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Dear Students and Parents We have compiled this document to guide you in making informed decisions regarding subject choices for Years 9 and 10 at Cooloola Christian College. These pivotal years focus on consolidating foundational skills and preparing students for Senior School, higher education and future career pathways. The subjects offered during these years are designed to support students in adapting to secondary processes and structures, fostering critical thinking, independence and personal growth. It is crucial to select subjects that align with students’ individual strengths, interests and future goals. For further information about our comprehensive range of subjects and how they can benefit your child’s educational journey, please feel free to contact us. We are here to partner with you in navigating this important process.

Todd Vogler Deputy Principal | Secondary

Our Graduates Cooloola Christian College provides safe, caring and quality learning opportunities, through a Christ-centred and biblically-based curriculum and co-curricular activities. We strive to develop students‘ God-given talents and character so that our graduates are enabled to: •

respond to the Gospel of Jesus Christ;

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be critical and creative thinkers and collaborative learners;

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be compassionate servants contributing positively to their community;

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act ethically in decision making, demonstrating good character;

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be informed and responsible global citizens;

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live healthy and fulfilling lives.

MIDDLE YEARS SUBJECT GUIDE

Contents

LEARNING PATHWAYS Year 7 & 8 Subject Matrix 05 Year 9 & 10 Subject Matrix

Senior Phase (Year 11 & 12) Subject Matrix

COURSE STRUCTURE / OVERVIEW Pastoral Care 08 Biblical Studies 08 English 10 Mathematics 11 Science Science 12 Psychology and Ethics 13 Health & Physical Education LFCIA Sport Development 14 HPE Year 9 15 HPE Year 10 16 Outdoor Education 17 Sport and Recreation 18 Humanities & Social Sciences Business and Economics

Global Citizenship 20 Modern History 21 Society and Community 22 Languages 23 Technologies Coding 24 STEM 24 Food Specialisation

Industrial Technology 25 The Arts Drama 26 Media Arts 27 Music 28 Visual Arts

Subject Selections - How To

6 Tips for choosing your subjects

“Let the wise hear and increase in learning, and the one who understands obtain guidance”. PROVERBS 1:5

YEAR 7 & 8 SUBJECT Matrix Our Year 7 program is specifically designed to support students as they transition from the traditional primary school environment to the more dynamic structure of secondary education. Students begin to shift from the one-teacher model to working with specialist teachers in key subject areas. However, they remain connected to a core class, spending most of their time learning alongside the same group of classmates each day. In Year 7, our teaching approach involves teambased instruction across five core subjects: English, Mathematics, Science, Humanities, and Health & Physical Education. While students will occasionally move to different classrooms, these transitions are kept to a minimum to ease the adjustment process.

CATEGORY

Year 8 builds upon the foundations laid in Year 7, with an increased focus on the specialist teacher model that students will encounter throughout their remaining years at CCC. During Years 7 and 8, students do not choose their electives; instead, the Secondary leadership team selects subjects aimed at broadening students’ experiences. This allows students to explore a variety of subjects before making more informed elective choices in Year 9.

Year 7 Core

Year 8 CORE

Pastoral Care

Biblical Studies

English

Mathematics

Science

Health & Physical Education

Humanities & Social Sciences

Humanities & Social Sciences (HASS)

Languages

Spanish

Pastoral Care & Biblical Studies

ELECTIVES (Students in Years 7 & 8 study 3 provided electives each year) Digital Technologies Technologies

Industrial Technology

Design & Technologies: Food & Fibre

Drama The Arts

Music Visual Art

YEAR 9 & 10 SUBJECT Matrix As students transition from Year 8 to Year 9, having experienced a range of electives, they are equipped to make thoughtful decisions about their academic pathway. Year 9 introduces continuity with core subjects like English, Maths, Science, HPE and History, complemented by the freedom to choose three electives. This framework not only supports foundational learning but also prepares students for future academic pursuits including extension options in English, Maths and Science in Year 10, tailored for those planning to study these General subjects in Senior Phase.

CATEGORY Pastoral Care & Biblical Studies

English

YEAR 9 PATHWAY

Year 10 PATHWAY

Pastoral Care (core)

Biblical Studies (core)

English (core)

General English or Essential English Mathematical Methods or

Mathematics

Mathematics (core)

General Mathematics or Essential Mathematics General Science or

Science

Science (core)

Essential Science Psychology and Ethics (elective)

Languages

Health & Physical Education

Spanish

Spanish (elective)

Health & Physical Education (core)

Health & Physical Education (elective)

LFCIA Sport Development (elective)

Outdoor Education (elective)

History (core) Humanities & Social Sciences Global Citizenship (elective)

Technologies

The Arts

Outdoor Education (elective) Sport and Recreation (elective)

Modern History (elective) Business and Economics (elective)

Global Citizenship (elective) Social and Community Studies (elective)

Coding (elective)

STEM (elective)

Food Specialisation (elective)

Industrial Technology (elective)

Drama (elective)

Media Arts (elective)

Music (elective)

Visual Art (elective)

Every attempt will be made to ensure that students are able to study their first choice of subjects, however, timetable and personnel constraints may mean that some students may be asked to reconsider their elective selections.

