Dear Students, Parents and Guardians - オーストラ … Dear Students, Parents and Guardians This guide is designed to provide students with information that will assist you to

1

Dear Students, Parents and Guardians

This guide is designed to provide students with information that will assist you to select the most

appropriate course of study at Taroona in 2015. It is a ‘guide’ and as such it does not contain all

of the information you will need in planning your learning pathway next year and into the future.

An important part of the process of choosing your course for 2015 is talking to people that you

trust about your interests, capabilities and aspirations and how different courses may contribute to

a positive and rewarding learning experience at Taroona High. Include your parents, family,

current teachers, teachers who may be teaching courses you are interested in studying, the

Pathways Planning Officers and Grade Coordinators in your decision making. The more

information you have and the more people you consult, the more informed you will be. Students

who make informed choices, with a clear goal in mind, are more likely to be happy at school, enjoy

their learning and achieve their learning goals. It does not matter if you change your mind in the

future. You will be much happier and successful in your studies if you have a clear purpose and

intention in mind when choosing your subjects.

In choosing your courses the school imposes certain minimal restrictions on your choices, and the

Australian Curriculum also has some mandated requirements. This is to ensure that all students

are literate, numerate, have been given the opportunity to study Science and History and have the

ability to be self-directed learners in an ever changing world. Nobody is able to predict with any

certainty their exact future and plan just for that. We know, however, that communication skills

are essential, as is the ability to acquire new knowledge. The restrictions on your choices reflect

these factors. Because students progress at different rates our course offerings reflect this

diversity in past success and experience. This is particularly the case in the areas covered by the

Australian Curriculum where a range of courses are offered that are notionally tagged to a

particular grade but studied by students across grades 7 to 10.

All students have participated in future planning and goal setting this year and hopefully, as part of

this, have set themselves some goals for the future and considered the courses that best suit their

needs and aspirations. As part of this forward planning process, we are asking students who will

be in Year 9 in 2015 to give some consideration to their courses over the next two years, and to

give some thought to their pathway after Year 10.

In making your choices for 2015, try to choose subjects that offer a diverse range of learning

experiences. There are opportunities for students to really extend and challenge themselves in

learning areas. Construct a program that will excite and challenge you with a mix of learning

experiences.

Taroona High is committed to ensuring that you leave the school

enthusiastic about learning; confident that you can learn effectively

and that you have the skills, knowledge and understanding to achieve

your dreams, whatever they may be.

I wish you every success in the courses you choose for 2015.

John O’Rourke

Principal

2

Table of Contents

The Australian & Tasmanian Curriculum ................................................................................ 3

Year 9/10 Requirements ............................................................................................................. 3

Year 9/10 Course Selection Guidelines ................................................................................... 4

Learning Areas and Associated Courses ................................................................................. 5

English Learning Area .................................................................................................................. 6

Mathematics Learning Area ........................................................................................................ 10

Science Learning Area ................................................................................................................. 12

Society and History (SAH) Learning Area .............................................................................. 17

Health and Wellbeing Learning Area ....................................................................................... 21

Languages Learning Area ............................................................................................................ 25

The Arts Learning Area .............................................................................................................. 28

Vocational and Applied Learning (VAL) Area ......................................................................... 37

Digital Technology Learning Area ............................................................................................. 46

Taroona High School Senior Timetable Structure ................................................................ 49

Two Year Course Plan (for Year 8 students only) ............................................................... 50

Cover Design: John Hutchison

3

The Australian & Tasmanian Curriculum The Australian Curriculum Framework sets out the core knowledge, understanding, skills and

general capabilities important for all Australian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian

community. It makes clear what all young Australians should learn as they progress through

schooling. Australian Curriculum courses already implemented are Mathematics, English, History,

Science, Health and Physical Education and Geography. The Arts, ICT, Design & Technology,

Economics, Business, Civics and Citizenship are to follow in the next couple of years. Until the full

implementation of the Australian Curriculum has taken place, we will still be offering courses from

the Tasmanian Curriculum Framework in the areas of Arts, Vocational and Applied Learning and

Languages. Comprehensive scope and sequence statements, outlining learning opportunities for

students as they progress from K-12, are provided for each of these curriculum areas. Skills in

Information and Communication Technologies (ICTs) and Thinking are developed in all areas of

the curriculum.

Students will be assessed against National standards in the areas of English, Mathematics, Science,

History and Health and Physical Education and against State standards in Vocational and Applied

Learning, the Arts and Languages.

At the end of each year all Year 10 students receive a comprehensive summative report from

Taroona High School outlining their progress and the standard reached in all the courses they are

studying.

Successful achievement at Year 10, described in the National and Tasmanian curriculums, will

provide a good foundation for students to make a successful transition to Year 11 Australian

Curriculum and TCE Senior Secondary courses. This includes pre-tertiary courses. In addition,

careful selection of optional subjects should enhance subject choices in Year 11.

Year 9/10 Requirements

In 2015, courses offered will be of two types, as long as any set prerequisites are met: those

accessible to both Year 9 and Year 10 students and those which are Year specific. Some classes,

but not all, will be vertically grouped, i.e. a combination of both Year 9 & Year 10 students.

MINIMUM REQUIREMENTS

Years 9 & 10

Students must choose, as a minimum over two years:

At least one course in English and one course in Science in Year 9 and Year 10.

At least one course in Maths in Year 9 and Year 10.

N.B.: Maths 10 is a pre-requisite to studying Maths Methods Foundation in Year 10. In

Year 10, it can be taken concurrently with Maths Methods Foundation. Year 9 students

who achieved at least a B rating in the Maths 10 course in 2014, may choose to take Maths

Methods Foundation as their only Maths course in 2015.

At least one course in SAH in Year 9. The required study of History may be achieved by

choosing the extended two semester courses The Making of the Modern World and The

Modern World and Australia (the second of these courses can be taken in Year 9 or Year

10) or choosing History Accelerated A or History Accelerated B. SAH is optional in Year

10.

N.B.: A list of all Learning Areas and associated courses can be found on the next

page.

http://www.education.tas.gov.au/curriculum/standards/ict

http://www.education.tas.gov.au/curriculum/thinking

4

Course Planning

During the process of course selection, students and parents should actively seek advice from as

many relevant sources as possible. Students who choose courses based on wide consultation

usually experience less dissatisfaction and greater success. Year 8 students especially, while

making a plan for Year 9, should be keeping an eye on Year 10 and beyond – see the planning map

on page 50. A Course Information Evening will be held at school on Wednesday, August 6.

Note: For information regarding a particular subject telephone the Learning Area Leader or

Course Co-ordinator on (03) 6227 7700. The contact person for each department is shown

under each course heading. For advice on overall planning please contact Mr David Perkins.

Year 11/12

Our linked institutions are the Hobart and Elizabeth Colleges. For those students who wish to

examine pathways to Year 11 and 12 more closely, Learning Area Leaders can offer advice.

Information on courses can be located on the Department of Education website

(http://www.education.tas.gov.au/). Click on the Year 11 & 12 box.

Year 9/10 Course Selection Guidelines This year students will need to enter their course preferences electronically. They will receive a

personalised letter with instructions on how to complete this process. If students do not have internet access,

they will need to visit Student Services to collect a hardcopy of the course selection form.

Before selecting your subjects from the structure on page 49, please keep the following points in mind.

1. Study closely the Year 9/10 requirements on page 3 of this booklet.

2. Looking at the structure on page 49, year-long courses are highlighted in blue; semester long courses

are highlighted in red.

3. Referring to the structure on page 49, you should choose subjects as follows:

For Preference 1 - Choose one course from G1




For Preferences 5 & 6 - EITHER choose one course from G5 and one course from G6 OR

choose one course from G7 and one course from G8.

For Preferences 7 & 8 - EITHER choose one course from G9 and one course from G10 OR

choose one course from G11 and one course from G12.

Every attempt will be made to give you all your choices and where you choose to do them. However,

unless a minimum number (approx 20) choose a course, that course is unlikely to run and it may be also

necessary, in order to balance staffing over the two semesters, to change the semester in which you study a

certain course.

Please note that all course selections should be made by no later than Friday 12, September

2014.

http://www.education.tas.gov.au/

5

Learning Areas and Associated Courses

Learning Area Associated Courses

English English 1

English 2

English 3

English Language Learners

English Literature

Literary Inquiry

English – Script Writing

English Writing

History Through Literature

Journalism

Mathematics Maths 9

Maths 10

Maths Methods Foundation

Science Exploring the Ecosystem 9

Exploring the Ocean 1


Extended Science 9

Extended Science 10

Human Science 9

Human Science 10

Society and

History

Big History

Geography

Introduction to Psychology and

Sociology

History Accelerated A

History Accelerated B

The Making of the Modern

World

The Modern World and

Australia

Health and

Physical Education

Full on Fitness

Get Moving

Girls Self Defence & Fitness

Negotiated Wellness

Racquet Sports

Recreation

Team Sports

Sports Leadership

Sports Science - Physiology

The Arts Art, Craft and Design

Audio Design

Choir (after school class)

Contemporary Music

Dance

Drama

Graphic Design 1

Graphic Design 2

Intermediate Music

Intermediate Stage Band (after

school class)

Learning Centre Music

Music Industry Studies

School Production

Senior Music

Senior Music Extended

Senior Stage Band (after school

class)

String Ensemble (after school

class)

Theatre Performance

Vocational and

Applied Learning

and other Learning

Opportunities

Catering and Hospitality

Design in Metal

Design in Wood

Drawing and Design

Duke of Edinburgh Award

Food Technology

Millionaire by Design

Online – Negotiated Study

Textiles

The Cutting Edge

Work Studies

Languages Chinese

French

Italian

Online – Languages

Digital Technology Computing Creative Media

6

ENGLISH LEARNING AREA

Sandra Renshaw – Learning Area Leader

English is a compulsory subject for Australian students in Years 9 and 10. Students must choose

one English course in both 2014 and 2015 to fulfil minimum learning requirements. It is strongly

recommended that students complete a Foundation Course or English Literature in either Year 9

or Year 10. Students may elect to study two courses in a calendar year. In the interests of

students studying a broad curriculum, it is advised that no more than two English courses be

undertaken at any one time.

