Course Overview

Dance provides students with opportunities to experience and enjoy dance as an artform as they perform, compose, and appreciate dance. In an integrated study of these practices, students develop both physical skill and aesthetic, artistic, and cultural understandings. The course enables students to express ideas creatively and communicate physically, verbally, and in written forms as they make, perform, and analyse dances.  

Integrated Theory/Prac Units: 

• The Body as an Instrument: articulate body through a variety of styles while applying a working knowledge of safe dance practice.

• Structuring Movement: Learning to organize movement to express specific ideas, feelings, and experiences through composition.

• The Language of Dance: Using the elements (Space, Time, and Dynamics) to describe movements while viewing, discussing, and writing about professional works.

• Dance Connections: Making links between the physical performance of a work and the appreciation of its deeper cultural or artistic meaning.

Typical School-based Course Assessment

Theory Assessment:

• Research or analysis of dance styles/pioneers

• Term-3 Exam

Practical Assessment:

• Individual and group 

• Technical, creative, choreographic and athletic capacity

• Practical application incl. social skills (eg. non-verbal communication, timing, compromise/group cohesion, leadership etc)

Term-3 Exam Sample Format

Duration: 1 hour

Typical format: Multiple Choice + Short Answer + Extended Response.

Possible Vocational/Career Pathways

• Professional Dancer, Choreographer, Dance Teacher, Performing Arts Coach

• Dance Therapist, Arts Administrator, Pilates/Yoga Instructor, Stage Manager

Skills and Attributes Developed

• Job-Ready Skills: Communication, problem-solving, project management, and resilience.

• Social/Personal Skills: Leadership, cooperation, independence and initiative.

• Artistic Skills: Physical coordination, aesthetic awareness, and creative expression.

Past Student challenges

• Learning and using complex or technical vocabulary

• Meeting the performance requirements and performing in front of peers

• Maintaining independent responsibilities and initiative during composition tasks

Students Who Do Well In/Enjoy This Subject

• Interested in creative expression and physical activity

• Possess or desire to develop skills in researching, critical thinking, and analysing meaning in art

• Thrive in collaborative group learning settings and active environments

• Willingness to invest a weekly personal investment of 2–3+ hours of rehearsal/study

Course Overview

Drama is a dynamic subject in which students "learn by doing". It involves a physical environment where students perform in most lessons, engaging their intellect, emotions, imagination, and body. The course focuses on expression, performance, observation, and reflection, while offering opportunities to explore off-stage roles like playwriting, design, and direction. 

Integrated Theory/Practical  study units include (throughout Years 9 &/or 10):

• Introduction to Drama – Improvisation and Spontaneity: Focusing on developing spontaneity and basic performance skills through improvised situations.

• From ‘Me’ to ‘We’ - Group Devising: Collaborative creation of original drama through teamwork and shared creative decision-making.

• Crafting Character - Scripted Drama: Moving from devised work to interpreting scripts, focusing on theatrical conventions and character development.

• Nothing is Neutral: Exploring how performance choices, technical elements, and dramatic forms convey specific meanings to an audience.

Typical School-based Course Assessment

Theory Assessment:

• Logbook work associated with practical assessments

• Written assessment of dramatic terminology and appreciation

• Mid-Course/Yearly Exam

Practical Assessment:

• Individual and group formats

• Improvised Performance & Log: Spontaneous performance and reflective logbook entries

• Group Performance & Log: Collaboratively created performance and process documentation

• Scripted Performance & Log: Interpretation of text and potentially design elements

Term-3 Exam Sample Format

Duration: 1 hour

Typical format: Mixture of short answers regarding dramatic forms and extended responses analysing a live or filmed performance. 

Possible Vocational/Career Pathways

• Creative Arts Industries: Actor, Director, Scriptwriter, Stage Manager, Lighting Designer, Set & Costume Designer, Production Manager.

• Related Industries: Public Relations, Event Management, Education/Drama Teacher, Media and Communications.

Skills and Attributes Developed

• Collaboration: Working in a group environment to create cohesive artistic works.

