entirely new and different. This gives them a chance to recycle existing garments in their wardrobe they no longer wear. Students will also learn embroidery and create a bag or wall hanging utilising these skills. Through this folio they will learn and extend hand and machine sewing skills, learn pattern making; and enhance self-expression, personal creativity, style and knowledge of the fashion industry.

Folio 2: Students will extend their sewing and design skills to design and make a series of garments such as a jumpsuit, skirt and top or dress. They will develop a client brief and learn about the importance of catering to a target market in the fashion industry. Students will look at traditional and contemporary fashion designers and styles for inspiration and will create a mood board and a series of designs for their client before choosing the final. They will learn appropriate finishing techniques such as topstitching, overlocking, interfacing and more in addition to other sewing techniques. Students will learn how to follow a pattern and also how to modify an existing pattern to cater for the needs and wants of their client.

Assessment

Visual Diary – Design process, idea development, research, mood board, designs and record of techniques and processes.

Practical folios will include a variety of work on fashion illustration, fashion design, design process, patternmaking, sewing and garment construction.

Further Studies/Pathways

This subject can be taken in addition to Fashion Design and Textiles 1, but is not a prerequisite, and leads into VET Fashion.

Skills developed are also used in Art, Media and Visual Communication.

For further information talk to your Visual Arts teacher, Ms Robertson or Ms Tukavkin.

Careers

Fashion design, Garment construction, sewing, fashion merchandising, fashion buying, fashion agent, craft, garment manufacturer, clothing alteration, textile design, carpet design, costume design, dressmaker, fashion photographer, footwear designer, handcraft tailor, knitwear designer, leather craftworker, swimwear/lingerie designer, marketing, milliner, pattern maker, pattern grader, quality control, sales manager, sales representative, shoe repair, textile technologist, upholsterer.

Within this course, you will explore the traditional methods of capturing a photograph using a 35mm film camera, and processing film and prints in the darkroom. This timeless art is magical, and you will create negatives and see images appear in front of your eyes, through the chemical process in the Darkroom.

You will also learn to use a digital single reflex camera (DSLR) and examine the manipulation of light through the use of both artificial and natural light sources to explore emotion and define your ideas. We will explore the purposeful application of composition techniques to expertly frame a shot. You will have the opportunity to develop technical skills that will enable you to produce the work that you have conceptualised within your folio planning using both film and digital cameras. 

Assessment Tasks:

• Commercial Photography (using a DSLR)

• Storytelling (using a film camera and the Darkroom)

• Image Analysis 

Further Studies/Pathways

Mastering Photography leads directly to, but is not a prerequisite for, VCE Media Unit 1, and develops skills also used in VCE Art and Visual Communication.

For further information talk to your Media teacher, Ms Jackson, Ms Desbois or Mr Wakefield.

Media – Film and Video is a semester course option at Year 10.  This course aims to cover aspects of film production so that students are able to use a camera to construct a narrative.  Classes will explore certain filmmaking techniques such as camera, editing and sound giving students the ability to apply these to their own productions.   The course will navigate students in the visual language of film to construct dynamic and meaningful stories.

Assessment

• Skills task 1 Camera techniques

• Skills task 2 Composition

• Skills task 3 Sound

• Exam

Further Studies/Pathways

Students may choose Media – Film and Video in addition to Media – Mastering Photography, or they may choose only one semester course.

Each course leads directly to, but is not a prerequisite for, VCE Media Unit 1.

For further information talk to your Media teacher, Mr Wakefield, Ms Desbois or Ms Jackson.

Digital Music editing, creation and composition is a growing industry in the contemporary arts space.  No longer do musicians simply write music as music notation but utilise the technologies and digital environment.  This subject aims to engage all students including non music performance students in a creative and technology based arts subject.

Assessment

• Begin a Live DJ

• Electronic Dance Music Production

• Recording, Sampling and Remixing the Art of DAW production

Further Studies/Pathways

Music – Digital can lead into VET Music Industry (Sound Production).

For further information talk to your Music teacher, Mr Perri, Mr Campbell, Mr Lijnders.