N.B. : Before deciding on which course suits you best, it is crucial that you engage in

consultation with you current teacher of English.

Foundation courses: preparation for studies of senior

secondary English


English 1

English 2

English 3

Extension courses: recommended for students achieving at ‘B’ standard or above

Journalism, Script Writing & History Through Literature

(only in conjunction with another course)

English Writing

English Literature

Literary Inquiry

7

Foundation courses: preparation for studies of senior secondary

English

The following courses prepare students for studies of English in the senior secondary years,

including English Applied, English Communications, English Studies, English Writing, English as a Second

Language, Essential Skills – English and Foundation English.


No pre-requisite is required to undertake this course.

This course encourages and supports the building of skills to learn English, to increase enjoyment

and build both confidence and understanding. It develops communication skills through sharing

conversations and reading stories. There will be an emphasis on English language structure through

spelling, punctuation and grammar. Understanding will be enhanced through ICT and ESL activities,

as well as more traditional written texts, newspapers, magazines etc.

Possible texts: The Girl Next Door, At the Footy, Between the Flags, Shape Shifters.

English 1

Students who choose this course should have received either a D or C at Year 8 level.

This course focuses on the basic skills of English: reading, writing, listening, speaking and viewing;

creativity, and the understanding and appreciation of various types of literature and film. Through

discussion, practice and ICT use, ability in all these areas should increase.

Possible texts: newspapers and magazine articles, film, short stories, poetry, novels and graphic novels

English 2

Students who choose this course should have received at least a C at Year 8 level.

This course further develops confidence and ability in the basic English skills: reading, writing,

listening, speaking and viewing; creativity and the understanding and appreciation of various types

8

of literature and film. There will be a focus on both classic and contemporary texts, discussion,

essay writing and creative writing.

Possible texts: “The Simple Gift”, “Romeo and Juliet”, “The Rag & Bone Shop”, “Three Cups of Tea”,

“The Cay”, short stories and poetry

English 3

Students who choose this course should have

received at least a C at Year 9 level.

This course builds on the skills, knowledge and

understandings gained in English 2. However,

English 2 is not a prerequisite for English 3,

and students need not study both courses.

Possible texts: “To Kill a Mockingbird”, “Private

Peaceful”, “The Curious Incident of the Dog in the

Night Time”, “The Wave”, “Of Mice and Men”,

“The Hunger Games”, “Boy in the Striped

Pyjamas”, “By the River”, “And the Big Men Fly”,

“Julius Caesar”, “Twelfth Night”, “The Merchant

of Venice”

Extension courses: recommended for students achieving at B or A level

in Year 8 or 9

English Writing

This course aims to develop students’ skills in the exploration of ideas through writing. Students

will study texts and create their own. There will be an emphasis on developing skills in crafting

writing, through discussion, lots of practice and investigation of other writers’ approaches. Various

texts will be analysed and used as a role model for students’ own writing. There will be a

considerable amount of choice in topics and assignments undertaken. Personal, creative and

critical responses will be encouraged.

Possible texts: “Singing for Mrs. Pettigrew”, “My Name is Mina”, “All I Know About Writing” by John

Marsden

English Literature

This course requires a high level of competence and interest in English. A wide range of reading of

both classic and contemporary literature will be undertaken, with discussion and analysis of texts.

There will be an emphasis on essay writing, assignments based on students’ own choice of novels

and a research based individual study.

Possible texts: “Lord of the Flies”, “The Pearl”, “Jane Eyre”, “Macbeth”, “The One Day of the Year”, “The

Alchemist”, “Glory”, “Cry Freedom”

9

Literary Inquiry

This course focuses on an investigation of literature and film, using negotiated inquiry processes.

These are: to frame and research significant questions, set goals, collect information, think about

possibilities, make decisions and justify conclusions. Complex and challenging themes in texts will

be examined, as well as the social and cultural context in which they were created.

Classic and contemporary texts, including film, will be studied and analysed and there will be scope

for personal choices.

Possible texts: “Catcher in the Rye”, “Metamorphosis”, “A River Runs Through It”, “Amelie”, “The Power

of One”, “Up”, “The Little Prince”

Journalism

Journalism is an optional course and can be taken as well as a Foundation Course, but not instead

of one. Although it is not a requirement, it would be an advantage if students also studied Graphic

Design.

The course introduces students to the various aspects of print, radio and television journalism.

There is an emphasis on the changing role of the media in today’s society. The skills required to

conduct interviews, research and compile stories will be developed. The ethics of celebrity

journalism and the paparazzi will be explored. As part of a collaborative group there will be the

opportunity to contribute to the publication of “Windward”, the Taroona High Year Book, and

“Taroona Views”, the school newsletter.

Possible texts: A range of print and electronic media; fiction and non-fiction texts. “The Content Makers”,

“Media: New Ways and Meanings”, “The Truman Show”, “Frontline”, “Media Watch”, “The Hollow

Men”, “The Gruen Transfer”


History Through Literature is an optional course for those especially interested in English and

History, and can be taken as well as a foundation course, but not instead of one.

Covering a timescale of more than two thousand years, students are offered the chance to study a

wide range of texts, from classics such as “The History” by Herodotus to graphic novels such as

“Maus” by Art Spiegelman. Students will be asked to study examples of literature from around the

world which help develop their knowledge of historical events, the impact on ordinary people and

what lay behind the events.

This course aims to be studied in addition to the National Curriculum requirements of History

and English, it is designed to offer students the chance to extend their studies in both areas.

Students choosing this course will need to undertake a variety of student centred coursework

throughout the year.

Whilst there are no expectations of prior learning or grades, class members will have to have a

love of reading as well as a curiosity about the world around them!

English – Script Writing

Introduces the basic elements of writing screenplays for short films. Includes the sharing,

discussion, reading and viewing of films and scripts: what makes them work (or not). You’ll be able

to focus on developing ideas, story structure, character construction, dialogue, and concise writing

in developing your own short screenplays, of which others in The Cutting Edge may use to film.

You will also learn to use the software, Celtx, designed for creating and organizing media projects

like screenplays. Limited places available.

10

MATHEMATICS/NUMERACY LEARNING AREA

Wendy Andrewartha – Learning Area Leader

In 2015, it is compulsory for all students to study an Australian

Mathematics Curriculum course. These courses are structured

to reflect the content as outlined by the Australian Curriculum

- they are intended to cater for the different needs and

capabilities of students. The courses include learning from the

strands of Number and Algebra, Measurement and Geometry,

and Statistics and Probability.

It is vital that students choose the appropriate course that

caters for their level of achievement from the previous year.

Every Year 8 and 9 students will receive a written

recommendation from their 2014 Maths teacher, advising of the

appropriate course.

Based on this recommendation, all students must select one of

the following compulsory maths courses:

Compulsory Mathematics Courses

Year 9 Maths

This course is aligned with the Year 9 Australian Maths

Curriculum. The course provides learning opportunities

across the three strands of mathematics. The range of

concepts developed within these strands includes both

applied and abstract concepts and will sufficiently prepare

students for successful engagement with the Year 10

curriculum in the following year. Students will require a

scientific calculator to complete this course.

N.B.: Students choosing Maths 9 on Line 4 must have

received at least a C rating in Year 8 Semester 1.

Year 10 Maths

This course is aligned with the Year 10 Australian Maths

Curriculum. The course provides learning opportunities

that will prepare students for further study in the field of

Mathematics and related disciplines at college. Students will

require a scientific calculator to complete this course.

N.B.: Students choosing Maths 10 on Line 4 must have received at least a C rating in Year

9.

11

Optional Mathematics Course

The following course may be selected as an extension to Maths 10. Students who have

successfully completed the Year 9 and Year 10 Maths courses in 2014, may choose to take this

course as their only Maths course in 2015. For students who have not completed the year 10

course in 2014 they must do this concurrently with Maths Methods Foundation.

Maths Methods Foundation:

Completion of Maths Methods Foundation in Year 10, prepares students to enrol in pre-tertiary

Maths Methods 3 in Year 11.

The strands of mathematics covered in this course include Algebra, Function Study, Logarithmic

and Trigonometric Functions, Calculus and Probability. Classpad calculators are used consistently

throughout the course, therefore it is worthwhile purchasing one for familiarisation, as it will also

be needed in Years 11 and 12.

Students wishing to pursue a career in Engineering, Geomatics, Physics, Maths or related

disciplines are advised to select this course, allowing them to study pre – tertiary Maths Methods

Level 3 at college.

Recommendation: This course is only suitable for students in Year 10 and is taken in addition to Year 10

Maths. It can be taken concurrently for students with at least a Year 9 B rating or Year 10 B rating at

the end of semester 1 2014.

12

SCIENCE LEARNING AREA

Sue Schaap – Learning Area Leader

In 2015 we will be offering a range of Science courses designed to capture your interests as well as

provide pathways to Year 11 and onwards. As outlined in the Australian Curriculum, you will

complete units of work that cover three strands:

Science Understanding

Science as a Human Endeavour

Science Inquiry Skills

If you achieve an “A” or a “B” by the end of Year 10, you should be capable of successful study in

pre-tertiary science courses in Year 11 or 12. There is also a range of Foundation courses

available in the Science field at college.

All students MUST complete at least ONE science course in BOTH Year 9 and Year 10. It is

possible for students to complete more than one course per year.

