An important note for students: Year 10 Electives

You need to select two electives for Year 10, just like you did when you started Year 9.  You are encouraged to choose different electives to those you are doing in Year 9.  This is to give you a broader experience at different subjects before you choose your pathway into Year 11, when you have a broad range of options.

Note that all electives are are offered (see below) have a chance of getting up for Year 10.  As always, the lines are created based on the choices of the students in that particular year.

Only students who have shown dedication to and hard work in their elective in Year 9 will be permitted to study the same elective in Year 10.  Students who have not been cooperative and hard working in Year 9 will not be permitted to choose that same elective in Year 10.

Each student will end up with two electives for Year 10.  Students in Year 9 need to choose two of the following electives on the Edval Choices form.  Preference 1 and Preference 2 in that order.  They also need to choose two reserve units in order. Reserve 1 and reserve 2.  It is important to know how the system then works.  The subject will only run if enough students choose it as one of their main choices.  Out of the 14 choices, approximately 10 will end up running on two lines of 5 each.  If enough students pick the same subject, that subject may run on both lines (two different classes).  The important thing to know is that it is the students choices that determine these lines, not staff.  

Mr Chapman

Assistant Principal - Curriculum

Elective offerings in Year 10 

Note:  Not all will run.  It depends on numbers.

Elective Subject Information

Aboriginal Studies

Also called Indigenous Identity and Experience

(100 hours)

Course description

This course provides students with the opportunity to develop knowledge and understanding of Aboriginal Peoples, histories and cultures. The programme is designed to be inclusive of all students in NSW schools and of value to Aboriginal and/or Torres Strait Islander students and non-Aboriginal students. 

Aboriginal students are empowered through the exploration and celebration of their cultural and social heritage, continuity and resilience. Cultural affirmation through the study of their local/regional community(ies) and Aboriginal cultural diversity can contribute to personal and cultural wellbeing. 

Non-Aboriginal students are provided with opportunities to recognise and respect the knowledge and practices of Aboriginal Peoples as the most sustained globally. The study of Aboriginal identity and lived experiences of Aboriginal Peoples benefits non-Aboriginal students by providing deeper insights that can enable more respectful and reciprocal engagement with Aboriginal Peoples and communities. 

Indigenous Enterprise (Semester 1)

What will students learn about?

The focus of this course is Aboriginal Peoples and human rights, with emphasis on the importance of self-determination and autonomy. Students explore the activities of organisations, movements and individuals who have worked towards Aboriginal autonomy, through the context of an integrated case study that focuses on an Aboriginal response to events and individuals related to self-determination.

Students also learn about the processes of establishing Aboriginal organisations and enterprises and their impact on Aboriginal communities, self-esteem and sense of personal and cultural autonomy.  Studies include the establishment of early Aboriginal organisations and the types of Aboriginal organisations which now exist (eg community-based, cultural, employment, medical and legal services), the types and diversity of Aboriginal enterprises in areas such as land development, tourism, business enterprises and non-profit organisations.

What will students learn to do?

Students develop ethical research skills and recognise the importance of applying community consultation protocols, including in relation to Indigenous Cultural and Intellectual Property (ICIP). In their research, students develop understanding and experience of a variety of appropriate information and communication technologies.

Knowledge about the historical and contemporary experiences of Aboriginal Peoples, and the range of relationships with non-Aboriginal people, contributes to ethical and empathetic understandings that are of value to students’ personal, social, cultural, academic and professional development. In these ways, students can become active and informed advocates for a just and inclusive world. 

Indigenous Expression (Semester 2)

What will students learn about?

This course focuses on the diversity of Aboriginal cultures and identities and the factors that contribute to their development and expression. Students explore the social factors and experiences that affect identity and cultural expressions. This course also develops knowledge and understanding about appropriate consultation protocols so that students are able to work effectively with their local Aboriginal communities.