YEAR 11 & 12 SENIOR PHASE Matrix CATEGORY Pastoral Care English

Mathematics

Subject

PREREQUISITES

Pastoral Care English

QCAA STATUS NA

General English (Y10)

Essential English

General Applied

General Mathematics

General Mathematics (Y10)

General

Mathematical Methods

Mathematical Methods (Y10)

General

Essential Mathematics

Applied

Electives (students in Senior Phase select 4 courses of study) Mathematics

Science

Health & Physical Education

Humanities & Social Sciences

Technologies

The Arts

Vocational Education & Training & Distance Education

Specialist Mathematics

Mathematical Methods (Y10)

General

Biology

General Science (Y10)

General

Chemistry

General Science (Y10)

General

Physics

General Science (Y10)

General

Psychology

General Science (Y10)

General

Physical Education

General

Legal Studies

General

Modern History

General

Business Studies

Applied

Design

General

Digital Solutions

General

Hospitality Practices

Applied

Information & Communication Technology

Applied

Drama

General

Visual Art

General

Music

General

Music in Practice

Applied

Cert II in Engineering Pathways

Certificate

Cert II in Outdoor Recreation

Certificate

Cert III in Christian Ministry & Theology

Certificate

Cert IV in Justice Studies

Certificate

Diploma of Business

Diploma

TAFE Qld (Cert I, II, III various)

Certificate

School Based Traineeships/Apprenticeship

UniSC Head Start Program (Year 12 only)

NA 7

Pastoral Care In our Secondary College, students are enrolled in year-level Pastoral Care classes, with dedicated Pastoral Care teachers serving as their core contacts throughout the school year. During the Middle Years, students view their Pastoral Care groups as their primary class structure, with regular timetabled core lessons (English, Maths, Science, Humanities, and HPE) each school day. Pastoral Care sessions are scheduled three times a week for all Year 7-12 classes. This time allows for building relationships, addressing concerns, reviewing routines, discussing upcoming events and laying a solid groundwork for confidence, success, and security throughout secondary education. Parents are encouraged to contact Pastoral Care teachers via email or phone to discuss any questions or concerns they may have. Throughout the school year, guest speakers are invited to present valuable content that aligns with our Biblical worldview in both classes and school assemblies. Pastoral Care lessons encompass several key areas: •

Wellbeing-focused lessons cover a range of topics aimed at enhancing students’ resilience in various life situations.

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Life Skills lessons equip students with practical skills essential for success in both academic settings and beyond.

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Career Exploration sessions guide students in investigating and planning their future career pathways.

The RITE Journey (Year 9 only) At CCC, we recognise parents as a child’s first and most important educators, advocates, and influencers’. Through the RITE Journey, a year-long program, we partner with parents to guide students through the challenges of adolescence. This program nurtures each student’s strengths, while offering opportunities to explore faith, hope and the lasting impact of a relationship with Jesus.

Biblical Studies At Cooloola Christian College, our Biblical Studies program is committed to guiding students toward a deeper understanding of God, His Son Jesus, and the Christian faith. We view this as a vital responsibility, encouraging students to explore their beliefs and consider a personal relationship with Jesus Christ. While we acknowledge that not every student may choose to follow Jesus, we trust that the seeds of the Gospel planted during their time at CCC will grow and bear fruit in their lives, now and in the future. For students in Years 9 and 10, the Biblical Studies curriculum centres on the teachings of the Bible, with a strong focus on the Gospel message and the importance of each individual’s response to it. Through a variety of engaging lessons, students are encouraged to critically reflect on their own beliefs and explore the transformative power of the Gospel. By providing a space for faith exploration, our Biblical Studies program aims to not only educate students about Christianity but also inspire them to think deeply about their spiritual journey and the impact the Gospel can have in shaping their lives.

Year 9

Year Level

Year 10

PASTORAL CARE & BIBLICAL STUDIES

Overview

Content Explored By the end of Year 9, students will be able to distinguish between maturity and immaturity by identifying specific characteristics and behaviours that represent these qualities. They will also be able to compare various perspectives on masculinity and femininity, while explaining and reflecting on biblical viewpoints. Furthermore, students will gain a deeper understanding of their own identity and compare it with the biblical perspective of being children of God, created in His image. They will also develop the ability to locate relevant Bible verses on various topics and apply these insights to contemporary life situations. By the end of Year 10, students will have developed an understanding of the different attributes of God as Father, Son, and Holy Spirit. They will be able to identify various forms of Christian community and articulate the challenges faced by the Church in different parts of the world. Students will also reflect on their own views about relationships, recognising the sources that have shaped these perspectives. Additionally, they will critically evaluate the Gospel accounts from both historical and theological standpoints, constructing well-founded arguments to demonstrate their understanding. Students will further show their ability to apply biblical texts effectively in supporting their arguments.

ENGLISH

Overview

The English curriculum helps students to engage imaginatively and critically with literature and appreciate its aesthetic qualities. They explore ideas and perspectives about human experience and cultural significance, interpersonal relationships, and ethical and global issues within real-world and fictional settings. Students are exposed to literature from a range of historical, cultural and social contexts. Through the study of texts, students develop an understanding of themselves and their place in the world.

English aims to ensure that students: learn to purposefully and proficiently read, view, listen to, speak, write, create and reflect on increasingly complex texts across a growing range of contexts. understand how Standard Australian English works in its spoken and written forms, and in combination with non-linguistic forms of communication, to create meaning to develop interest and skills in examining the aesthetic aspects of texts and develop an informed appreciation of literature. appreciate, enjoy, analyse, evaluate, adapt and use the richness and power of the English language in all its variations to evoke feelings, form ideas and facilitate interaction with others.