Summary of Year 9 courses in 2015:

The following courses are available for Year 9 students:

Extended Science 9

All strands of Science covered with a strong

emphasis on Physics and Chemistry.

Human Science 9

All strands of Science covered from a human

perspective – stronger emphasis on biological

sciences.

Exploring the Ocean 9 All strands of science covered with the marine

environment as the focus.

Exploring the Ecosystem 9 All strands of Science covered with an

Environmental Science/ Geography focus.

Summary of Year 10 courses in 2015:

The following courses are available for Year 10 students:

Extended Science 10

All strands of Science covered with a stronger

emphasis on Physics and Chemistry. An

important course for preparing students for

pre-tertiary Science courses.

Human Science 10

All strands of Science covered all from a human

perspective – stronger emphasis on biological

sciences.

Exploring the Ocean 10 All strands of Science covered with the marine

environment as the focus.

13

How to Choose?

You wish to do pre-tertiary Physical Sciences at

college?

Do Extended Science 9 in Year 9.

Do Extended Science 10 in Year 10.

You haven’t done Extended Science in Year 9

but hope to do pre-tertiary Physical Sciences at

college.

Do Extended Science 10 plus another Science if

you wish.

You are in Year 9 next year and you are quite

good at science.

Do Extended Science 9 plus another science

course if you wish.

You are in Year 10 next year and you are quite

good at science.

Do Extended Science 10 plus another Year 10

science course if you wish.

You are in Year 10 next year and you really

want to study Biology or Health Studies or

Environmental Science at college.

Do Human Science 10 plus another science if

you wish.

When choosing a course it is important to note the following:

Which one would I find the most interesting?

What career path might I wish to follow e.g. if I wish to become an engineer, what should I

be doing?


This Year 9 Science course aims to provide students with

the physical and occupational safety skills to explore our

marine environment and the scientific understanding to

appreciate it. By facilitating an understanding of the

ocean, with key learning opportunities, students should

develop as lifelong learners who understand their

connection with the natural world.

Students will learn about: marine taxonomy, weather and

climate, what causes tides, marine ecosystems,

introduced marine pests, fisheries management,

sustainable fishing, aquaculture, marine reserves and marine pollution. Students will meet a

number of guest speakers who are experts in their field.

To participate in this course, students must be able to swim 200m within 5 minutes and tread

water for ten minutes. This prerequisite will be tested in a local swimming pool at the end of this

year! Students will complete a snorkelling course which will require students to provide their

own wetsuit and snorkelling gear (including wetsuit boots, hood and gloves). Costs involved

($150) include x4 snorkelling days to dive locations in southern Tasmania, a day trip to

Woodbridge Marine Discovery Centre, SSI Snorkelling certification and in-water supervision from

qualified snorkelling instructors or dive masters when required.


This Year 10 Science course explores the science around the four spheres of Planet Earth: the

biosphere, the lithosphere, the atmosphere and the hydrosphere. Focus areas will include:

Derwent Estuary monitoring, Climate Change, Coastal erosion, Antarctic Science and Marine

Technology. Students will be expected to conduct a major project to monitor an aspect of the

marine or coastal environment. Risk management will be an ongoing theme throughout the

14

course and students will be expected to submit risk management plans before embarking on

proposed activities.

This course is targeted for students who enjoyed

the science component of Exploring the Ocean 9

and want to further develop their marine science

knowledge and skills. A significant part of this

course will be spent in the classroom and in

science labs. Our diverse range of partnerships

with scientific research organisations and industry

will ensure interaction with experts engaged in

current marine research or commercial

opportunities.

Snorkelling will be a significant part of this subject

during the warmer months. Students are required to provide their own wetsuit and snorkelling

gear (including wetsuit boots, hood and gloves). To participate in this course, students must be

able to swim 200m within 5 minutes and tread water for ten minutes. Costs involved ($120)

include field trips to relevant venues and in-water supervision from qualified snorkelling instructors

or dive masters when required.

Extended Science 9

This course is designed to start your pathway into pre-tertiary science. It covers a broad range of science

disciplines with the focus on developing your knowledge,

research and experimental skills.

The following content will be covered:

Chemistry – structure of atom, radioactivity, the

language of chemistry, everyday reactions;

Electricity – circuits, electronics, alternate energy production;

Light and sound – how do we see? how do we hear?

Maintaining Balance in Systems – human nervous and endocrine systems and ecosystems

Geology – the earth shudders and shakes (plate tectonics, earthquakes)

Extended Science 10

This course is essential to prepare you for pre-tertiary Physical

Sciences in Year 11. It is also an excellent preparation for other

pre-tertiary science courses. It is recommended that you do this

course in Year 10 or on completion of Extended Science 9.


Physics – road science, motion, gravity, stopping;

Chemistry – predicting reactions, titration, periodic table

trends, organic chemistry;

Astronomy – the origins of the universe;

Global Systems – carbon cycle, our biosphere

Biology – human variation, genetics, evolution

You will have the opportunity to conduct your own research

15

projects and to participate in visits to the University and the Science and Engineering Challenge.

Human Science 9

This course is designed to cover the disciplines of science (as described in the Year 9 Australian

Curriculum) with the human body as the focus. Students undertaking this course may have the

opportunity to participate in an accredited First Aid course for which there is a cost of $50 for

external certification.


Chemistry –chemical reactions in the body, effects of radioactivity on humans

Electromagnetic radiation – how do we

see? how do we hear? Effects of EMR on

the body

Geology – continental drift, early evolution of humans

Biology – coordination and function of

body systems

Human Science 10

This course is designed to cover the disciplines of science (as described in the Year 10 Australian

Curriculum) with the human body as the focus.


Chemistry – organic chemistry and its

impact on humans

Physics – safety on the road, effect of gravity on humans

Astronomy – the origins of the

universe and our place in space, are

we alone?

Biology – DNA and our genes, the

future of the human race – our

evolution, what will we be like in the

future?

Man’s effect on our global systems –

global warming, population growth

Exploring the Ecosystem 9 (a Year 9 course only)

This course combines Science and Geography with Outdoor Education to help students develop

an in-depth and practical understanding of how a range of ecosystems function.

The course will explore the ecology, geomorphology, values and threats to:

Our Backyard: Through building and maintaining a small garden, students will explore the

influences of abiotic and biotic interactions on an ecosystem. The garden will then provide a

foundation for undertaking science-based inquiry throughout the course.

16

The Forest: Using Mt. Wellington as a focal point, students will explore the natural history and

values of Mt Wellington, as well as identifying vegetation types, food webs and the role of fire in

shaping vegetation.

The Coast: Focusing on the East

Coast and Lower Derwent, students

will investigate the complexities of

foreshore ecology and management.

The River: Using the Upper

Derwent and Huon Rivers as

examples, students will learn about

how rivers form, as well as how to

interpret the health of a river

system. Students will see firsthand

the impacts of agriculture on river

ecosystems.

This course will assess students on the Australian Science and Australian Geography Curriculum.

This course will include day trips to Mt. Wellington and an overnight camp on the Tasman Peninsula.

There will be costs involved in the overnight camp and the day trips.

17

SOCIETY AND HISTORY (SAH) LEARNING AREA

Robert Gawlik - Learning Area Leader

Society and History (SaH) is an inquiry based area that allows the exploration of history, geography,

economics, government, law, philosophy, political science, psychology and sociology.

Society and History promotes the understanding of societies, events, movements and developments

that have shaped humanity from earliest times. It helps students appreciate how the world and its

people have changed, as well as the significant continuities that exist to the present day. Awareness is

an essential characteristic of any society, and historical, geographical and sociological knowledge is

fundamental to understanding ourselves and others. And in so doing, it compels us to think about

human values, including present and future challenges.

In accordance with the Australian Curriculum Standards, assessment is based on:

Knowing, understanding, sequencing, inquiring, critically examining, and communicating.

Future Pathways

Students who experience success in studying Society and History will develop a good foundation of

understanding and transferable skills for further studies at college in Business, Law, History,

Sociology, Psychology, Community Services, Cultural Studies, and Environmental

Studies.

Courses for 2015 All students are required to complete a History course.

All grade 9s are required to study History (Pathway 1 or 2) and will need their selection to be

signed off by their grade 8 Society and History teacher.

Pathway 1 consists of two courses which may be completed over two years, 9 & 10.

All other courses are optional in year 9 or 10.

It is possible for students to complete more than one course per year.

The required study of History may be achieved by choosing:

Pathway 1 – taken over years 9 and 10

1. The Making of the Modern World (1750-1918) PLUS

The Modern World and Australia (1918 – today)

(For those who enjoy studying history and wish to extend and develop their historical skills and understanding)

OR

Pathway 2 – the single combined course in grade 9:

2. History Accelerated (1950 – present day)

History Accelerated is a demanding course (incl homework) and students are strongly

encouraged to consider doing the two year course (Making of the Modern World and The

Modern World & Australia), or the year-long version of History Accelerated.

History Accelerated A - for those who would like the challenge of a little more

academic rigour.

History Accelerated B - for those who would like the challenge of a little less academic

rigour. Only offered in semester 2, Line 4. Classwork in this course will be set at an ‘At

Standard’ level. Students wishing to achieve an ‘Above Standard’ or ‘Well Above Standard’

result, are advised to choose one of the other History courses.

18

Other Courses

Introduction to Psychology and Sociology (optional)

Geography (optional)

Big History (optional)

The Making of the Modern World (1750-1918)

(‘isms’, industrialisation, slavery, migration, Asia, colony to Federation, WW1)

Students will be provided with an overview of the historical period, after which, they will be then

be given a chance to choose and engage in various depth studies.

The Industrial Revolution – its significance and effects on living & working conditions.

The movement of people (slaves, convicts and settlers)

The extent of European expansion and colonisation, including in the Asian region.