Students also learn about the role and diversity of Aboriginal contributions to Visual and Performing arts (including dance, music and drama) and film and television.  They investigate the importance of visual and performing arts to the survival of Aboriginal Peoples as unique groups within Australian society, their importance in expressing the diverse senses of identity of Aboriginal Peoples and the significance of the arts to the survival of cultures and identities of Aboriginal Peoples within Australian society.  Issues surrounding cultural appropriation, the protection of intellectual and artistic copyright, and the varying and sensitive roles of individuals, communities, and language and cultural groups in the development and expression of Aboriginal visual arts are investigated.

What will students learn to do?

Students develop ethical research skills and recognise the importance of applying community consultation protocols, including in relation to Indigenous Cultural and Intellectual Property (ICIP). In their research, students develop understanding and experience of a variety of appropriate information and communication technologies.

Knowledge about the historical and contemporary experiences of Aboriginal Peoples, and the range of relationships with non-Aboriginal people, contributes to ethical and empathetic understandings that are of value to students’ personal, social, cultural, academic and professional development. In these ways, students can become active and informed advocates for a just and inclusive world. 

Agriculture Technology

Course description

The study of Agricultural Technology provides students with opportunities to experience aspects of an agricultural lifestyle through direct contact with plants and animals. The study of a variety of enterprises allows students to make responsible decisions about the appropriate use of agricultural technologies.

Students explore career opportunities in agriculture and related service industries and investigate the viability of Australian agriculture through management of issues relating to the sustainability of agricultural systems, as well as the relationships between production, processing and consumption.

What students learn

The content integrates the study of interactions, management and sustainability within the context of agricultural enterprises. These enterprises are characterised by the production and sale or exchange of agricultural goods or services, focusing on plants, animals or integrated plant/animal systems. The local environment should be considered when selecting enterprises, as well as the intensive and extensive nature of enterprises to be studied.

Students undertake a range of practical experiences related to the chosen enterprises, including fieldwork, small plot activities, laboratory work, and visits to commercial farms and other parts of the production and marketing chain. The study of Agricultural Technology provides opportunities for students to learn about Work Health and Safety issues, and develop skills in designing, investigating and managing farms.

Course requirements

To satisfy the requirements of the syllabus, students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of equipment.

Agricultural Technology in Stage 5 may be studied as a 100-hour course in boith Yr 9 & 10. 

100-hour course

Students undertaking the 100-hour course are required to complete Core A:

Core A

• Introduction to Agriculture AND

• Plant Production 1 AND

• Animal Production 1.

Building and Construction 

100 hours 

(replacing Design & Technology)

Course description

The Building and Construction focus area provides opportunities for students to develop knowledge, understanding and skills in relation to the building and associated industries.

What students will learn about

The Building and Construction 1 core module develops knowledge and skills in the use of tools, materials and techniques related to building and construction. These are enhanced and further developed through the study of the Building and Construction 2 specialist module.

What students will learn to do

Projects should reflect the practical nature of the Building and Construction focus area and provide opportunities for students to develop specific knowledge, understanding and skills related to building and construction technologies. These may include:

·   construction of small structures

·   scale models

·   elementary repairs and renovations

·   development of garden and recreational areas

·   work undertaken on isolated building models and mock-ups.

Projects should promote the sequential development of skills, use a range of appropriate materials and reflect an increasing degree of student autonomy as they progress through the course.

Child Studies

Course description

Child Studies aims to develop in students the knowledge, understanding and skills to positively influence the wellbeing and development of children in the critical early years in a range of settings and contexts.

What will students learn about?

The syllabus includes a range of modules that provide flexibility for schools to design and deliver a course in Child Studies that meets the needs and interests of their students. Modules should be between 15 and 30 hours duration.

The syllabus modules are:

• Preparing for parenthood

• Conception to birth

• Family interactions

• Newborn care

• Growth and development

• Play and the developing child

• Health and safety in childhood

• Food and nutrition in childhood

• Children and culture

• Media and technology in childhood

• Aboriginal cultures and childhood

• The diverse needs of children

• Childcare services and career opportunities

What will students learn to do?

Throughout the course students will develop skills that enhance their ability to:

• Support a child’s development from pre-conception through to and including the early years

• Positively influence the growth, development and wellbeing of children

• Consider the external factors that support the growth, development and wellbeing of children

•  Research, communicate and evaluate issues related to child development.