•

ENGLISH

YEAR 9 core English

Aim •

CATEGORY

YEAR 10 core General English or Essential English

Structure Curriculum content is organised under 3 interrelated strands, each with sub strands: 1. Language: for interacting with others; text structure and organisation; for expressing and developing ideas. 2. Literature: literature and contexts; engaging with and responding to literature; examining and creating literature 3. Literacy: text in context; interacting with others; analysing; interpreting and evaluating; creating text; phonic and word knowledge.

Year 10 English Pathway In Year 10, students have two subjects available, based on the Year 10 English curriculum. The two options are to better prepare students for the subjects available in the senior phase of learning. A subject recommendation will be made by the College for each student based on performance in Year 9, teacher observation and parental discussion. The subjects available are: General English

Essential English

This course is a prerequisite to study English (a General subject) in Years 11 and 12 (ATAR eligible). This subject is recommended for all General subjects in Years 11 and 12. This course is aimed at students intending to study Essential English in Years 11 and 12.

MATHEMATICS

Overview

Mathematics provides students with essential mathematical knowledge, skills, procedures and processes in number, algebra, measurement, space, statistics and probability. It develops the numeracy capabilities that all students need in their personal, work and civic lives, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Mathematics aims to ensure that students:

•

• • •

MATHEMATICS

YEAR 9 core

Aim •

CATEGORY

Mathematics

become confident, proficient and effective users and communicators of mathematics, who can investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens. develop proficiency with mathematical concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability. make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines. foster a positive disposition towards mathematics, recognising it as an accessible and useful discipline to study. acquire specialist mathematical knowledge and skills that underpin numeracy development and lead to further study in mathematics and other disciplines.

YEAR 10 core Mathematical Methods or General Mathematics or Essential Mathematics

Structure Curriculum content is organised under 6 interrelated strands: 1. 2. 3. 4. 5. 6.

Number Algebra Measurement Space Statistics Probability

Year 10 Mathematics Pathway In Year 10, students have three subjects available, all based on the Year 10 mathematics curriculum. The three options are to better prepare students for the subjects available in the senior phase of learning. The College will make a subject recommendation for each student based on performance in Year 9, teacher observation and parental discussion. The subjects available are: Mathematical Methods

This course is a prerequisite to study Mathematical Methods (or Mathematical Methods and Specialist Mathematics) in Years 11 and 12 (ATAR eligible).

General Mathematics

This course is aimed at students intending to study Essential Mathematics or General Mathematics in Years 11 and12 (ATAR eligible) and is a prerequisite for Chemistry, Biology or Physics.

Essential Mathematics

This course is aimed at students intending to study Essential Mathematics in Years 11 and 12. 11

Years 9 & 10 Subject Guide

SCIENCE

Overview

Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world. Through science, we explore the unknown, investigate universal phenomena, make predictions and solve problems. Science gives us an empirical way of answering curious and important questions about the changing world we live in. Aim Science aims to ensure that students have: •

CATEGORY SCIENCE

YEAR 9 core Science

an interest in science as a way of expanding their curiosity and willingness YEAR 10 core to explore, ask questions about, and speculate on, the changing world they live in. General Science or a solid foundation of knowledge of the biological, earth and space, physical and chemical sciences, including being able to select and Essential Science integrate scientific knowledge and practices to explain and predict phenomena and to apply understanding to new situations and events. an understanding of scientific inquiry and the ability to use a range of scientific inquiry practices, including questioning; planning and conducting experiments and investigations based on ethical and interculturally aware principles; generating and analysing data; evaluating results; and drawing critical, evidence-based conclusions. an ability to communicate scientific understanding and findings to a range of audiences, to justify claims with evidence, and to evaluate and debate scientific explanations and arguments. an ability to solve problems and make informed decisions about current and future uses of science while taking into account ethical, environmental, social and economic implications of decisions. an understanding of the dynamic nature of science including historical and global contributions, and an understanding of the relationship between science and society including the diversity of science careers.

•

• •

Structure Curriculum content is organised under 3 interrelated strands: 1. Science understanding: biological sciences, earth and space sciences, physical sciences, and chemical sciences. 2. Science as a human endeavour: nature and development of science, use and influence of science. 3. Science inquiry: questioning and predicting, planning and conducting, processing, modelling and analysing, evaluating, and communicating. Year 10 Science Pathway In Year 10, students have two subjects available, based on the Year 10 Science curriculum. The two options are to better prepare students for the subjects available in the senior phase of learning. The College will make a subject recommendation for each student based on performance in Year 9, teacher observation and parental discussion. The subjects available are:

General Science

This course is a prerequisite to study either Physics, Chemistry, Biology or a combination of these General subjects in Years 11 and 12 (ATAR eligible).

Essential Science

This course is aimed at students not intending to study science subjects in Years 11 and 12.

science

Overview

This elective introduces students to psychology by exploring the science behind human behaviour and mental processes. Students examine how the brain, genetics, environment and social influences shape behaviour, while learning how psychologists collect evidence and evaluate competing theories. Through investigations and case studies, students develop analytical and scientific inquiry skills that provide an excellent foundation for Senior Psychology and other health and social sciences. Throughout the course, students consider psychological knowledge alongside biblical principles that affirm the inherent worth of every individual as we are all created in the image of God.