Music - Performance

The Music course at Year 10 is a year-long course that aims to extend the knowledge acquired at Year 9 Level and prepare students for the study of Music at VCE.  Practical and theoretical components are studied and students broaden their knowledge of various musical styles.  Students are expected to perform and enhance their skill on the instrument they are studying.

This unit of study is intended to assist students in the practical performance on their instrument and to further develop the listening and theoretical skills of music in preparation for group or solo performances in Music at VCE.

Prerequisite

Recommended – a satisfactory pass in Music at Year 9 and/or experience in Instrumental lessons.

Assessment

Semester 1

• A Solo Performance Assessment

• A Performance as part of an ensemble

• Music Style/Genre Investigation Assessment

• Music Test that includes aural, written and practical components

Semester 2

• A Solo Performance Assessment

• A Performance as part of an ensemble

• Comparative song study and composition

• Music Test that includes aural, written and practical components

Further Studies/Pathways

Music - Performance at Year 10 prepares students for VCE Music Units 1 & 2  and Music Inquiry Unit 3 & 4 for advanced students.

Please Note: It is highly recommended that students are enrolled in Instrumental Music Lessons either at the College or privately outside of school. Participation in the college ensembles program is also recommended.

For further information talk to your Music teacher, Mr Perri, Mr Campbell, Mr Lijnders.

To find out more go to the VET page.

The world is your oyster if you know how to communicate ideas that inspire, inform and engage people. Your designs could be seen by millions – online, on the street, in supermarkets, in magazines or in restaurants.

Join Visual Communication Digital to learn how to get your designs to stand out from the crowd, focusing on the design field of Communication, using 2D and digital drawing methods.  You will learn how to use design thinking and apply the design process to communicate imaginative ideas. You will use specific software including Adobe Photoshop and Adobe Illustrator to produce final presentations.

You will develop skills to manipulate and arrange the design elements and principles in order to produce final presentations such as: a poster, advertisement, menu, magazine cover etc. You will also design and construct a package applying surface graphics to enhance the visual appearance. Logo design will also be explored, creating a unique identity for a company brand.

Two folios will be produced. Each folio is a reflection of your skill set, talent and creativity…but most of all it’s a reflection of yourself as a budding designer.

Assessment

A folio will be submitted for each of the following:

• Package Design / Orthogonal Drawing

• Design Elements and Principles

Tasks are open ended and designed to promote problem solving skills with an emphasis on creativity.

Further Studies/Pathways

Visual Communication Digital introduces skills, techniques and processes covered in VCE Units 1, 2, 3 & 4.  Students wishing to undertake VCD at VCE level are encouraged to consider taking Visual Communication – Digital and Visual Communication 3D in order to best prepare for the years ahead.

Both Visual Communication courses lead directly to, but are not prerequisites for, VCE Visual Communication Unit 1, and develop skills also used in VCE Art and Media.

For further information ~  talk to your Visual Communication teacher, Ms Harte, Mrs Perinetti, Mr Sartory or Ms Dujela.

Careers include:

Graphic Designer, Web/ App designer, Photojournalist, Animator, Desktop publisher, Illustrator, Layout artist, Urban Planner, Engineer, Interior Designer, Landscape Designer, Visual Merchandiser, Architect, Draughtsperson, Furniture Designer, Automotive Designer, Jeweller, TV/Movie/Theatre Set Designer

Dance

If you are interested in another subject that Aquinas offers but is not on this list, consult the Learning Area Leader.

Health/Physical Education  in Year 10

This is a Semester Unit that is compulsory for all Year 10 students.

Physical activity is a fundamental requirement as young people develop. Key skills and behaviours are learnt and are often followed into adult life. Proficiency in movement and manipulative skills are further developed through regular participation in physical activity with a particular focus on improving physical literacy in order to improve students competence and confidence in participating in physical activity within a range of settings.

At this level students develop critical inquiry and heath literacy skills to enable them to navigate a range of issues and topics that inform decision that impact on their own and others’ wellbeing.  They research changes in patterns of food consumption in Australia and analyse factors that influence food choice and healthy eating behaviour, such as changes in family life, media and government strategies, and methods of producing, packaging and distributing food.  They identify and rehearse strategies for being assertive in protecting their own and others’ health. They explore the range of mental issues relevant to young people and consider the importance of family and friends in supporting their mental and emotional health needs. They develop knowledge, understanding and skills that will help them to establish and manage respectful relationships.