For more information see the Stage 5 PDHPE Electives site: Stage 5 Subject Selection 

Commerce

Course description

Commerce enables young people to develop the knowledge, understanding, skills, values and attitudes that form the foundation on which they can make sound decisions about consumer, financial, economic, business, legal, political and employment issues. It develops in students the ability to research information, apply problem-solving strategies and evaluate options in order to make informed and responsible decisions as individuals and as part of the community.

What will students learn about?

Students investigate the consumer, financial, economic, business, legal, political and employment world and are provided with the opportunity to develop their research, decision-making and problem-solving skills. Students develop an understanding of political and legal processes in order to become informed, responsible and active citizens. Commerce provides opportunities for students to develop the skills required to become responsible and independent individuals who can contribute to society.

What will students learn to do?

Student learning in Commerce promotes critical thinking and the opportunity to participate in the community. Students learn to identify, research and evaluate options when solving problems and making decisions on matters relating to their consumer, financial, economic, business, legal, political and employment interactions. They develop research and communication skills, including the use of ICT, and the skills of working independently and collaboratively.

Drama

Course Description

Drama enables young people to develop knowledge, understanding and skills

individually and collaboratively to make, perform and appreciate dramatic and theatrical works. Students take on roles as a means of exploring both familiar and unfamiliar aspects of their world while exploring the ways people react and respond to different situations, issues and ideas.

What will students learn about?

All students undertake a unit of playbuilding in every 100 hours of the course.

Playbuilding refers to a group of students collaborating to make their own piece of drama from a variety of stimuli. At least one other dramatic form or performance style must also be studied in the first 100 hours. Examples of these include improvisation, mime, script, puppetry, small screen drama, physical theatre, street theatre, mask, comedy and Shakespeare. Students also learn about the elements of drama, various roles in the theatre, the visual impact of design, production elements and the importance of the audience in any performance.

What will students learn to do?

Students learn to make, perform and appreciate dramatic and theatrical works. They devise and enact dramas using scripted and unscripted material and use acting and performance techniques to convey meaning to an audience. They learn to respond to, reflect on and analyse their own work and the work of others and evaluate the contribution of drama and theatre to enriching society.

Food Technology

Course description

The study of Food Technology provides students with a broad knowledge of food properties, processing, preparation, nutritional considerations and consumption patterns. It addresses the importance of hygiene, safe working practices and legislation in relation to the production of food. Students develop food-specific skills, which can be applied in a range of contexts enabling students to produce quality food products. The course also provides students with contexts through which to explore the richness, pleasure and variety food adds to life and how it contributes to both vocational and general life experiences.

What students learn

Students learn about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life.

The major emphasis of the Food Technology syllabus is on students exploring food-related issues through a range of practical experiences, allowing them to make informed and appropriate choices with regard to food. Students develop the ability and confidence to design, produce and evaluate solutions to situations involving food. They learn about Work Health and Safety issues, and learn to select and use appropriate ingredients, methods and equipment safely and competently.

Students learn about food through the following focus areas:

• Food in Australia

• Food Equity

• Food Product Development

• Food Selection and Health

• Food Service and Catering

• Food for Specific Needs

• Food for Special Occasions

• Food Trends.

Students undertaking the 100-hour course are required to complete THREE to FOUR focus areas.

Course requirements

To satisfy the requirements of the syllabus, students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of equipment.

History (Elective)

Course Description

History enables young people to develop an interest in and enjoyment of exploring the past. History Elective provides opportunities to develop a knowledge and understanding of past societies and historical periods. 

What will students learn about?

The History (Elective) course consists of three topics which include a range of options for study                    

Topic 1: History, Heritage and Archaeology 

Students explore the nature of history, heritage and archaeology and the methods that historians use to construct history. Historical issues studied include the collection, display and reconstruction of the past, including preserved human remains, ethical issues of ownership, preservation and conservation of the past.