CATEGORY SCIENCE

YEAR 10 core Psychology and Ethics

Aim The aim of Psychology and Ethics is to introduce students to the science behind human behaviour and mental processes, preparing them for a pathway to Senior Psychology. Structure Psychology and Ethics is organised under 2 interrelated strands: 1. Science as a Human Endeavour 2. Scientific Inquiry Skills Focus Areas of the Psychology and Ethics curriculum: •

Introduction to Psychology and the Brain

•

Learning, memory and sleep

•

Intelligence, mental health and human behaviour

•

Ethics and the future of psychology

Years 9 & 10 Subject Guide

HEALTH & Physical ED

Overview

A course designed as an extension the current HPE program, LFCIA Sport Development provides students with a unique opportunity to explore the science behind performance, while continuing to develop their skills through “The Liverpool Way”, in partnership with Liverpool FC. The LFCIA Sport Development elective is designed for students who are passionate about sport, performance, and understanding how the body works. Aim The LFCIA Sport Development course aims to ensure that students can: • •

analyse movement and improve technique design and deliver training sessions and understand how nutrition sports performance investigate training methods that improve speed, strength and endurance evaluate performance using real-world sporting scenarios.

• •

Students also experience elite training methods and philosophies through Liverpool FC sessions and Liverpool trained coach(es). Structure Curriculum content in LFCIA Sport Development is organised under 2 strands: 1. Personal, social and community health 2. Movement and physical activity Focus Areas of the LFCIA Sport Development curriculum: •

Investigate how elite athletes train and perform

•

Develop their own training programs

•

Lead and evaluate coaching sessions

•

Use feedback and reflection to improve

Students will build key skills that prepare them for success, including:

•

Critical thinking and analysis

•

Understanding of movement concepts

•

Application of theory to practical performance

•

Confidence in leadership and communication

CATEGORY HEALTH & PHYSICAL ED

YEAR 9 & 10 ELECTIVE LFCIA Sport Development

Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen.

CATEGORY HEALTH & PHYSICAL ED

Aim Health and Physical Education aims to ensure that students: •

•

YEAR 9 CORE HPE

access, evaluate and synthesise information to make informed choices and act to enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation. develop and use personal, social and cognitive skills and strategies to promote self-identity and wellbeing, and to build and manage respectful relationships. acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in various physical activity settings. engage in and create opportunities for regular physical activity participation as individuals and for the communities to which they belong. analyse how varied and changing personal and contextual factors shape opportunities for health and physical activity.

Structure Curriculum content in Health and Physical Education is organised under 2 strands: 1. Personal, social and community health: respectful relationships, social responsabilities and cultural connections. 2. Movement and physical activity: moving our bodies, making active choices, and learning through movement. Focus Areas of the Health & Physical Education curriculum: •

Alcohol and other drugs

•

Health benefits of physical activity

•

Safety

•

Active play and minor games

•

Games and sports

•

Lifelong physical activities

•

Rhythmic and expressive activities

Years 9 & 10 Subject Guide

HEALTH & PHYSICAL ED

Overview

HEALTH & Physical ED

Overview

Health and Physical Education is designed for students who want to develop a deeper understanding of health, wellbeing and physical activity, while building the knowledge and skills required for Senior Physical Education in Years 11 and 12. Health and Physical Education (HPE) focuses on how movement, lifestyle choices and social factors influence overall health, helping students become informed, confident and active individuals.

CATEGORY HEALTH & PHYSICAL ED

YEAR 10 ELECTIVE HPE

Aim Health and Physical Education aims to ensure that students: •

Explore how physical activity supports lifelong health.

•

Understand the impact of lifestyle choices on wellbeing.

•

Develop confidence in working with others and reflect on their own health behaviours and habits.

It is ideal for students who want a balanced subject combining practical activity with theoretical learning. The course prepares students for the theory and applied nature of Senior HPE. Structure Curriculum content is organised under 2 interrelated strands: 1. Personal, social and community health: respectful relationships, social responsabilities and cultural connections. 2. Movement and physical activity: moving our bodies, making active choices, and learning through movement. Focus Areas of the Health & Physical Education curriculum: •

Health & Wellbeing: Physical, mental and social health, building positive lifestyle habits and understanding influences on health choices.

•

Movement & Participation: Engaging in a variety of physical activities, understanding barriers and enablers to participation and developing confidence in movement.

•

Community & Connection: The role of sport and activity in communities, inclusivity and access to participation and building positive relationships through activity.

•

Reflection & Personal Growth: Evaluating personal health behaviours, setting goals for improvement and reflecting on experiences in physical activity.

At CCC, we believe that the most profound learning occurs when students engage in rich, shared experiences within authentic contexts. That is why the Outdoor Education program is committed to offering students the opportunity to immerse themselves in hands-on learning experiences that leave a lasting impact. Aim

HEALTH & PHYSICAL ED

Overview

CATEGORY HEALTH & PHYSICAL ED

YEAR 9 & 10 ELECTIVE Outdoor Education

Outdoor Education equips students for life by building a wide range of experiences, skills and knowledge upon a foundation of relationship with: •

Self: Facing challenges head on, learning new skills, developing resilience and dealing with adversity.

•

Community: Learning to live, work and play together, and understanding the biblical principles behind each of these skills.

•

Environment: God gave us the role of caretaker when he created the world. In order to look after it we must first understand and value it.

•

Our Creator: Through our experiences we have opportunity to develop and deepen a relationship with God and his Son, Jesus Christ.

Course Levy $880

Subject Overview Year

Unit 1

Unit 2

Unit 3

Unit 4

Rock Climbing & Abseiling

Expedition Planning and Management

Canoeing

Service & Maintenance (Yr 9)

First Aid

Mountain Biking

Marine Studies

Service & Maintenance (Yr 9)

NB: The subject is designed over 2 years ensuring all units are completed by a student who chooses it as an elective in Year 9 and 10.