Areas of Study

Health

1. Nutrition

• Importance of nutrition (Micro/Macro nutrients, role of nutrients, over/under consumption)

• Australian Guide to Healthy Eating (AGTHE) applications, implications

• Diet related diseases and factors that affect our food choices

• Product labelling and healthy alternatives

2. Mental Health and Wellbeing

• Understanding the concept of mental health/illness beyond just the absence of illness.

• Society perceptions of mental health and mental illness.

• Developing social media literacy by exploring the potential impacts on health and wellbeing

3. Respectful Relationships

• Students are to identify various types of relationships found in the community

• Identify various roles and responsibilities for these relationships

• Explore positive and negative aspects of being in a relationship

• Discuss the importance of taking action to maintain healthy relationships

• Impact of explicit imagery on developing and maintaining respectful relationships

Physical Education

1. Lifestyle related physical activity opportunities to achieve optimal health and wellbeing.

2.   Evaluation of individual levels of involvement in physical activity.

Assessment

• Physical Education assessment

• Health assignments

What does this study lead to in the VCE?

Physical and Health Education at Year 10 is a core unit, completed by all students for the whole year.  The Physical Education component will focus on ‘exercise for life’. Students with a keen interest in VCE PE should also consider Sports Science or Human Movement Science. The health component is a good basis for further study in Unit 1-4 Health and Human Development.

For further information speak to Mr Steve McGrath or your PE/Heath teacher

Students identify and implement ways of improving human movement.  They explore how the musculoskeletal and cardiorespiratory systems work together to supply and utilise energy for movement. They examine the way in which energy for activity is produced and the associated fuels used for activities of varying intensity and duration.  Through practical activities students explore the relationships between the body systems and physical activity and how the systems adapt and adjust to the demands of the activity.

Students create and evaluate training programs designed to enhance personal and athletic achievement. Students identify different components of fitness and how their importance varies between sport, exercise and physical activity. They become aware of the principles of training and experience training methods used to improve fitness. Students set personal fitness goals, undertake a fitness program, and evaluate its success in order to enhance their understanding of fitness and to find the extent to which personal goals have been achieved.

Areas of Study

1.   Musculoskeletal System: How the musculoskeletal systems work together to produce movement in physical activity: bones of the human body, classification of joints and joint actions, major muscles and muscle structure, , characteristics and functions of muscle fibre types.

2.   Cardiovascular System: Structure and function of the heart, blood vessels and blood. Blood flow around the body at rest and during exercise. Effect of exercise on the cardiovascular systems

3.   Energy Systems: Fuels (both chemical and food) required for resynthesis of ATP(energy) at rest and during physical activity, including the relative contribution of fuels at varying exercise intensities. Characteristics of the three energy systems (ATP–CP, anaerobic glycolysis, aerobic system) for physical activity, including rate of ATP production, the yield of each energy system, fatigue/limiting factors and recovery rates associated with active and passive recoveries.

4.  Fitness Components: Health related and skill related fitness components. Fitness demands that are essential for successful performance in a range of individual, team, intermittent and continuous activities.

5.   Assessment of Fitness: Recognised fitness tests to assess a range of different fitness components. Appropriate methodology for conducting each test. Fitness testing results used to guide/justify decisions about training program design.

6.   Training Methods and Principles: Fitness improvement through the application of appropriate training principles and methods.

Assessment

• Major Project – Training program design and implementation

• Workbook

• Topic Tests

• Exam

Where does this study lead to in VCE?

Students who undertake Human Movement Science at Year 10 will receive the recommended foundation for pathway to VCE Physical Education Unit 1-4 course.

For further information contact Mr Steve McGrath or your PE/Health teacher

This unit introduces students to the variety of methods and techniques used to gather data to analyse and examine skilled performance and movements from a biomechanical, physiological and strategic perspective.  Students will examine the influence that technology and equipment has had on athletic performance throughout history.

Through involvement in a variety of practical activities, students investigate and analyse movements to develop an understanding of how the correct application of biomechanical principles leads to greater efficiency and accuracy in movement skills.  They will participate in a range of physical activities to demonstrate and understand how various physiological and psychological factors also impact on athletic performance including ergogenic aids.