• Technical Proficiency: Understanding production management and theatrical conventions.

• Critical Reflection: Analysing the personal, social, and cultural functions of theater.

Past Student challenges

• Maintaining a logbook consistently to document the creative process.  

• Managing performance anxiety and being comfortable performing in front of peers during every lesson

• Balancing individual initiative with the demands of collaborative group work

Students Who Do Well In/Enjoy This Subject

• Enjoy a physical learning environment rather than a traditional classroom desk setting 

• Interested in exploring imagined situations and the human experience

• Thrive when given the opportunity to develop, present, or even attend live performances and workshops

Course Overview

Music is a performance-driven and dynamic study where students learn to understand music and sound engineering as a language of expression. This elective course builds on Year 7 and 8 foundations, offering students practical opportunities to develop 21st-century capacities such as creative thinking, teamwork, and discipline. Students engage with music technology for recording, mixing, and notation, and are expected to participate in solo and group performances. 

Integrated Theory/Practical Units (Throughout Years 9 & 10):

• Music and Me & Songwriting: Focuses on popular music and the music of Australia, including Aboriginal and Torres Strait Islander Peoples.

• World Music & Technology: Explores global musical traditions and the use of electronic tools and video game music.

• Blues and Jazz: A study of the origins and repertoire of the Jazz genre, focusing on improvisation.

• Art Music (Step Back In Time): Historical analysis and performance of Western Art Music.

• Contemporary & Popular Music: Analysis of arrangements and modern popular music structures.

Typical School-based Course Assessment

Theory Assessment:

• Aural/Written Exam

• Listening & Theory Test: Identifying musical concepts and analyzing repertoire 

• Term 3 Exam

Practical Assessment:

• Performance (solo, group)

• technical skill and interpretation 

• Technology folio

• Multitrack Recording: Creating and editing a recording or folio of work

Term-3 Exam Sample Format

Duration: 1 hour

Typical format: Identifying concepts of music (pitch, duration, etc.) from audio excerpts including multiple choice, fill in the blanks, and short-answer theory responses. 

Possible Vocational/Career Pathways

• Creative Arts Industries: Musician, Composer, Sound Engineer, Record Producer.

• Related industries: Music Teacher, Arts Administrator, Broadcaster, Acoustic Engineer, Video Game Sound Designer.

Skills and Attributes Developed

• Technical Skills: Proficiency in sound recording, mixing, editing, and notation software.

• Professional Skills: Teamwork, confidence, discipline, and independence.

• Cognitive Skills: Critical reflection, imagination, and creative problem-solving.

Past Student challenges

• Managing the volume of technical vocabulary used in aural analysis.

• Maintaining the discipline required for regular practice and performance preparation.

• Navigating complex music technology software for composition tasks.

Students Who Do Well In/Enjoy This Subject

• Enjoy performing as a means of self-expression.

• Interested in musical creation and problem-solving through composition.

• Want to develop their aural awareness and understand music in social and cultural contexts.

• Learning patterns: Thrive in settings that balance individual practice with collaborative group ensembles.

Course Overview

An introduction to industry-standard equipment, software (Adobe Suite), and practices for digital photography, illustration, animation, and filmmaking. Students develop a portfolio of works that investigate the world, providing opportunities to convey ideas through thematically based units. 

Integrated Theory/Practical study units include (throughout Years 9 &/or 10):

Introduction to Digital Photography & Photoshop: Learning the fundamentals of digital camera operation and image manipulation using industry-standard software.

Graphic Portraits Folio: Exploring portraiture through a digital lens, focusing on both technical capture and creative post-production.

Thematic Investigations: Students develop their own expressive practice using new techniques in digital imaging and video.

Digital Media: Moving beyond still images to explore other forms of digital media

Typical School-based Course Assessment

Theory Assessment:

• Research and critical interpretation of photographic works

• Written assessment of historical and critical concepts

• Term 3 Exam

Practical Assessment:

• Portfolio: A collection of practical works demonstrating technical skill, digital/photographic work, evaluation, reflection

Term-3 Exam Sample Format

Duration: 1 hour

Typical format: Analyzing photographs for technical and conceptual choices through multiple choice, short answer and extended responses. 