Camps, Excursions & Safety It is expected that there will be two course camps planned for each year. The cost of these camps is included in the subject levy (see above). These camps are compulsory for assessment purposes and the highlight of the year. There are also excursions in class time and sometimes optional additional excursions. Students are expected to fully participate in camps, excursions and learning experiences. Outdoor Education activities inherently involve risk. These risks are managed by our experienced staff. If students do not follow safety instructions and put themselves and others at risk, they will be removed from the Outdoor Education program.

Equipment Requirements CCC provides basic camping gear, such as a tent, cooking stoves and a backpack. Quality camping equipment that is compact, light and durable is recommended. A raincoat, sleeping bag, polar fleece and thermals are considered basic requirements for safe activities. Much of this equipment will last for over 20 years with care, and without them, students may not be allowed to participate.

Years 9 & 10 Subject Guide

HEALTH & Physical ED

Overview

Sport & Recreation is designed for students who love being active, working with others, and exploring new ways to stay healthy for life. This subject is a hands-on, practical alternative to traditional HPE, focused on participation, leadership and real-world application of sport and recreation.

CATEGORY HEALTH & PHYSICAL ED

YEAR 10 ELECTIVE Aim

Sport and Recreation

Sport & Recreation is designed for students who want to stay active in a variety of fun and engaging ways, develop coaching and leadership skills, explore lifelong fitness and recreational activities and engage in practical and applied learning experiences. Students will build confidence through participation, trying new activities in a supportive environment, develop practical life skills and work collaboratively to achieve shared goals. Structure Curriculum content is organised under 2 interrelated strands: 1. Personal, social and community health: respectful relationships, social responsabilities and cultural connections. 2. Movement and physical activity: moving our bodies, making active choices, and learning through movement. Focus Areas of the Health & Physical Education curriculum: •

Coaching & Leadership: plan and deliver training sessions, coach peers and younger students and develop communication and leadership skills

•

Recreation & Lifelong Activity: Explore non-traditional and social sports, engage in activities such as fitness training, modified games and recreational pursuits and understand how to stay active beyond competitive sport.

•

Health, Fitness & Wellbeing: develop personal fitness programs, learn the importance of active lifestyles and explore nutrition and healthy habits.

•

Sport in the Community: Understand how sport connects people, plan and run small events or competitions and build teamwork and collaboration skills.

Students will also have opportunities to officiate, organise and lead activities, reflecting real-world sport and recreation environments.

HUMANITIES

Overview

CATEGORY

Business and Economics develops students’ understanding of economic systems, financial decision-making, entrepreneurship and the role businesses play within local, national and global communities. Students investigate how individuals, businesses and governments make decisions about resources, finances and economic priorities. Through inquiry-based learning and real-world case studies, students develop skills in problem-solving, critical thinking, collaboration and communication while examining contemporary economic and business issues.

HUMANITIES

YEAR 10 ELECTIVE Business and Economics

Aim The aim of Business and Economics is to develop students’ understanding of economic and business concepts and their ability to apply this knowledge in practical and ethical ways. Structure Business and Economics is organised under 4 interrelated strands: 1. Questioning and Reseaching 2. Analysing 3. Evaluating and Reflecting 4. Communicationg and Interpreting Focus Areas of Business and Economics curriculum: •

Investigate economic and business issues

•

Develop financial literacy and decision-making skills

•

Analyse data, trends and consumer behaviour

•

Evaluate business practices and economic impacts

Years 9 & 10 Subject Guide

CATEGORY

The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic, business, legal and political contexts. This learning area has a historical and contemporary focus, from personal to global contexts, and considers the challenges that may occur in the future, playing an important role in assisting students to understand global issues. Aim

HUMANITIES

YEAR 9 CORE History

YEAR 9 & 10 ELECTIVE

Humanities & Social Sciences aims to ensure that students have: • A sense of wonder, curiosity and respect about places, people, cultures Global Citizenship and systems throughout the world, past and present, and an interest in and enjoyment of the study of these phenomena. • Key historical, geographical, civic, business and economic knowledge of people, places, values and systems, past and present, in local to global contexts. • An understanding and appreciation of historical developments, geographic phenomena, civic values and economic factors that shape society, influence sustainability and create a sense of belonging. • An understanding of the key concepts applied to disciplinary and/or cross-disciplinary inquiries. • The capacity to use disciplinary skills, including disciplinary-appropriate questioning, researching using reliable sources, analysing, evaluating and communicating. • Dispositions required for effective participation in everyday life, now and in the future, including the ability to problem-solve critically and creatively, make informed decisions, be responsible and active citizens, make informed economic and financial choices, and reflect on ethics.

Unit 1

Unit 2

Unit 3

Unit 4

Skills

Concepts

Industrial Revolution

Making and Nation

World War I

Questioning & research; Using historical sources; Historical perspectives and interpretations; Communicating.

Evidence Perspectives; Interpretations & contestability; Continuity & change; Cause & effect; Significance.

Geography: Biomes and Food Security

Geography: Geographies of Interconnections

Economics and Business: Real Wealth

Civics & Citizenship: Influences on democracy

Active Citizenship; Democracy; Global Citizenship; Legal Systems; Identity & diversity.