Progressive ideas and movements, including nationalism, leading up to WW1

The Modern World and Australia (1918-present day)

(WW2, Rights and Freedoms, Globalisation, Sustainability)

Students will be provided with an overview of the period from the 1920s to the present, after

which, they will then be given a chance to choose and engage in various depth studies.

The Roaring Twenties, the Great Depression, and World War II.

The Civil Rights movement.

The Cold War & Australia’s involvement in conflicts in Korea,

Vietnam, The Gulf Wars.

The rising influence of Asian nations.

Developments in technology, health, longevity, population, and standard of

living.

The Environment movement (1960s –

present) and our efforts to save the

planet

History Accelerated (150 – present day)

This course will cover content from both:

The Making of the Modern World (1750-1918) and

The Modern World and Australia (1918-present day).

Introduction to Psychology and Sociology (Optional)

Why do people behave the way they do? How does the brain work? What happens to the brain

during adolescence? Why are societies formed as they are and operate as they do? Why do people

commit crimes? Learn about human mental processes, behaviour, emotions and relationships.

What is Psychology? Definitions and some background history.

Psychology as a Science – research methods and investigation.

Look at Me!!! Developmental psychology, intelligence, personality and attitudes, generational

change.

Social Psychology – pro and anti-social behaviour, group influences, power, status and conformity. Social structure and organisation.

Issues – e.g. gender, equality, prejudice, race and ethnicity, poverty, power, families, mass

media, technology, social change.

What is normal and what is not? Mental health. Although there is no prerequisite for this course, good research and writing skills are

important for success.

19

Geography (Optional)

Are you curious about the physical world and the people in it?

This subject will aim to develop or extend geographic skills and understanding of the earth and its

features and the distribution of life on earth, including human life and its impacts on the natural

environment.

Biomes and food security explores:

The ecological communities of the world.

Their alteration and significance as a source of food and fibre.

The environmental challenges on expanding food production in the future.

Food production and food security.

Why do populations grow and decline?

Are there too many people in the world?

Geographies of interconnections explores:

The interconnections between people and

places.

How and why do people migrate around

the world.

The products people buy & the impacts of

production on the places that make them.

Where do industries locate and why? How

does this change through time?

The ways that transport and information &

communication technologies have

changed the way information and services

are provided in isolated rural areas and

internationally.

Environmental change and management explores:

Environmental systems that support all life.

The major challenges to their sustainability.

Trashing the Planet

The environmental worldviews including those of Aboriginal & Torres Strait Islanders

An in-depth study of a specific type of environment and environmental change in Australia

and one other country.

Geographies of human wellbeing explores

The different concepts and measures of human wellbeing,

The causes of global differences in human wellbeing between countries.

Programs designed to increase wellbeing across the world.

Although no previous experience is needed, curiosity about the world around us is essential (and a

willingness to bring a laptop to lessons if you have one, as IT access may be essential for the course)

20

Big History (Optional)

This course is interdisciplinary, based foremost in science and history. You will consider the big

questions about our Universe, our planet, life, and humanity. From the Big Bang to modern day to

where we are going in the future, Big History covers it all.

“Big history is a course that tells the story of the Universe from the Big Bang to the present. This

makes it a very ambitious course. Because telling the story of the Universe covers so much time

and so many topics, it will require a different approach than other courses you’re likely familiar

with. The big history course relies on information from people other than just historians. You will

be asked to consider what scholars from many other disciplines have to say about the past,

including those from physics, astronomy, chemistry, biology, anthropology, and of course, history.”

The course will be run as an online course so you will need to be a self-directed learner as you

navigate around the learning activities and decide which you prefer to delve into in more detail.

All completed work will be assessed against the Australian Curriculum.

This course is for those who see the Big Picture and want to connect the science behind how the

earth began with our human history and learn from this where our future lies.

Want to know more? Watch the TED talk below from the creator of Big History, David

Christian: The history of our world in 18 minutes

http://www.youtube.com/watch?v=yqc9zX04DXs

Or search YouTube for “David Christian: The history of our world in 18 minutes”

http://www.youtube.com/watch?v=yqc9zX04DXs

21

HEALTH AND WELLBEING LEARNING AREA

Susan Flinn - Learning Area Leader

Through exploring concepts of Wellness students will seek to increase their ability to take positive

action in their lives with the aim of developing a healthy balanced lifestyle. Learning for students is

centred on developing personal and social responsibility for enhanced health and wellbeing.

Wellness courses for Grades 9 and 10 in 2015 will operate as both full

year and semester-long courses. An essential component within

all Wellness courses is exploring informed decision-making around

a range of Adolescent Critical Health issues which may include

Sexuality, Drugs and Mental Health.

It is recommended that students choose one Wellness course

within a single semester. If they are considering more than one, they

should discuss this with their current Wellness teacher. Students

studying a second Wellness course within either year will be expected to extend their knowledge

by undertaking further inquiry into critical health issues.

The following Wellness courses will be on offer to Grades 9 and 10 in 2015:

Full on Fitness (semester course) Not for the faint hearted! This course is designed to extend students capabilities and intensity

levels under the guiding question of Fit for What? Students will be

involved in regular daily strength and conditioning programmes along

with a variety of aerobic workouts.

Topics covered may include:

Strength and conditioning

Personal training/individual fitness planning

Diet/nutrition

Gym visits

What’s in the community

Rock and Water – resilience through martial arts

Critical health issues

Bushwalking

Get Moving (semester course)

This course aims to cater for students who are interested in focusing on personal and community

health and wellbeing. Through this course, students will gain a greater understanding of their

current personal health and the health needs of the community with a view to maintaining a

healthy lifestyle into the future.


Community health issues

Community access


Personal fitness planning

Goal setting for the future

Power walking/bushwalking

Aerobics, core strength activities e.g. Yoga, Pilates

Relaxation techniques/stress management

22

Girls Self Defence & Fitness (full year course)

This introductory course is designed to build a knowledge and skill set that will allow students to

act and feel more confident. Confidence is the mental ability to reduce negative impact of doubt,

thereby allowing the ‘confident’ person to employ their personal skills and knowledge to maximum

effort. This course will raise awareness of self-defence principles and techniques and promote a

positive attitude towards self-protection.


Societal attitudes

The legal position

Violence in society

Safety at home and when out

Prevent/Diffuse/Defend techniques

Techniques both verbal and physical

Current Affairs

Community health issues

Community access


Personal fitness planning

Negotiated Wellness (semester course)

What’s your passion? In Negotiated Wellness students will consider what Wellness activities they

enjoy most, taking responsibility for planning, doing and reviewing their learning activities. Student

will follow a clearly defined process of setting learning goals, planning then trialling an agreed to

activity that meets the course requirements. If their plan is accepted then their negotiated activity

becomes more about working with less direct teacher supervision but greater ongoing learning

accountability. Students carry out their agreed to activities in which they can explore the planned

concepts and skills. Students need to be prepared to grapple with the problems of sustaining on

task behaviour and getting along with others. They need to understand that sharing space,

equipment and ideas are essential to achieving significant learning outcomes and that accepting

individual differences is a key to success for all members of their group. This phase allows students

to acquire a common set of experiences that they can use to help each other make sense of the

new concept/skill. The final phase provides an opportunity for students to take their activity

beyond school where there is no teacher to direct, organise and supervise. Students need to

provide ongoing evidence for changes to their understandings and skills. All students are required

to review and reflect on their own learning and provide evidence of new understandings and skills.

Racquet Sports (semester course)

In Racquet Sports students are given the opportunity to

experience and develop their skills and knowledge of

racquet/stick sports through participation in a range of

sports including squash, badminton, table tennis, tennis,

softcrosse, and street hockey. In conjunction with this, they

will also engage in teacher and student-directed learning and

seek connections beyond school to enhance their overall

wellness.


Skill acquisition – specific

Develop a roster/competition

Rules/regulations and tactics in sports

Conventions and etiquette in games - umpiring and scoring

Sport specific training/ individual fitness planning

23

Nutrition - competition diet

History and background

Community access

Injury prevention – First Aid/risk management

Recreation (semester & full year course)

In this course students will look to improve knowledge, skills and techniques through undertaking

a range of recreational activities including Orienteering, Rock Climbing, Lawn Bowls, Trangia

Cooking and a variety of recreational sports. Dependent on teacher qualifications, students may

also experience Kayaking and Snorkelling.


First Aid principles

Venue analysis/risk assessment

Management strategies

Safety and rescue procedures/ excursion planning

Environmental issues

Community access

Team Sports (semester & full year course)

In Team Sports students are given the opportunity to

explore the importance of working with others to create

a positive and supportive environment. Students are

expected to undertake roles and responsibilities in the

administration and organisation of rosters in a range of

sports including badminton, tennis, indoor soccer,

volleyball, handball and soccer.


Develop and run a class roster/competition

Conventions and etiquette in games

Knowledge of rules

Administration - umpiring and scoring

Leadership - roles/responsibilities

Skill acquisition – specific

Sport specific training/fitness planning

Sports Leadership – Beginning Coaching (semester course)

Sports Leadership students will be expected to perform in a

leadership capacity as role models, by promoting the ideals of

fair play, sportsmanship and cooperative behaviour and enjoyment through participation in sporting activities.

Students will be actively involved in teaching and planning a

variety of different sports, skills and games to our coalition

primary school students. In addition to this, students may

have the opportunity to complete Level 1 Coaching

Accreditations in sports that suit the group.