Areas of Study

1.   Factors That Affect Athletic Performance

• Understand the different factors that influence athletic performance including gender, age, race, ethnicity, somatotype (body type), genetic predisposition, physical characteristics and psychological and emotional demeanour (introduction sports psychology)

• Understand the general requirements of individual sports and how the individual factors above can hinder or enhance performance.

2.   Basic Sports Nutrition & Ergogenic Aids

• To outline the basic nutrients found in food that provides us with energy.

• Understand the influence that diet has on athletic performance.

• Understand the different categories of ergogenic aids including mechanical, nutritional, physiological, pharmacological and psychological.

• Understand the impact that legal and illegal ergogenic aids have on the human body and therefore performance, including dangerous side-effects.

3.   Biomechanics in Sport

• Biomechanical principles for analysis of human movement including:  Newton Laws of motion, Summation of forces, Projectile motion, Impulse, Spin/Magnus Effect.

• Understand basic technology advancements in sporting equipment and developments in technique over time to increase athletic performance output.

• Understand how technology has impacted on athletic performance results across many different sports over time.

4.   Performance Analysis

• Understand the different ways that professionals and everyday spectators analyse sporting performance.

• Participate in an activity analysis as an observer and a participant.

Assessment

Regular assessment takes place that includes: Laboratory Reports, Structured Tests and an end of Semester exam.

Where does this study lead to in VCE?

Students who undertake Human Movement Science at Year 10 will receive the recommended foundation for pathway to VCE Physical Education Unit 1-4 course.

For further information contact Mr Steve McGrath or your PE/Health teacher

To find out more go to the VET page.

• Health and Human Development

• Physical Education

A Note for Language Students when choosing a study

From 2021 the VCAA will introduce a change to the way study scores are determined for students in 31 VCE Unit 3 and 4 language studies.

The VCAA will use two categories of VCE Language students in this new process: First Language Learners and Second Language Learners.

First Language and Second Language Learners will follow exactly the same curriculum and sit exactly the same examinations.

The study scores of Second Language Learners will be determined separately from First Language Learners.

A student will be considered a Second Language Learner if they have had no more than seven years of education in a school where the language is the medium of instruction. This same criterion is used for VCE Japanese, Indonesian, Korean and Vietnamese Second Language studies.

VCE Language students will be required to complete a declaration at enrolment in the affected studies.

This change will ensure that assessment of VCE modern languages is fair to all students.

For each applicable VCE Language study, scores will be determined for Second Language Learners and then applied to all students (both First and Second Language Learners). This will ensure that the resulting study scores reflect the rank of all students based on their assessment results in the study and that there is no disadvantage to either First or Second Language Learners.

Schools should advise current Language students in Years 9 and 10 about this change to ensure they make informed choices for their VCE studies.

The VCE languages affected by this change will be Arabic, French, German, Greek, Italian, Spanish, Armenian, Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Swedish, Tamil, Turkish and Yiddish.

To continue with Chinese in Year 10, a student needs to have a positive attitude and be willing to put in the effort to further develop the skills acquired in Year 9.

The Year 10 course is designed to prepare the student for a more advanced level of communication, as well as continuing to develop the skills of listening, speaking, reading and writing. This year is a year of preparation for VCE Units 1 and 2.

Texts used will extend students’ reading and vocabulary so that they may be able to give an informed opinion in Chinese. Grammar is structured into the course, but is also dealt with as it arises. Writing skills follow the line of the topics studied. Oral and listening activities also follow the topics being covered, some of which are: the daily routine at school including school friends, shopping, environment, health, travel, hobbies as well as fashion and media. Tasks may include a role-play about friends and health, a letter to a friend and diary entries about life as well as travel plans as well as a performance of a Chinese classical poem. 

For further information please contact Mrs Martha Mugamu (Senior Chinese Teacher).

The Year 10 French course will allow you to communicate even better as a global citizen! You will further establish the skills of reading, writing, listening, speaking and viewing.  

Learning French may lead to careers including tourism, cuisine, fashion, international airline employment, commerce, diplomacy, the international medical field and sporting world as well as translating and interpreting. 