Geography: Human Wellbeing

Geography: Environmental Change & Management

Civics & Citizenship: Systems of Justice

Economics and Business: Maintaining a Health Economy

Questioning & research; Analysis, evaluation & interpretation; Civic participation & decision-making; Communicating.

Year 9 Year 9 Year 9

HISTORY

Subject Overview

GLOBAL CITIZENSHIP

HUMANITIES

Overview

HUMANITIES

Overview

CATEGORY

The course develops students’ understanding of significant historical events, movements, individuals and ideas that have shaped societies and influenced the modern world. Students investigate the causes and consequences of historical change, analyse a range of historical sources and perspectives, and develop an understanding of continuity and change over time. Through inquiry-based learning, students strengthen their skills in research, critical thinking, analysis and communication while exploring the connections between past events and contemporary issues.

HUMANITIES

YEAR 10 ELECTIVE Modern History

Aim History aims to develop students’ understanding of the past and their ability to interpret historical events, perspectives and evidence. Historical skills include: • Chronology, terms and concepts. • Historical questions and research. • Analysis and use of sources. • Perspectives and interpretations. • Explanation and communication. Structure History curriculum is organised under 2 interrelated strands: 1. Knowledge and Understanding 2. Skills Focus Areas of Modern History Students extend their skills in questioning, research, and evaluation through the study of key historical topics including: •

The Rise of Nazism

•

World War II

•

The Civil Rights movements in the United States and Australia.

Years 9 & 10 Subject Guide

HUMANITIES

Overview

The Society and Community course develops students’ understanding of people, cultures, relationships and the ways communities function at local, national and global levels. Students investigate contemporary social issues; community structures and the role individuals play in creating positive social change. Through inquiry, collaboration and practical learning experiences, students build communication, research and problem-solving skills while developing empathy, leadership and active citizenship. Students explore how Christian principles such as compassion, stewardship, service, justice and integrity contribute to healthy communities and respectful relationships.

CATEGORY HUMANITIES

YEAR 10 ELECTIVE Society and Community

Aim Society and Communities aims to develop students’ understanding of how societies and communities operate and how individuals contribute to social wellbeing and change. Social and Community course aims to ensure that students can: • Investigate social and cultural issues. • Develop research and inquiry skills. • Analyse perspectives and communicate ideas effectively. • Work collaboratively to solve problems. • Reflect on ethical responsibilities within society. Structure Curriculum content is organised under 3 interrelated strands: 1. Personal, social and community health 2. Knowledge and Understanding 3. Skills Students completing this subject develop practical and transferable skills that support future study, employment and meaningful participation in their communities.

LANGUAGES

Overview

CATEGORY

This course develops students’ ability to communicate effectively in Spanish while building intercultural understanding and global awareness. Students engage with the language through speaking, listening, reading and writing activities that explore real-world contexts, Spanish cultures and contemporary issues. Students develop confidence in using Spanish for practical communication and deepen their understanding of how language reflects identity, culture and ways of life. Learning experiences encourage collaboration, creativity and critical thinking while strengthening literacy and communication skills across a range of contexts. There may be an opportunity for cultural immersion.

LANGUAGES

YEAR 9 & 10 ELECTIVE SPANISH

Aim This course aims to develop students’ ability to communicate in Spanish and engage with diverse cultures through meaningful language learning experiences. Students will: • Learn about the most outstanding landmarks in Spanish-speaking countries (Hispanic Landmark Expedition) • Develop listening, speaking, reading and writing skills • Build intercultural understanding and global awareness • Interpret and create a range of texts • Focus on language, geography and culture • Ask for and provide information across real-world travel contexts (such as airports, hotels and restaurants). Students will explore traditions, festivals, food and entertainment within Spanish-speaking communities. They examine modern issues affecting young people and communities in Spanish-speaking countries. Structure Spanish curriculum is organised under 2 interrelated strands: 1. Communicating meaning in Spanish 2. Understanding language and culture

Years 9 & 10 Subject Guide

Technologies ensures that all students benefit from learning about and working with the traditional, contemporary and emerging technologies that shape our world. Students have opportunities to consider the impact of technological solutions on equity including unconscious bias, ethics, and personal and social values.

CATEGORY TECHNOLOGIES

Aim

YEAR 9 & 10 ELECTIVES

Digital Technologies aims to ensure that students: Coding • use design thinking to design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs. • use computational thinking (abstraction; data collection, representation STEM and interpretation; specification; algorithms; and implementation) to create digital solutions. • confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings. • apply protocols and legal practices that support the ethical collection and generation of data through automated and non-automated processes and participate in safe and respectful communications and collaboration with audiences. • apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments. Structure Curriculum content in Digital Technologies is organised under 2 strands: 1. Knowledge and understanding: the information system components of data and digital systems (hardware, software and networks). 2. Processes and production skills: the skills needed to create digital solutions. Subject Overview

Years 9 & 10

CODING

Unit 1

Years 9 & 10

Unit 2

Foundations of Agile Planning and Game Design

Unit 1

STEM

TECHNOLOGIES

Overview

Drones

Core Game Play Development and Literative Builds

Unit 2

Unit 3

Unit 4

Robotics (Arduino)

Alternative Energy

Aerodynamics

Skills

Concepts

Acquiring, managing and analysing data; Investigating and defining; Generating and designing; Producing and implementing; Evaluating; Collaboration and managing; Privacy and security.

Digital systems; Data representation; Data acquisition; Data interpretation; Abstraction; Specification; Algorithms; and Programming.