Developing qualities of leadership

Coaching Styles and Roles

24

Children in Sport

Organisation

Planning and conducting a coaching session

Safety and sports injury management

Australian Sports Commission Beginning Coaching Certificate

Sports Science Applied 1 - Physiology (full year course)

Sports Science aims to develop an understanding of the interrelationships between the human

body and the development of fitness. This subject focuses on an in depth coverage of the workings

of the Human Body including the:

Muscular system

Skeletal system

Respiratory system

Cardiovascular systems

Nutrition and the energy system

Principles of Training and Fitness

Frist Aid/Sports Injuries

25

LANGUAGES LEARNING AREA

Jillian Lynch - Learning Area Leader

“One language sets you in a corridor for life. Two languages open every door along the way.” (Frank

Smith)

Languages improve literacy and communication skills and they help to promote and develop peace.

Languages teach other ways of thinking thus they improve brain health. Languages expand

opportunities for travel and for future employment – more and more companies going for joint

ventures abroad have opened up job scenarios for those proficient in foreign languages.

Qualifications in foreign languages help in pursuing careers in the areas of tourism, entertainment,

public relations and mass communication, international organizations, embassies, diplomatic

service and publishing.

French

Jillian Lynch - Course Co-ordinator French is the official language of UN and NATO, the Red

Cross, the Olympics and UNESCO and it is spoken by over

200 million people in more than 50 different countries. Our

closest French-speaking neighbour is New Caledonia.

This two year-long course is designed to further develop oral

and written communication skills (speaking, listening, reading

and writing) in French from Stages 10 to 15. Students are

strongly encouraged to study French in Grade 9 and in Grade

10 if they wish to study pre-tertiary French in college.

Although Grade 9 and 10 students are combined, the material

covered differs from year to year.

While it is recommended that students choosing French in

year 9/10 have some previous experience of the language,

students who have demonstrated abilities in the learning of

languages may also be accepted and absolute beginners would

be expected to undertake some intensive study in Term 1 to

bridge the language gap.

The study of French will give students a greater awareness and a deeper understanding of other

cultures. Taroona High School hosts French Exchange students each year who provide “hands-on”

language skills to members of the year 9/10 French classes. This regular communication with

young native speakers gives our students the opportunity to compare languages and to gain a

better understanding of English and French as language

systems.

Classroom activities have a practical emphasis and

include group conversation work, role play, written

exercises, computer-based learning and cultural

activities such as cooking, music, guest native speakers

and games from France. The language and culture are

also practised through our involvement in Bastille Day

festivities and our participation in the annual Alliance

Française Competition.

26

Chinese

Hingor Chung – Course Co-ordinator Any traveller, professional, academic, artist, athlete - in fact, anyone would find the study of Chinese

challenging and fun. Considered demanding and

stimulating, Chinese introduces students to a new

script, the regions of China, languages and cultures.

Year 9/10 students can enter as absolute beginners or

continue from their previous study. The course

includes reading and writing as well as conversation.

Keyboard entry uses standard pinyin.

Classes are characterised by games and other

strategies to help memory development and reinforce vocabulary and grammar. Additional

activities include calligraphy, chopsticks races, films and an exploration of the various festivals and

foods of the region.

Students who wish to develop and be recognised for

commitment and focus and adaptability are strongly

encouraged to study languages. Chinese would appeal to

anyone who wants to know how to relate well to people

from other cultures, to explore Buddhism and

Confucianism, and travel. In fact, over a million Australian

have Chinese ancestry and Chinese is the second biggest

language spoken in Australia. The course accommodates

students who intend to study Chinese at a pre-tertiary

level in Year 11.

Italian

Susan Weston-Smith – Course Co-ordinator Italian is the official language of Italy, the Vatican City, parts of Switzerland and San Marino; an

official language of the European Union: and has been for many years one of the major community

languages in Australia.

This course is designed to be an introduction to the Italian

language and culture. Learning to communicate is the central

focus. Students learn to identify, explain, apply and compare

language features, conventions and patterns using the macro

skills of listening, speaking, reading and writing.

Classroom activities will

include: communicating in

Italian through interactions

with peers and others, using

ICT to interact with and

learn the Italian language

and to enhance listening and

communication skills,

enhancing knowledge and

understanding of Italian grammar and its functions in order to

write and read effectively, maintaining a connection to Italian

Culture through regional studies of food, art and history and

27

geography and understanding the contribution of different languages and cultures to areas of

contemporary life around the world.

Students will be assessed against the standards of the Australian Curriculum: Languages.

This subject develops students’ understanding of Languages. It can also lead to a study of pre-

tertiary Italian in years 11 and 12 and to a university pathway in foreign languages.

Online Languages

Susan Weston-Smith – Course Co-ordinator This course is for self-directed students (or pairs of students) who have demonstrated a

capacity for independent learning and who have a genuine desire study a language of their choice.

Learning a language will involve accessing a

range of online digital resources and any

available texts. The coordinating teacher will

also provide continual guidance, assistance

and mentoring support. Where possible, a

speaker of the target language may also be

sought so as to provide an opportunity to

practise and communicate in the target

language.

Working with a like-minded student with a

similar plan will further enhance the learning

experience.

Students will be given a choice of how they may wish to be assessed, if at all.

All students will need to submit a short journal entry at the end of each week.

Previous students have studied Italian, Spanish, German, Chinese, Japanese, and Norwegian.

(Direct in-class support can be given for Japanese.)

28

THE ARTS LEARNING AREA

Glenn Schultz - Learning Area Leader

Art, Craft & Design

Nicky Hortle - Course Co-ordinator In Grades 9 and 10 the students are expected to work more independently, exploring their own

ideas and new techniques to create artworks. Their visual diary is very important in these years, as

it becomes an important and personal insight into their ideas and thoughts for their artwork. They

can incorporate drawings; experiments with materials, collected images, information about artists

that are inspirational for them and written expression about their ideas and other art works. Visual Art is fundamentally a practical course designed

to enable students to experience the processes of

making art, including:

Imagining and creating new works

Using a range of skills, techniques and processes

Understanding how the elements of art work successfully together

Looking at other art works and making considered

responses to those works

Making aesthetic choices

Reflecting cultural, social and historical contexts

Presenting art with purpose

Expressing personal voice

The course develops understandings about how art can

express and communicate ideas. Through this

communication it is hoped that students will gain a

greater understanding of the world around them. Many

artistic techniques are explored and researched and

students are encouraged to develop their individual

interest and strengths.

The students also learn about the importance of visual

communication and exhibiting their art works. They are

encouraged to participate in many exhibitions throughout

the year. Some of these are held within the school

environment, such as the Spring Arts Exhibition.

Students are also encouraged to exhibit in other parts of

the wider community.

Graphic Design

John Hutchison - Course Co-ordinator Graphic Design is a large and significant section of the art world. This course identifies what

graphic design actually is and where we are likely to encounter it in our daily lives. The course

studies the immense impact graphic design has on our society. The principles of design and

composition are a major focus of the course.

Real life projects are undertaken and designs are made for CD covers, packaging, book covers,

T-shirts, advertisements and logos. Industry standard software is used for both photo

manipulation and 3D modelling. Students are encouraged to mix these mediums to produce high

quality products. Drawing on paper can be scanned and used as well on the computers.

29

It is hoped that students will gain a deeper

understanding of the role and influence of

graphic design and that they will appreciate

some of the codes and conventions that are

deliberately used by designers.

Students engaged in Graphic Design 1 will be

covering

the theory of composition

the software of Photoshop, Illustrator and

Blender 3D

Students engaged in Graphic Design 2 will be gaining

a deeper understanding of design principles

a wider perspective of graphic design through the direct study of selected graphic designer’s

work

an opportunity for developing their own ideas and style

Graphic Design 1 and Graphic Design 2 are both intensive half-year courses. They can each be

chosen only once. Generally GD 1 would be chosen in Grade 9 and GD 2 would be chosen in

Grade 10, however, both could be chosen in Grade 10.

Prerequisites:

Graphic Design 1 – none Graphic Design 2 – a “C” in Graphic Design 1

The two courses will be always running in every class so the subject can be safely chosen on any

line on which it is offered.

Pathways for the Future

Graphic Design can be studied at all colleges and the Mt Nelson Academy. Graphic Design is also

a significant department at the University of Tasmania.

30

Dance Javier Duharte – Course Co-ordinator Dance students are encouraged to experiment and explore with a variety of starting points and styles. Choreography will be devised in small groups or as a class, based on ideas presented or

negotiated in class.

Culminating performances involve small group work or whole class projects performing to a range

of audiences, both formal and informal. They are introduced to the process of composition and

reflection with regard to their work and that of others, developing an appreciation of critical

analysis and the role of dance in society. Students are expected to keep a written journal for such

reflection and for research assignments.

Health, wellbeing and safe dance practices are encouraged, as well as developing resilience and a

sense of self-worth.

Workshops with experienced dancers or dance companies, excursions and visiting interstate

performers are an integral part to this course. No previous experience is necessary and absolute

beginners are welcome.

Drama

Javier Duharte - Course Co-ordinator In Year 9 and 10 students may choose Drama as a full year course. No previous experience is

necessary. Absolute beginners are welcome.

Drama is a fantastic medium because not only does it develop confidence and social skills in

students who are shy or uncertain but it also extends and enhances existing skills within students

who possess a natural sense of dramatic flair and creativity. In a non-threatening environment,

students are encouraged to experiment with a variety of elements including voice, improvisation,

character development, script writing, movement and role play, in relation to their potential for

personal expression and communication of ideas.

Students are required to develop an appreciation of critical analysis of the role of Drama in society

and to reflect on the learning process in writing. Commitment, fun and success are emphasised, as

are contribution and collaboration in an effort to develop arts literate learners.

31

Strong working bonds are established

as students make decisions and

search for solutions that revolve

around achievable goals, providing a

sense of ownership and purpose.

Performances may be presented to

an audience through school based

events and state wide competitions

such as the Deloraine Drama

Eisteddfod and Tournament of Minds.

Workshops, excursions (viewing local

productions) and watching interstate

presentations further enhance what

this course has to offer.