There is also the wonderful week long Study Tour to New Caledonia including French language classes, a visit to a Cultural Centre as well as a day trip to the stunning Amedee Island. And let’s not forget playing petanque, shopping at the market, ordering and eating at restaurants, catching public transport and speaking with the locals.

Another way to enhance your French skills is to take part in the France Exchange program where you stay with a French family, go to a French school, and then travel through the north of the country, exploring historical and cultural places, including the bustling capital Paris. 

If you are keen to communicate in French in a variety of authentic ways, as well as listening to music, reading poetry, writing stories and playing grammar games, then this subject is for you!

For further information please contact Nathalie Walshe (Languages Learning Area Leader).

The Role of Religion in Society

You should choose this subject if you are interested in;

• Exploring how religions develop in society overtime

• Understanding what the purpose of religion is

• How people or groups have an influence over how a religion develops

• Learning about ancient and modern religions

• Identifying the aspects common to religions

What Skills will I use in this subject?

• Enquiry Skills

• Discussion and communication skills

• Analytical skills

• Your critical intelligence will be tested and developed, along with your ability to empathize with your fellow human being in order to understand his or her perspective.

Areas of Study

• The Nature and Purpose of Religion – explore the role of religion in shaping and giving expression to religious experience.  Looking at the aspects that are common to each religion.

• Religions through the ages – investigate how society and religions influence each other and the role of religion in society.

• Religion in Australia –  consider religions in Australia, past and present and the influence  on Australian religious composition, in particular migration and secularisation

Assessment:

Assessment Tasks for this unit are derived from VCAA guidelines.

For further information contact Mr Bernard Green or your RE teacher.

You should choose this subject if you are interested in:

• Subjects like English, History and Literature

• Analysing texts and finding the meaning behind the text

• Exploring the culture, history and society of the ancient world

• Discussing the influence of the sacred texts in today’s world

• Expressing your ideas and listening to the ideas of others

What Skills will I develop in this subject?

• Clear expression, both oral and written

• Putting forward ideas and arguments in a concise manner

• Gathering, investigating and assessing material

• Basing conclusions on research and generating ideas

• Organising material in a logical and coherent way.

• Think objectively and approach problems with an open mind

Areas of Study

• Exploring Literary Forms– How texts function as literature in themselves and as part of a wider body of religious writing

• The Formation and Exegesis of Text – Developing understanding of the original sociocultural and historical setting in which the tradition has placed selected texts, the literary aspects as they apply to particular texts, and the meaning that the founding tradition attached to the text

• Later uses and interpretations of sacred texts Interpretations of selected texts at points later than the original founding tradition. These interpretations can issue from sources which might carry authority through scholarship, an instituted teaching office, charismatic leadership, or artistic insight. These later interpretations may be modern or from an earlier point in history

Assessment

Assessment Tasks for this unit are chosen from VCAA guidelines.

For further information contact Mr Bernard Green or your RE teacher.

Philosophy can be seen as the practice of asking: what are the most fundamental questions that need answering? What do I believe (really believe) are the answers to those questions? Are those answers correct or do I need to revise them? Students will be challenged to reflect critically on their own beliefs and ideas, as well as those provided by philosophers to answer human ultimate and fundamental questions. They will have the opportunity to explore questions such as: what is it to live a good life? What arguments are there for the existence of God? Is religious faith different to other types of faith? Does ‘free will’ actually exist if there are causes for all our actions? What is the basis and justification of rights? Some of the philosophers studied may include Aristotle,  Anselm of Canterbury, Thomas Aquinas, Blaise Pascal.

Areas of Study 

• Philosophical method: developing and critiquing arguments

• Philosophers on the existence of God

• Aquinas on the existence of God

Assessment Items 

• developing philosophical argument 

• reports and written exercises 

• essays 

• oral and multimedia presentations  

For more information contact Mr Green or your RE teacher.

You should apply for this subject if you:

• Enjoy discussing and exploring your faith

• Enjoy sharing your faith with others

• Enjoy working with others, planning faith activities

• Are interested in becoming a Faith Leader at Aquinas College

• Willing to help outside of normal class hours

What is EDGE - Leading The Way?