TECHNOLOGIES

Overview

CATEGORY TECHNOLOGIES

YEAR 9 & 10 ELECTIVES

Design Technologies aims to ensure that students: Food Specialisation • develop confidence as critical users of technologies, designers, and (Levy $115) producers of designed solutions. • investigate, generate, iterate and analyse ethical and innovative designed Industrial Technology solutions for sustainable futures. (Levy $70) • use design and systems thinking to generate design ideas and communicate these to a range of audiences. • produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of tools, equipment, materials, systems and components creatively, competently and safely; and managing processes. • evaluate processes and designed solutions, transferring knowledge and skills to new situations. • understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society. Structure Curriculum content in Design Technologies is organised under 2 strands: 1. Knowledge and understanding: technologies and society, engineering principles and systems, food and fibre production, food specialisations, materials and technologies specialisations. 2. Processes and production skills: need to create designed solutions.

Years 9 & 10 Year A Year B

INDUSTRIAL TECH

FOOD SPECIALISATION

Subject Overview Unit 1

Unit 2

Unit 3

Unit 4

Skills

Public Health & Kitchen Operations

International Cuisine

Convenience Foods

Food Science

Outdoor Tile Top Table

Timber Research & Report

Scrolled Pot Plant Holder

Metal Work Industry Report

Acquiring, managing and analysing data; Investigating and defining; Generating and designing; Producing and implementing; Evaluating; Collaboration and managing; Privacy and security.

Coffee Table

Woodwork Occupation research

Portable BBQ organiser

Manufacturing Metal Work Processes Research Report

Years 9 & 10 Subject Guide

Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming. Aim

CATEGORY THE ARTS

YEAR 9 & 10 ELECTIVES

Drama aims to develop students’: • confidence and self-esteem to explore, depict and celebrate human experience, take risks, and challenge their own creativity through drama. • knowledge and understanding in controlling, applying and analysing the elements, processes, forms, styles and techniques of drama to engage audiences and create meaning. • sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences. • knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.

Drama Media Arts Music Visual Art (Levy $60)

Drama Structure Curriculum content is organised under 4 interrelated strands: 1. Exploring and responding: students learn as artists and as audience as they explore drama works and contexts, and respond using practices and forms, imagery and sounds, movement, language and/ or digital tools. 2. Developing practices and skills: for creating, performing and responding to drama. Students develop knowledge, skills and understanding of these practices through play, imagination, experimentation, and creative and critical thinking. 3. Creating and making: as artists, students apply drama and/or multi-arts creative processes. As audience, they reflect on their work as it develops; for example, through observation, analysis, reflection and evaluation. 4. Presenting and performing: students use acting and, as appropriate, take on creative and/or technical design/production roles to share drama and ideas with audiences, using available materials and technologies. Year

DRAMA

THE ARTS

Overview

Unit 1

Unit 2

Unit 3

Unit 4

Improvisation

Monologues

Collage Theatre

Image Theatre / Theatre of the oppressed

Script to Stage: Interpreting and performing

Physical Theatre Script Writing

Physical Theatre Performance

THE ARTS

Overview

CATEGORY THE ARTS

YEAR 9 & 10 ELECTIVES

Media Arts aims to develop students’: • enjoyment and confidence to participate in, experiment with and interpret the media-rich culture and communications practices that surround them. • creative and critical thinking skills through engagement as producers and consumers of media. • aesthetic knowledge and sense of curiosity and discovery as they explore images, text and sound to express ideas, concepts and stories for different audiences. • knowledge and understanding of their active participation in existing and evolving local and global media cultures.

Drama Media Arts Music Visual Art (Levy $60)

Media Arts Structure Curriculum content is organised under 4 interrelated strands: 1. Exploring and responding: students learn as artists and as audience and explore media arts works and media contexts in the lives of individuals and groups across cultures, times, places and communities, and respond using practices and forms, imagery and sounds, movement, language and/or digital tools. 2. Developing practices and skills: for producing and responding to media arts. Students will develop skills through play, experimentation and creative and critical thinking. 3. Creating and making: as artists, students apply media arts and/or multi-arts production processes. As audience, they reflect on their work as it develops; for example, through observation, analysis, reflection, evaluation and considering the relationships their work creates with audiences. 4. Presenting and performing: students share (exhibit/screen/publish/distribute) their media arts work using available spaces and resources. Students may also work collaboratively to produce multi-arts works.

MEDIA ARTS

Year

Unit 1

Unit 2

Unit 3

Unit 4

Photography

Stop Motion Animation

Digital Character Design

Music Videos

Digital Artwork

Montage Videos

Film Making

Advertising

Years 9 & 10 Subject Guide

CATEGORY THE ARTS

YEAR 9 & 10 ELECTIVES

Music aims to develop students’: • confidence to be creative, innovative, thoughtful, skillful and informed musicians. • knowledge and skills for listening with intent and purpose, composing and performing. • aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions. • understanding of music as an aural art form as they acquire skills to become independent music learners.

Drama Media Arts Music Visual Art (Levy $60)

Music Structure Curriculum content is organised under 4 interrelated strands: 1. Exploring and responding: students learn as listeners, composers and performers and respond using practices and forms, imagery, sounds, movement, language and/or digital tools. 2. Developing practices and skills: for listening to, composing, performing and responding to music. They develop knowledge and understanding through play, imagination, experimentation, creative and critical thinking, and practice. 3. Creating and making: students apply music-specific or multi-arts creative processes to compose music and to interpret music or performance. As audiences, they reflect on their work as it develops; for example, through observation, using aural skills, analysis, reflection and evaluation. 4. Presenting and performing: students perform their compositions and interpretations of music composed by other people in informal and/or formal settings in available physical or virtual spaces. Some performances will be refined; others will be presentations/demonstrations of work-in-progress.