Topic 2: Ancient, Medieval and Modern Societies

Students have the opportunity to explore a range of ancient, medieval and modern societies and their features as well as significant individuals

Topic 3: Themes and big ideas in history

Students investigate a theme or a big idea from history.  There is a diverse range of ideas that can be studied.

Options include (but are not limited to)

• Herstory

• Children’s history

• Heroes and villains

• Crime and punishment

• Freedom and slavery

• Mythology

• War crimes trials

• Colonisation and First Nations Peoples

• Crusades

What will students learn to do?

Students undertake processes of historical inquiry, including understanding and analysing sources and sequencing major historical events to show an understanding of continuity, change and causation. Students develop an understanding of historical concepts such as:

• empathetic understanding; 

• significance and 

• contestability. 

They apply research and communication skills, including the use of ICT, and examine different perspectives and interpretations to develop an understanding of a wide variety of viewpoints. Students are provided with opportunities to construct a logical historical argument supported by relevant evidence and to communicate effectively about the past for different audiences.

iSTEM

This school developed Board Endorsed Course covers a number of modules in the fields of technology and engineering, they include; Engineering Fundamentals, Aerodynamics, Motion, Mechatronics and the Major Research Project. There are five compulsory modules. To satisfy the requirements of the course students must undertake a range of inquiry-based learning activities, which occupy the majority of course, time.

   Inquiry-based learning assists students to actively pursue and use technological knowledge rather than experience it as pre-packaged and complete —to be accepted and practised. Thus in the course structure there are many points at which students raise questions and explore ideas.

What will students learn about?

Students will learn to use a range of tools, techniques and processes, including relevant technologies in order to develop solutions to a wide variety of problems relating to their present and future needs and aspirations.

iSTEM aims to reverse these lowered participation rates by inspiring and enabling secondary school students to appreciate the role and potential of science, technology, engineering and mathematics in the world in which they live, and to learn from their journey of technological inquiry, the essence of evidence-based critical thinking.

What will students learn to do?

Semester 1 CO2 Dragsters

In this unit of work students produce a CO2 Racer. Through a range of design, experimentation and testing procedures students are set the challenge of creating a CO2 Racer with a balance of velocity, durability and aesthetic features.

Semester 2 Let's Get Moving, The Passion Project and A Sign of the Times

In the unit "Let’s Get Moving", students will further explore the Elective Module Motion by working collaboratively to apply the science and potential of solar technology to transport design. Specifically, students will experiment with solar cells to power an electric vehicle.

"The Passion Project". You are asked to select an area of the STEM world that interests you and spend the Passion Project time learning as much about it as possible. The Passion Project is not intended to be a practical project but rather one that give you an opportunity to learn about something that really interests you. You will then be asked to develop a short audio visual presentation to share your research.

In the unit "A Sign Of The Times", students develop skills in Computer Aided Design (CAD) and Computer Aided Manufacture (CAM).  They will explore the use of LED's and simple electric circuits to create a unique LED lasercut sign.

Music

Course Description

All students should have the opportunity to develop their musical abilities and potential. As an artform, music pervades society and occupies a significant place in world cultures and in the oral and recorded history of all civilisations. Music plays important roles in the social, cultural, aesthetic and spiritual lives of people. At an individual level, music is a medium of personal expression. It enables the sharing of ideas, feelings and experiences. The nature of musical study also allows students to develop their capacity to manage their own learning, engage in problem-solving, work collaboratively and engage in activity that reflects the real world practice of performers, composers and audiences.

What will students learn about?

Students will learn about the concepts of music through exploring a range of topics, including the core topic of Australia Music. Other topics could include:

• Pop 

• Rock

• Jazz

• Music of a Culture

• Film Music

• Technology

• Western Art Music 

• Music for ensembles

What will students learn to do?

Students will learn to perform, compose and listen/analyse music in a range of musical contexts and styles. 

Physical Activity and Sports Studies

Course Description

Physical Activity and Sports Studies aims to enhance students’ capacity to participate effectively in physical activity and sport, leading to improved quality of life for themselves and others.

Students engage in a wide range of physical activities in order to develop key

understandings about how and why we move and how to enhance quality and

enjoyment of movement.

What will students learn about?