EDGE - Leading The Way is both a theory and practical based subject. Students learn about the nature of ritual and prayer, the evolution of current Catholic liturgical practices as well as learning the techniques necessary for the planning and execution of liturgical celebrations.

Students in this subject are ‘faith leaders’ and, as such, quite a bit of time is given to trying to come to terms with concepts such as spirituality and transcendence. Students are responsible for conducting whole-school and small-group celebrations as well as assisting in social justice activities. They spend time learning skills relevant to leading large and small groups and addressing different audiences. Students are given opportunities to put these skills into practice throughout the year.

How do I apply?

To be enrolled in EDGE - Leading The Way:

Students must select it in the subject selection process and complete the application form 

Assessment Tasks for this unit will include:

• Written Tasks

• Preparation and participation in teaching a faith lesson to Middle Year class

• Preparation of liturgical celebrations

• Participation in preparing liturgies.

For further information contact Mr Bernard Green, Mr Ian Gould or your RE teacher.

What is RE music?

In this school-based unit, students will combine both religious theory and practice, with musical knowledge and skills. Both individual and group tasks will include the theological reasons for the use of music in public worship within the Christian Catholic perspective and tradition. Students will complete tasks that involve religious material and preparation for performance of religious and liturgical musical works.

You should apply for this subject if you:

• Enjoy singing or playing a musical instrument 

• Are prepared to sing or play at Aquinas liturgies

• Are interested in songwriting and recording

• Would like to explore faith through music

• Want to learn about the role of music in liturgy

What skills will I develop/use?

• Public performance of liturgical music

• Ensemble work with other musicians

• Songwriting

• Theological reflection on the role of music in religion

• Critiquing and planning music for liturgy

Areas of Study

Theology of Music: Students study the reasons why music occurs in religious celebrations

Music in Liturgy: Students investigate music styles that complement public prayer

Performance in Liturgical Celebrations: Students prepare and perform music at liturgical celebrations

How do I apply?

There are two steps to apply for this subject

1. Choose this subject on Select My Subjects

2. Complete this Google form

For further information contact Ms Mercer or your music teacher. 

Year 10 students have a few choices to maximise their DigiTech options:

• One semester of a year 10 Digital Technologies subject each semester

• Another Digital Technologies subject from the elective block

• VCE Computing (year-long) and a Year 10 Digital Technologies subject as well.

Love computers but are more interested in the creative aspect? 3D Animation might be your best choice.

Digital Technology - Animation

Create an animated robot and take it on a CGI journey straight out of your imagination.

3D Animation is a creative subject that borders Arts and Technology subject areas. It is a pathway to both Game Design in Digital Technologies and Film Animation in Arts. After this course, students could create and animate characters and environments for games, or get a job working on the next Star Wars film. 

The subject focuses on creating a digital portfolio of computer animation using 3D modelling software (Autodesk Maya) and the Adobe Suite to create a short animation from scratch. 

Students will follow the processes of design from brainstorming and storyboarding to modelling, animation and rendering a final film. They will learn how to model characters and environments, create textures and special effects, and play with lighting. The course is competency based and is accessible for students with an interest in hands-on digital skills.

Assessment Tasks

AT1: Pre-Production – portfolio of designs, character development and script/storyboard

AT2: Asset Development – creation of characters and scenery in AutoDesk Maya.

AT3: Production – Animation and creation of a final rendered video with sound effects.

AT4: Portfolio of work – Modelling and animation tasks completed during Maya training.

Year 10 students have a few choices to maximise their DigiTech options:

• One semester of a year 10 Digital Technologies subject each semester

• Another Digital Technologies subject from the elective block

• VCE Computing (year-long) and a Year 10 Digital Technologies subject as well.

Looking forward to Year 12 Software Development? Programming is the subject for you.

This course is ideal for students interested in computer programming. It is an introduction to programming, so no previous experience in this area is required.

Students will learn to program using Python, a globally recognised programming language. Combining Python with PyQT, they will create a series of visual programs including sound and graphics. The Python unit will give students a leg up on the Year 12 Software Development subject.

They will also complete a unit on creating an application in Unity - following on from their learning in Year 9, although it is fine if they didn’t do a Year 9 Digital Technogies unit.