Year

Unit 1

Unit 2

Unit 3

Unit 4

Blues & Jazz

Performance & Responding

MUSIC

THE ARTS

Overview

Performance Craft B

Performance Craft Performance & Responding

Composition, Performing and Responding

Contemporary Music

Contemporary Music Composition, Performing and Responding

THE ARTS

Overview

CATEGORY THE ARTS

YEAR 9 & 10 ELECTIVES

Visual Arts aims to develop students’: • conceptual and perceptual ideas and representations through design and inquiry processes. • knowledge and skills in using visual conventions, visual arts processes and materials. • critical and creative thinking skills through engagement with and development of visual arts practice. • respect for and acknowledgment of the diverse roles, innovations, traditions, histories and cultures of artists, craftspeople and designers; visual arts as social and cultural practices; and industry as artists and audiences. • confidence, curiosity, imagination and enjoyment. • personal expression through engagement with visual arts practice and ways of representing and communicating.

Drama Media Arts Music Visual Arts (Levy $60)

Visual Arts Structure Curriculum content is organised under 4 interrelated strands: 1. Exploring and responding: students learn as artists and as audience and explore visual arts practices in community, studio and/or industry settings across local, regional, national and global contexts and respond using visual arts practices, materials and forms, imagery, sounds, movement, language and/or digital tools. 2. Developing practices and skills: for exploring, creating and responding to visual arts. Students develop knowledge and understanding through play, imagination, experimentation, and creative and critical thinking. 3. Creating and making: students use visual conventions, visual arts–specific and/or multi-arts creative processes, and visual arts materials. As audience, they reflect on their work as it develops; for example, through observation, analysis, reflection and evaluation.

VISUAL ARTS

4. Presenting and performing: students present visual artworks to audiences.

Year

Unit 1

Unit 2

Unit 3

Unit 4

Imaginary Landscapes

Animation Sculpture

Pop ’n’ Print

Creative Collage

Portraits

Clay Masks

Cartoon Action

Still Life

Years 9 & 10 Subject Guide

SUBJECT SELECTION - HOW TO

Subject Selection Overview When making your subject selections for Year 9 and 10, it’s important to plan carefully. Year 9 students will study five core subjects and need to nominate their three elective preferences. You will be asked to choose your 1st and 2nd preferences for electives on Lines 1, 2, and 3. In Year 10, you’ll also study three core subjects and five electives, but there are additional opportunities to extend your learning. Year 10 offers extension options in English, Mathematics, and Science, and you will need to select which strand of these core subjects you would like to study. Example of Year 10 Subject Selection Form

2027 Year 10 Subject Lines Student Name: _______________________________________________ I am considering an ATAR (Australia Tertiary Admission Rank) pathway in Senior Phase: Yes

Core (please nominate your English, Mathematics & Science selection) Pastoral Care & Biblical Studies

Essential English General Mathematics or Mathematical Methods or Essential Mathematics General Science or Essential Science

SUBJECT

PREF.

SUBJECT

PREF.

Food Specialisation

Global Citizenship

Food Specialisation

Industrial Technology

LFCIA Sport Development

Music

Media Art

Outdoor Education

STEM

Drama

Visual Arts

Outdoor Education

Spanish

STEM

Visual Arts

LINE 4

Food Specialisation Industrial Technology

Health and Physical Education

Social and Community Studies

Business and Economics

Modern History

Psychology and Ethics

YEAR 10 SUBJECT SELECTION

1 1

LINE 3

Coding Drama

LINE 5

LINE 1

Electives (please nominate your 1st and 2nd preference in each line)

LINE 2

COOLOOLA CHRISTIAN COLLEGE

For more information about each subject, refer to the Year 9 & 10 Subject Guide.

CORE SUBJECTS

General English or

6 Tips for

choosing your subjects 01

Set your goals

Know the Prerequisites

Think about your future: what career, job, or course are you aiming for? Let your goals guide your subject

Some courses in Senior Phase require certain subjects. Make sure you check for any prerequisites now

choices.

so you’re not limited later.

Play to your strengths

Keep your options open

Choose subjects you enjoy and do well in. You’re more likely to succeed and stay motivated when you’re

If you’re unsure about your future pathway, choose a balanced mix of subjects that leave multiple doors

confident in your abilities

open after graduation.

Do your research

Think beyond the classroom

Talk to teachers, VET/ILC coordinator, and older students. Look into what different subjects involve

Some subjects offer practical skills or hands-on experience that can help with real-world readiness or lead directly into a trade or job.

and where they can lead.

THE MOST FREQUENTLY ASKED QUESTION ...

CAN I CHANGE MY SUBJECTS?

Yes, subject changes are possible. Subject changes at CCC must be completed within the first 3 weeks of a term or at its conclusion. Students seeking a change must complete a Subject Change Form, signed by a parent to acknowledge the request. Final approval for subject changes is contingent upon authorisation by the Secondary Deputy Principal.

Years 9 & 10 Subject Guide

YEARS 9 & 10

COOLOOLA CHRISTIAN COLLEGE 1 COLLEGE ROAD, SOUTHSIDE QLD 4570 | (07) 5481 1000 | www.ccc.qld.edu.au