Music

Glenn Schultz – Course Co-ordinator

Taroona High offers a comprehensive music program. In grades 9 & 10, students have the

opportunity to enrol in Intermediate Music, Intermediate Stage Band, Senior Music, Senior Stage

Band, Senior Music Extended, Contemporary Music, Music Industry Studies, and Audio Design.

Students enrolled in Intermediate Music, Senior Music and Senior Music Extended will also receive

specialist instrumental lessons. All music courses are full year with the exception of Senior Music

Extended and Audio Design, which are semester courses. String Ensemble and Choir are also

offered as after school classes.

32

Music provides the opportunity to:

Foster creativity through the Performing Arts;

Teach students about discipline, skill and commitment;

Foster a sense of self-esteem, confidence and resilience;

Develop higher order thinking and inquiry through imaginative thought;

Encourage students to be both independent and interdependent members of a team;

Develop social interaction and communication skills.

The following website will provide you with more information on the benefits music will have on

student learning, go to www.musicplayforlife.org and click on the ‘Research’ tab.

Intermediate Music

This course provides students with the opportunity to develop their solo and ensemble skills,

study music theory, composition and arranging and understand musical terminology. They will

learn to relate to others as a team member and develop an awareness of music from other

cultures. Students will participate in band camp, eisteddfod, local tour and regular performances at

school and in the wider community. This course is open to students who have demonstrated the

appropriate skill level and commitment in year 8 or by invitation.

Intermediate Stage Band (after school class-Tuesday)

This course offers students the opportunity to perform at an intermediate level in a stage band.

The emphasis is on understanding the fundamentals of Swing, Funk, Latin and Rock styles. Students

will continue to develop their skills in expressing and communicating through music as well as

developing improvisation skills. This ensemble is offered to students who have previously

demonstrated the required skill and commitment in Junior Stage Band, or by invitation.

Senior Music

The Senior Music course will provide students with the opportunity to develop their skills in

expression and communication through music. Students will develop their instrumental skills to a

high level in the Senior Concert Band. Students will study music theory, composition and arranging

and develop an awareness of music from other cultures. They will also participate in small

ensembles and solo performances. Students will attend concerts, eisteddfods, band camp and

participate in a major interstate or international tour. This course is open to students who have

demonstrated the appropriate skill level and commitment in years 8 and 9 or by invitation.

http://www.musicplayforlife.org/

33


This course provides the opportunity for students to work intensively on solo performance, small

ensemble, music theory and composition. Musicianship will be extended to an advanced level.

Students have the option of participating in a practical and/or theory exam through the Australian

Music Examination Board for which it is possible to receive additional TCE points. The course is

open to all instrumentalists who have demonstrated the appropriate skill level or by invitation.

Students must also be enrolled in Intermediate Music or Senior Music full year courses unless

otherwise arranged with the course co-ordinator. Senior Music Extended will prepare students for

pre-tertiary music studies and beyond.

Senior Stage Band (after school class-Tuesday)

This course offers students the opportunity to perform at an advanced level in a stage band. The

emphasis is on understanding Swing, Funk, Latin and Rock styles. Students will continue to develop

their skills in expressing and communicating through music as well as developing improvisation

skills. This ensemble is offered to students who have previously demonstrated the required skill

and commitment in Intermediate Stage Band or by invitation.

Learning Centre Music

This year long program offers Music to those students accessing the resources of the Learning

Centre. It combines drumming, playing instruments, singing, dance and creative choreography and

culminates in a concert performance at the end of each year. The program incorporates music and movement and elements of both African drumming and the

Drumbeat special needs program. The focus is on developing imagination and self- confidence and

improving fine motor skills, coordination and concentration using both structured and free

movement to music. Specific activities focus on leadership, socialisation skills and verbalisation.

In this program music is used to enhance student learning by creating positive changes in

behaviour and encouraging development in social, emotional, cognitive and perceptual-motor

areas. It is a successful medium because almost everyone responds positively to music.

34

Choir (after school class- Thursday)

The Choir provides students with the opportunity to develop their vocal technique and

performance skills in an ensemble. Students will develop their aural skills to a high level with an

emphasis on the enjoyment of singing. Ms Rachel Taylor (Tas Conservatorium of Music) is the

director of the choir. No previous experience is required; please register your interest with music

staff.

String Ensemble (after school class- Thursday)

The String Ensemble caters for students who have previous experience on Violin, Viola, Cello and

Double Bass from grades 7 to 10. Students will develop their ensemble skills and perform a wide

variety of music styles. Please register your interest with music staff.

Grade 9/10 Contemporary Music

This course caters for Year 9 and 10 students wishing to learn about

contemporary music. Students will have the opportunity to study

different styles of music including Rock, Metal & Funk. Students will

learn about song writing, recording and CD production. Students do

not need to form a band before enrolling in this course but are

encouraged to do so. Students enrol primarily as a singer, guitarist,

bassist or drummer. Students who play keyboard, brass, woodwind or

strings can also enrol in this course.

35

Grade 10 Music Industry Studies This course caters for the advanced contemporary

singer/songwriter who wishes to explore the

commercial music industry. It builds on the skills and

knowledge learnt in the Grade 9/10 Contemporary

Music Course and also covers industry related topics

such as copyright law, tax law, digital music sales and

intellectual property. Students will study challenging

repertoire from different styles including Rock, Metal,

Electronic and Jazz. They will be involved in school

performances and a tour to local primary schools and

colleges. Students do not need to form a band before

enrolling in this course but are encouraged to do so.

Students enrol primarily as a singer, guitarist, bassist or

drummer. Students who play keyboard, brass,

woodwind or strings can also enrol in this course.

Audio Design This course provides students with the opportunity to

develop skills in Sound Engineering, Music Technology

and Studio Recording. The course contains four

strands; Electronic Music: the creation of original and remixed pieces of electronic music,

Studio Production: Recording, Acoustics: sound engineering for live music events and Radio

Production. Students will use a variety of sound reinforcement and recording equipment

including; mixing consoles, microphones, and signal processors such as compressors, equalisers

and effects units. Students will also use music technology to mix, edit and master recordings.

Students will have the opportunity to set up and mix live school events, work on CD production,

and work with contemporary music students on tour. Selected students will also have the

opportunity to attend a clinic with EDGE radio where they will develop and host their own radio

show.

36

Theatre Performance

Meg Brockie – Course Co-ordinator This course is ideal for students who love drama and acting, are keen to experience being part of a cast and want to be on stage! Students will work collaboratively over the semester to produce a

full-length play. The process will involve auditioning, casting, rehearsing, set design and making,

costume design and making, lighting design and operating, and back stage opportunities. This

course will also focus on character development, voice and body skills, group work, stage-craft,

focusing techniques, warm-up techniques, and performance skills. The course will culminate in a

short season of the play.

School Production: Performance

Javier Duharte & Honni Chilcott – Course Co-ordinators This course will provide the opportunity to achieve up to Standard 15 in Drama and Dance.

Students are required to indicate their preference for either:

Students will be required to audition for all acting and singing roles.

Not all stage performers will need to sing and dance but you must be willing to participate in these

areas of the performance, if required. Singing roles may be undertaken by two to twelve people

dependent on interest and ability. Students should not feel intimidated by the audition process.

We are mostly concerned with commitment levels and attitude.

The title of the 2015 school production is still in progress.

It is also a requirement of this course that students be willing to undertake rehearsals after school,

if required.

37

VOCATIONAL & APPLIED LEARNING (VAL) AREA

Vocational and Applied Learning (VAL) prepares young people with the skills and dispositions they

require to participate in life, education and work beyond the school environment. Vocational and

Applied Learning gives students ‘real-life’ challenges in problem-solving, futures planning, design

and innovation, and teaches them critical skills, techniques and procedures for learning, life and

work. Student learning is authenticated through an array of purposeful experiences within and

outside the classroom. The obvious rationale for the study of VAL is that the very purpose of

schooling is to prepare students with the skills and concepts they need in order to negotiate and

enjoy their life beyond school.

The following subjects are offered in the VAL Learning Area:

The Cutting Edge

Design and Technology (D&T)

o Design in Wood

o Design in Metal

o Drawing and Design

o On the Job – At School

o Millionaire by Design

Food Studies o Food Technology

o Catering and Hospitality


Online Negotiated Inquiry

Work Studies

The Cutting Edge

Robert Gawlik – Course Co-ordinator

Do you want to make short videos?

Do you love to Write, Direct?

Do you want to learn to use DSLR cameras and Editing software?

Do you want to be Creative and enjoy English and the Arts in a different and multi-skilled way?

With an emphasis on short film, this course will focus on films through:

Viewing, Discussing, Creating, Writing, Planning, Filming, and Editing Short Films (doco, drama,

comedy, music – you choose).

This is a challenging course, as it involves

many higher order thinking skills from

many learning areas (writing, planning,

cameras, acting, editing, collaboration,

communication, problem-solving). It also

involves self-discipline and perseverance

but is highly rewarding.

There will be opportunities to enter short

film festivals that arise. There will also be

an opportunity for a workshop with the

Cooper Screen Academy and a chance to

link up with the local media/film industry.

38

Experienced film makers (That’s a Wrap!)

Learn new techniques, advance your craft, negotiate projects and extend yourself.

There will be an emphasis on developing editing skills with: Adobe Premiere Pro & After Effects.

You will negotiate your films, be offered special projects, and create your own Video Resume/CV.

Newcomers will learn the main components of making a film: camera shots and angles, framing,

camera movement, lighting, editing, pace, special effects, sounds effects, and transitions (wipes,

dissolves and fades).

You will view selected films to explore and make your own films based on:

o The Cinematography (what the camera sees),

o Mise en Scene (what the camera does) and

o Post Production (what’s added after the camera has been put away).

Creative Writers: At its heart, film-making is essentially about the art of storytelling.