Programmingis intended for students with a strong interest in learning logic and programming skills.  It is especially beneficial to those who have a thirst for developing their independent learning skills, whilst becoming lifelong learners.  Students successfully completing the Programming course may consider progressing to VCE Applied Computing in Year 11 with the option of completing Units 3 /4 of the VCE in Software Development and/or VCE Data Analytics.

Students who are VCEReady in Digital Technologies during Year 10 may also select to do the 10 Computer Programming option at the same time as the VCE Applied Computing course.

Assessment Tasks

AT1: Design, Develop and Test a software solution using Unity

AT2: Design, Develop and Test a software solution using Python

Design and Technology: Glass & Metal allows students to develop their design and technical skills specialising in the use of two different materials: Glass and various Metals.

Glass and Metal students will be able to work safely with glass to produce a decorative and functional 2D or 3D product.  Students will also learn different skills to create decorative metal products with a focus on jewellery.

Areas of Study

• Design and production of a product

• Work independently and safely, using a range of complex equipment.

• Analysis of appropriateness of using particular materials for specific purposes.

• Research information on a particular material.

Assessment

Students will complete a variety of tasks including one folio on glass, a major glass product, a major metal product.

Students will be assessed on the following completed work:

• Design Folio

• Production

• Product Analysis

Possible Projects

Glass 2D or 3D product

Metal projects: Copper or Brass Jewellery, Candle holder, mirror.

Who is it for?

Year 10 Make and Create is designed to give students an opportunity to engage in new and emerging technology with a focus on creative design. This subject has been designed for creative minded students looking to extend their ideas into reality and develop an understanding of how an idea can be developed for the commercial Market.

What do you do?

Students will investigate the changing nature of product development using computer based design modelling, Co2 Laser Cutting and 3D Design Printing Systems. They will explore new and innovative products while undertaking the design and development of a range of projects through implementing the Design Process. The course will have a strong focus on design, using a range of drawing techniques that include freehand sketch development and Computer Aided Design to produce a finished product in preparation for Rapid Prototyping with 3D technology and Co2 machining.  Areas of investigation may include designing new innovative products using materials such as metal, plastics and glass. The practical requirements for this subject are varied as we combine simple practical skills with Co2 machining and 3D Printing Technology to create a finished product.

Areas of Study

• Product design for the commercial sector.

• Design and production of a product.

Examples: Design and produce a fidget toy, kaleidoscope, amplifier, docking station.

Assessment

• Folio: Digital and printed folio for each design

• Product: Finished products and evaluation

Students will complete a design folio for each unit of study. The folio will demonstrate the application of the design process by creating a Design Brief, Sketch ideas and Computer Aided Modelling. They will investigate the development of 3D Modelling systems design for Product development and rapid prototyping and materials.  At the completion of the production piece, students will evaluate the effectiveness of their product, the processes used in construction and whether their product reflects their original design in their Design Folio.

What skills do you develop?

• Enable students to think creatively to become creative problem-solvers.

• Equip students with knowledge, skills and understanding about materials, tools and processes.

• To apply knowledge, skills and understanding of both the design and production process and develop practical capabilities.

• Prepare students to cope in a changing technological world.

For further information contact Ms Thompson or Ms Petrovic

Year 10 Product Design: Materials provides students with the opportunity to develop their creative and technical abilities further, while consolidating an appreciation of the practices involved when working with a variety of materials (e.g. timbers and finishes, metals and plastics).

Students will complete a Design Folio, working through the Design Process to focus on designing and making a crafted product. They will develop their skill with hand and power tools, supported by IT applications and continue to work with computer aided design software as part of their product design and development. Students will investigate processes such as 3D printing, CNC machining, laser cutting/printing and metal fabrication.

Special emphasis is placed on safety procedures and accident prevention, the appropriateness of using particular materials for specific products and completing a product to a professional standard.

Areas of Study

Design and construction of products.

Assessment

Students will be assessed on the following completed work:

• Design Folio

• Production and finished Products in wood, metal and plastics

• Evaluation

Where does this study lead to in VCE?

This course leads to VCE Design and Technology. It would also prepare students for a wide variety of TAFE courses in the building, furniture and construction industries.

For further information contact Mrs Thompson or Mr Russell