Possible Vocational/Career Pathways

• Creative Arts industries: Professional Photographer, Digital Illustrator, Animator, Filmmaker, Graphic Designer, Video Editor, Web Content Creator, Social Media Manager.

• Related industries: Advertising, Photojournalism, Visual Arts Educator.

Skills and Attributes Developed

• .Technical Skills: Proficiency in the Adobe Creative Cloud suite and industry-standard camera equipment.  

• Critical Thinking: Interpreting how images communicate cultural and self-identity.  

• Creative Problem Solving: Designing visual solutions for thematic investigations.

Past Student challenges

• Realising that it’s not all ‘prac’! Balancing the theory component of the course with the practical components

• Mastering technical knowledge and processes, such as using the Adobe software suite

• Managing your time to develop a full practical portfolio and meet deadlines

• Moving from ‘taking photos’ to composing intentional photographic work

Students Who Do Well In/Enjoy This Subject

• Interested in visual communication and the digital world 

• Enjoy hands-on learning with technology and digital equipment

• Willing to engage in critical reflection and historical study of art forms

• Thrive in project-based environments that allow for individual expressive practice

Course Overview

Visual Arts empowers students to engage in visual communication. In contemporary societies, knowledge is increasingly managed through imagery and visual codes. Through Visual Arts studies, students develop skills in creativity, problem-solving, and visual literacy—attributes highly sought after in the modern business world and the creative industries of the future.

Integrated Theory/Practical Units

• Year 9 Unit 1: Drawing and Illustration: Exploring the fundamentals of mark-making and visual storytelling through various dry and wet media.

• Year 9 Unit 2: Printmaking: Investigating traditional and contemporary print processes to create multiples and layered works.

• Year 10 Unit 1: This is Australia – Landscape Painting: A deep dive into the genre of landscape, focusing on both traditional techniques and contemporary social commentary.

• Year 10 Unit 2: Object-ified (Sculpture & Ceramics): Transitioning from 2D to 3D, exploring spatial awareness through the creation of physical forms and ceramic vessels.

Typical School-based Course Assessment

Theory Assessment:

• Research Essay/Task: Investigating specific artists, movements, or cultural contexts (15–20%).

• Examination: Analysis of "unseen" images using the Frames and Conceptual Framework (20–25%).

Practical Assessment:

• Artmaking/Body of Work: A polished practical project and Visual Arts Process Diary (30%).

Term-3 Exam Sample Format

Duration: 1 hour

Typical format: Section I: Short answers (analyzing plates/images provided in the paper); Section II: Extended response (comparing the practice of two or more artists). 

Possible Vocational/Career Pathways

• Creative Industries: Fine Artist, Illustrator, Sculptor, Art Gallery Curator, Art Teacher.

• Design Industries: Graphic Designer, Architect, Interior Designer, Industrial Designer.

• Related Industries:  UI/UX Designer, Creative Strategist, Digital Content Producer, Concept Artist for Film/Gaming, Education/Art Teacher.

Skills and Attributes Developed

• Visual Literacy: The ability to "read" and interpret complex visual information.

• Creative Problem Solving: Developing unique visual solutions to complex thematic challenges.

• Social Commentary: Learning to use art as a vehicle for expressing opinions on cultural and political issues.

Past Student challenges

• Maintaining a Visual Arts Process Diary consistently to document the evolution of ideas.

• Developing independent research skills and the ability to plan and manage creative tasks and long term projects. 

• Managing the organizational requirements and set up/pack up of a studio environment.

• Planning your time and showing ongoing commitment to be able to finish and polish your Body of Work, and other tasks by their due date. 

Students Who Do Well In/Enjoy This Subject

• Enjoy working with their hands and experimenting with different materials (paint, clay, ink).

• Are curious about how the world is represented through media and technology.

• Are willing to engage in critical thinking and writing about how art functions in society.

• Thrive in environments that offer a mix of teacher-led technical instruction and independent creative freedom.