This is an excellent opportunity to learn and develop Scriptwriting skills (including using Celtx) Those who wish to just focus on writing and scripting, may do so. Others may film your stories.

Why Choose this Course?

More and more, strong visual literacy and video production skills are being called upon in

education and in a range of careers. This challenging and multi-skilled course is ideal for those

wishing to pursue further study and for future careers, esp in Media, Film, English Studies and for

anyone wishing to more effectively engage in the ever growing YouTube world in which we live.

Design and Technology (D&T)

Tony Fenton – Course Co-ordinator

Design and Technology offers students in Years 9 and 10 the opportunity to enrol in one or more

of the following courses: Design in Wood, Design in Metal, Drawing and Design and Millionaire by

Design. Design and Technology courses provide students the opportunity to:

Develop higher order thinking and communication skills

Develop creative thinking through design and problem solving

Develop resilience and self esteem

Design for the Future

Design in Wood

The Design in Wood course engages students in

the art of designing and producing items from

wood. Students will have the opportunity to

develop an understanding of a wide range of

workshop systems and practices. Emphasis is

placed on the safe use of tools, equipment and

machinery. First year Design in Wood students

will work from set design briefs to design, make

and appraise their own projects. Taking into

consideration factors such as size, cost and

personal ability, students in their second year of

Design in Wood will be given the opportunity to

negotiate a project of their choice.

Possible design briefs may include the construction of small timber projects, wood carving, wood

turning, furniture making, toy making and veneering.

39

Prior knowledge is not essential; however, it would be advantageous to have worked with wood in

the previous year.

Students will have the opportunity to:

Develop appropriate drawing techniques

Design their own projects in response to design briefs

Systematically plan and make projects

Develop safe working practices

Understand the characteristics of different timbers

Use a variety of tools, machines and equipment

Learn a range of skills and techniques for project

construction

Appraise their work

Create a portfolio of their work produced during the

course.

In Year 10, attend Polytechnic courses in Carpentry and

Joinery.

The cost of consumables for this course will be covered by

the students’ school levies. All other materials will be costed

for each project and prior to commencing project work a deposit will need to be paid.

This course of study will equip students with handy DIY skills that should be useful throughout life.

It may also lead to the following careers: Builder, Carpenter, Joiner, Wood Machinist, Cabinet

Maker, Wood Turner, Wood Carver, Furniture Designer/Maker, Upholsterer and Boat Builder.

Design in Metal

The Design in Metal course introduces students to the skill of designing and producing items from

metal. Students will have the opportunity to develop an understanding of a wide range of

workshop systems and practices. Emphasis is placed on the safe use of tools, equipment and

machinery.

Year 9 students will work from set design briefs that will enable students to design, make and

appraise their own projects. Design briefs may involve a variety of procedures using hand tools,

MIG welding, forging, lathe work, sheet metal and plasma cutting. It is important to embed

traditional methods and skills into this program. Projects could include metal sculpture, gates and

screens and machining project parts using the metal lathe.

Design briefs for Year 10 students may include group work

in the construction of a human powered vehicle, model

making, group construction of a land yacht and participation

in the Art from Trash Exhibition.

Prior knowledge is not essential; however it would be

advantageous to have worked with metal in the previous

year.


Develop appropriate drawing techniques

Design their own projects in response to design

briefs

Systematically plan and make projects

40

Develop safe working practices

Understand the characteristics of different metals

Use a variety of tools, machines and equipment

Learn a range of skills and techniques for project construction

Appraise their work

Create a portfolio of their work produced during the course

In Year 10, attend Polytechnic courses in Metal Fabrication or Metal Machining

The cost of consumables for this course will be covered by the students’ school levies. All other

materials will be costed for each project and prior to commencing project work a deposit will

need to be paid.

This course of study will equip students with handy DIY skills that should be useful throughout life.

It may also lead to the following careers: Fitter and Machinist, Boilermaker/Welder, Sheet Metal

Worker, Blacksmith, Plumber, Roofer, Fitter, Diesel Fitter, Motor Mechanic and Engineer.

Drawing and Design

The Drawing and Design course is offered to Year 9 and 10 students. Students who select this

course need to be well-motivated and have a genuine interest in learning to draw and design. The

scope of the program is quite broad; students will learn a range of drawing skills and techniques

including freehand drawing, instrument drawing and computer aided drawing (CAD). Students will

have opportunities to work across a range of design areas such as architecture, landscape, urban,

interior, furniture, industrial, automotive, graphic, fashion, jewellery and engineering. Students will be challenged by an array of design briefs, with set time frames and an emphasis on the

professional presentation of their ideas and solutions. Students will not actually produce their

designs but may make models of them.


develop a broad overview of the

world of design

Learn a range of 2D and 3D pictorial drawing techniques

Undertake CAD work

Research

Think critically

Be creative and solve problems

Design

Develop presentation techniques

Make oral presentations

Make models

Work cooperatively

Appraise their work

There are many career opportunities across a wide variety of design fields and it is hoped that the

students who undertake this course will recognise and consider the possibilities for their futures in

design based professions.

This course of study may lead to the following careers: Architect, CAD Draftsperson, Urban

Designer, Landscape Designer, Industrial Designer, Automotive Designer, Interior Designer,

Furniture Designer, Graphic Designer, Fashion Designer, Jewellery Designer, Engineer and more.

41

Drawing and Design provides an excellent foundation for students who wish to study Housing

and Design as a pre-tertiary subject in year 11 or 12.

Millionaire by Design

Millionaire by Design is a full year course offered to Grade 9/ 10 students who are demonstrating

excellence in Design and Technology. It is an opportunity for students to consolidate and broaden

knowledge, develop problem solving skills and design their future.

The program is design and project- based. Students will complete at least 4 projects throughout

the year which will involve a range of materials including wood, metal and plastic. Students will be

required to gather information and keep a project journal which will contain technical notes,

sketches and all drawings needed to successfully complete their projects. The journal is worth 20%

of assessment. A large part of ongoing assessment will be the development of an enterprise

project and developing entrepreneurial skills. Mentors will be used to extend student

understanding of small business and projects may be sold through an online storefront or by other

means. A range of machinery, including CNC equipment will be available, some on campus, some

to be accessed externally. This equipment can be used to develop and make projects. Initially

there will be an emphasis on skill development, exploring a range of materials, managing risk and

being safe in a workshop environment.

Final assessment for students will be an exhibition of their project work. It is hoped that students

will visit other educational facilities to gain further insight into learning and gain a greater insight

into design and becoming an entrepreneur.

Successful achievement at standard 5 in this course will provide a good foundation for students

moving into the Polytechnic and the Utas College Program. Career opportunities can be extended

into areas such as Architecture, Engineering and Designing.

Food Studies

Julie Mansfield – Course Co-ordinator

Food Technology

This course provides students with the ability to develop understanding, knowledge and practical

skills in working with a wide variety of ingredients and food processing techniques. They will make

a wide variety of recipes. Students will have the opportunity to apply this learning to a range of design tasks which they will need to produce and evaluate.

It is mostly a practical based subject

with an important theory component.

There is a strong emphasis on healthy

food.

It is recommended that students do

this subject before choosing Catering,

as it covers a wide variety of basic

skills and techniques leading to more

independent learning in Catering.

Topics to be covered usually

include:

Hygiene and safety

Recipe terms and techniques

Nutrition and healthy eating

Seasonal and local foods

42

Breakfast and brunch

Simple meals and snacks

Vegetable dishes, soups and salads

Rice, pasta and noodles

Bread and pastry

Meat and poultry

Desserts and cakes

International foods

Entertaining and special occasion cooking


Develop kitchen skills such as

hygiene, organisation and time

management.

Learn about food preparation terms and techniques.

Use a variety of equipment and

utensils.

Learn about ingredients and their function in recipes.

Learn about nutrition, the food

models and the importance of

healthy eating.

Plate up, present and decorate food.

Design, develop, produce and

evaluate their recipes.

Assessment will be based on:

Prac cooking

2-3 written tests

Ingredients test

Design challenges

Catering and Hospitality

This course provides students with the

opportunities to develop an awareness of

some of the elements involved in working in

the hospitality industry. There is a strong

emphasis on practical skill development and

food preparation and presentation, with a

supporting theory component. Students will

cook for themselves and others.

It is expected that students will have

successfully completed Food Technology or

have already developed a high level of skill

development. If students have previously

studied Catering, they will be required to

take a leadership role.

Topics to be covered in 2015 include:

Cookery methods and cookery terms

Presentation and portion control of food

43

Food and beverage service

Occupational healthy, hygiene and safety

The Menu and menu planning

Functions – types and planning

Career pathways


Develop kitchen skills and routines.

Understand the importance of food hygiene and safety procedures.

Learn advanced food preparation techniques.

Present foods creatively and attractively to industry standard.

Learn about portion control.

Plan and cost foods suited to specific functions.

Examine and create menus.

Undertake food and beverage service.

Develop espresso coffee making skills.

Develop enterprising skills.

Cater for school functions or community events.

Learn about the wide variety of jobs in the food industry and the skills and attributes

required.

Assessment

Practical work is assessed continuously and is based on skill work, hygiene and safety, working as a

member of a team, quality and presentation.

Theory work is included and accounts for a third of the assessment.


Chris Edie – Course Co-ordinator

Be part of one of the world’s largest youth award programmes!

There are three levels of the award programme Bronze, Silver and Gold. As you progress through

the levels you will get to design your tasks to suit your own strengths. Working both within class

and out in the wider community, participants are encouraged to test themselves.

The award has 4 sections :

Physical recreation To break a sweat, improve your physical fitness and active. Physical Rec should be a

part of everyone's life and not just because it's healthy, but because it makes you happy

and it's unbelievably fun! Get those endorphins kicking and start moving!