The course includes modules selected from each of the following three areas of study:

Foundations of Physical Activity

• Body systems and energy for physical activity

• Physical activity for health

• Physical fitness

• Fundamentals of movement skill development

• Nutrition and physical activity

• Participating with safety

Physical Activity and Sport in Society

• Australia’s sporting identity

• Lifestyle, leisure and recreation

• Physical activity and sport for specific groups

• Opportunities and pathways in physical activity and sport

• Issues in physical activity and sport

Enhancing Participation and Performance

• Promoting active lifestyles

• Coaching

• Enhancing performance – strategies and techniques

• Technology, participation and performance

• Event management

For more information see the Stage 5 PDHPE Electives site: Stage 5 Subject Selection 

Textiles Technology 

Course description

The study of Textiles Technology provides students with knowledge of the properties, performance and uses of textiles. They explore fabrics, yarns, fibres and colouration. Students examine the historical, cultural and contemporary perspectives on textile design and develop an appreciation of the factors affecting them as textile consumers. Students investigate the work of textile designers and make judgements about the appropriateness of design ideas, the selection of materials and tools, and the quality of textile items. Textile projects give students the opportunity to be creative, independent learners and to explore functional and aesthetic aspects of textiles.

The Textiles Technology Years 7–10 course includes Life Skills outcomes and content for students with disability.

What students learn about

Students learn about textiles through the study of different focus areas that recognise the following fields of textiles:

• Apparel

• Furnishings

• Costume

• Textile Arts

• Non-apparel.

Project work enables students to discriminate in their choices of textiles for particular uses. The focus areas provide the context through which the three areas of study – Design, Properties and Performance of Textiles, Textiles and Society – are covered.

Design ideas and experiences are documented to communicate evidence of the processes of designing, producing and evaluating. Students learn about Work Health and Safety issues, and learn to select, use and manipulate appropriate materials, equipment and techniques to produce quality textile projects.

Course requirements

To satisfy the requirements of the syllabus, students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of equipment.

100-hour course

Students undertaking the 100-hour course are required to complete:

• a minimum of TWO units of work, with each unit being developed from a different focus area.

Visual Arts  

Course Description 

Visual Arts fosters the development of imaginative, lateral thinking and creative problem solving together with the opportunity for the expression of ideas, feelings and beliefs.

What will students learn about?

This course is for students who wish to communicate their ideas visually through a variety of materials and techniques. They refine their skills to produce work which reflects the development of their conceptual and practical abilities. 

What will students learn to do?

Create a large scale mixed media artwork based on fantasy, dreams, images from science fiction etc. A selection of materials and techniques are combined to produce an art work. Students will develop practical skills including;

Drawing 

• graphite pencil, various styles of coloured pencils, oil and chalk pastels, brush pens, charcoal

Painting

• watercolour and gouache

Students will design and make a trinket box and the items to go inside including jewellery and or other small objects using various materials. Artists will develop practical skills including;

Ceramics 

• hand-building techniques including coil, slab, carving and modelling, methods of surface decoration include underglazes, glazes, glaze transfers, glaze crayons.

Jewellery

• fimo, beads, decorative threads etc.

Course Requirements 

Students are required to develop ideas through research in their Visual Arts Diary leading to the construction of artworks.

Visual Design 

(100 hours)

Course description 

The Visual Design Course offers new and exciting ways for students to understand and engage with the practice of design. The course investigates how visual design works come into being; artistically and conceptually. Design is a contemporary field of study that is continuously transformed by new and innovative practices. 

What will students learn about?

As young designers, students aim to translate creative ideas into a tangible form that has a function. Practice within the school context is intended to approximate practice used in the contemporary world by artists, visual designers, graphic designers and product designers. These practices provide real world models for learning and may establish career options.

What will students learn to do?

The focus of this course is commercially based art. Students tackle design briefs in a range of options including;

Print 

• illustration, cartooning, graphic design, posters, typography, symbols, logos advertising

Object

• product design, children’s books, interior design, jewellery

Course Requirements 

From the outset designers are encouraged to develop their own sense of 'practice' and to maintain a design journal.