Skill

With so many hobbies and interests to choose from, the Skill Section of The Duke of

Ed allows participants to explore and discover talents within themselves that they may

have only hoped or dreamed about!

44

Volunteering

Perhaps the most personal of all The Duke of Ed sections, Volunteering is all about

giving back to the community. Whatever passions you may have, whether it's care and

concern for the environment, a love of animals, a desire to make a difference to live of

those less fortunate, referee your favourite sport or help the sick or elderly, the

Volunteering Section offers the structure to fulfil these passions.

Volunteering offers participants the opportunity to engage with society and gain an

understanding of the importance of their role within both their immediate and global

community. It gives the change to connect with individuals and groups they may have

previously overlooked or not been aware of, and to make a real difference to their

world.

Adventurous Journey (Expedition)

The Adventurous Journey is all about getting out there and going on an expedition or

exploration in a challenging environment, with a clear purpose. More than any other

section of the Award, the AJ is about team work and social connection.

Cost: $120 registration per student plus costs of Adventurous Journey.

Duration: Bronze 6 months (must be 14 years to start)

Silver 1 year (must be 15 years to start)

Online Negotiated Inquiry

Susan Weston-Smith – Course Co-ordinator This course is for self-directed students (or pairs of students) who have demonstrated a

capacity for independent learning and who have a genuine desire pursue one or more

negotiated inquiries of their choice.

Those wishing to explore and pursue an inquiry into an area (or areas) of strong interest to them

will need to negotiate and plan with the coordinating teacher, who will provide guidance,

assistance and mentoring support throughout. Students accepted to this course will need to have

previously demonstrated a capacity for being self-directed and focussed.

Working with a like-minded student with a

similar plan will further enhance the learning

experience.

Those wishing to explore and pursue an

inquiry into an area of strong interest to

them will, at the beginning of the course,

need to submit a proposal of their goals and

what they wish to pursue.

Students will also be given a choice of how

they may wish to be assessed, if at all.

All students will need to submit a short

journal entry at the end of each week.

Previous students have engaged in a range of pursuits: studying musical theory, working on a novel,

improving English, Maths and Science grades, studying a range of languages (including Italian,

Spanish, German, Chinese, Japanese, and Norwegian), studying and creating animation, film-making,

music practice, and social activism.

45

Work Studies

Julianne Blackaby – Course Co-ordinator

The Work Studies Course is a Semester Course across Term 1 and 2. Students who should

consider this course are those who, want to spend time investigating what is available in the

future, set up for Years 11 and 12 and experience courses that help them to decide a future

pathway. The course is closely linked with Pathway Planning.

The world of work is changing rapidly and is far less secure than that experienced by previous

generations. Young people deserve an opportunity to learn about the importance of work to their

lives and how best to prepare to make the transition to their post-school lives regardless of their

aspiration.

The curriculum will provide students with essential knowledge, understanding and skills for

participation in the changing world of work and life. It will assist them to plan for and shape their

future and engage with the inevitable, yet unpredictable challenges and opportunities our world

provides.

The course is one where you:

create a Career Action Plan

develop your Goals

develop a Resume

develop an Introductory Letter

apply for part –time work

take opportunities to be part of external courses that enhance your skills

can do online courses such as Driver’s Licence, Responsible Serving of Alcohol

work towards your year 11 and 12 courses and prepare for Vocational Interviews

46

DIGITAL TECHNOLOGY LEARNING AREA

Mark Morffew – Learning Area Leader

When you leave school and enter the workforce any software package you have learned in high

school will undoubtedly be obsolete. The successful employee will be the one who can adapt

quickly to new environments and think for themselves in creative and innovative ways. These

courses are primarily about learning how to learn with computers and technology so that you will

have skills that will benefit you throughout your future life.

There are two courses from which to choose. Creative Media focuses on the more creative

aspects of Digital Technologies and is suited to a wide range of abilities and interests. Computing

has a technical and programming focus. It is more suited to students planning a future either in

the IT industry, or those planning to go onto studies in Computer Science, Engineering or Science.

Creative Media

Who is this course for?

This course is designed for students who wish to improve their digital technology skills through

exploring creative applications, such as designing

your dream home, making a game for a mobile

phone, building your own 3D virtual world or

starring in your own video.

You will develop the knowledge and experience

required to work with and understand countless

programs, techniques and skills used in the creation

of multimedia projects. These skills are transferable

to a wide range of other computer applications that you are likely to need in later life and work.

This course can be studied at a range of levels, enabling all students regardless of ability or

previous experience to find it both exciting and challenging.

What will you study?

You will master the software and process skills

required to create digital content, design &

develop games, create and manipulate 2D & 3D

graphics for animations and video, and create

websites and web applications.

Students will choose four units and complete a

major project from the following topic areas:

Graphics for digital media

2D and 3D Animation

Video editing and effects

Game design and development

Web design

Character Modelling

Virtual Worlds (Design and construction in 3D environments)

Portable Worlds (Content Development for Mobile Devices)

47

There will be plenty of flexibility to enable you to choose and adapt units to build a personalised

course to suit your individual needs and aspirations.

Can I choose it again next semester?

Subject to satisfactory participation, you may choose to study Creative Media as many times as

you wish, moving onto more advanced levels and topics each semester.

Future Pathways

Academy and Polytechnic courses in Computing (Multimedia), Computing (Gaming); Certificate

courses in Information Technology; Certificate in Creative Industries (Media); pre-tertiary

Computer Science.

UTas – Bachelor of Computing; Diploma in Creative Media, Bachelor of Fine Arts; Bachelor of

Visual Communication; Polytechnic & TAFE courses in Information Technology - Multimedia;

Courses at the Academy of Interactive Entertainment and similar institutions.

These pathways could lead to a range of possible careers in interactive media, animation, the

games industry, publishing, graphic design, advertising, digital media, illustration and more.

Computing

Who is this course for?

This course is designed for students who wish to focus more on the programming and

technical side of Computing.

It can be studied at a range of levels, enabling all students regardless of previous experience to find

it both exciting and challenging.

What will you study?

All students will study programming

at a level suited to their ability. You

will then be able to choose 3 optional

units and an ongoing project from:

Hardware and operating systems

Technical Support

Robotics and Control

Web Applications

Mobile Applications

Business Computing

Any of the units from Creative

Media

Can I choose it again next

semester?

Subject to satisfactory participation, you may choose to study Computing as many times as you

wish, moving onto more advanced levels and topics each semester.

Future Pathways

This course prepares students and provides a pathway to the Tasmanian Academy courses of

Computing, Computer Science, Information Technology and Systems, and Computer Graphics and

Design, or Tasmanian Polytechnic courses in Computing or Information Technology.

It will prepare you for careers in the IT industry, or provide a foundation for future studies in Engineering, Science or Computer Science.

48

Computing Extended

Computing Extended is only available to highly motivated students in year 10 who are working at

Stage 15A or beyond. Students negotiate their own projects in areas of interest and undertake

them working largely independently. It can be taken on any line. Participation in this course is by

invitation only.

49

Taroona High School Senior Timetable Structure

Group Semester 1 Semester 2

G1

Art, Catering and Hospitality, Chinese, Computing, Creative Media, Dance, Design in Wood, English 3,

English Literature, English – Script Writing, Food Technology, French, Graphic Design, Intermediate Music,

Millionaire by Design, Music Industry Studies, Sports Science, The Cutting Edge, Wellness - Recreation

G2

Art, Catering and Hospitality, Computing, Creative Media, Contemporary Music, Design in Metal, Drawing

and Design, Drama, English 2, English 3, Food Technology, Girls Self Defence & Fitness, Senior Music,

Wellness – Team Sports

G3

English Writing


Graphic Design


Human Science 10

Maths 9

SAH - Introduction to Social Psychology

SAH – The Making of the Modern World

SAH – The Modern World and Australia

Theatre Performance

Wellness – Full on Fitness

Wellness – Racquet Sports

Wellness – Recreation


Negotiated Wellness

Work Studies

G4

English 1

English 2

English 3


Graphic Design

Human Science 9

Maths 10

Maths Methods Foundation

SAH - Introduction to Social Psychology





Wellness – Get Moving



G5 Extended Science 9, English 1, English 2, French, Maths 10, Maths Methods Foundation,

SAH – History Accelerated A

G6 Audio Design, Duke of Edinburgh Award, Extended Science 10, English 3, English Language Learners, English

Literature, Maths 9, SAH – History Accelerated A

G7

Design in Metal

Food Technology

Graphic Design

Human Science 9


Wellness - Recreation

G8

Design in Wood

Food Technology

Human Science 10

Graphic Design



G9 English 2, Maths 10

G10 English 3, Maths 9

G11

Art

Big History Computing

Creative Media

Dance


Human Science 9

Human Science 10

Extended Science 9

English 2

English 3

English – Literary Inquiry

Graphic Design




Wellness – Sports Leaders

Wellness - Recreation

G12

Art

Computing Creative Media

English Writing

Extended Science 10

Exploring the Ecosystem 9


Human Science 9

Human Science 10

Graphic Design

Italian

Journalism

Online – Languages

Online – Negotiated Inquiry

School Production

SAH – Geography


SAH – History Accelerated B




Wellness – Team sports

50

Two Year Course Plan (for Year 8 students only)

Use the table below to plan your courses for the next two years. Bear in mind, however, that

some courses may not operate in 2016 and also new courses may be added. Therefore, the plan

can only be used as guide to your future learning pathway.

2015


G1

G2

G3 G4

G5

G6

G7 G8

G9

G10

G11 G12

2016


G1

G2

G3 G4

G5

G6

G7 G8

G9

G10

G11 G12

Documents

Dear Students, Parents and Guardians - オーストラ … Dear Students, Parents and Guardians This guide is designed to provide students with information that will assist you to