Year 9 & 10 Curriculum Handbook

FOREWORD FROM THE COLLEGE PRINCIPAL

Mr Chris Gabbett

It is in years 9 and 10 that students can first choose electives, whilst maintaining a focus on core learning such as History, Maths, English, Religious Education and Science. They will be beginning to discern a career pathway. Ideally, the choice of electives should be a balance of developing content knowledge and skills that can help this decision making, and a desire to do subjects that are enjoyable. Again, a broad perspective is ideal.

Chris Gabbett

COURSES OF STUDY IN YEAR 9 & 10

At Mary MacKillop Catholic College, the Year 9 and Year 10 learning program is designed to enrich the learning experiences of students by offering a combination of Core and Elective subjects. Core subjects are areas of learning central to the curriculum.

Complementing Core subjects, each year, students choose four (4) Elective subjects. Students will complete two different electives per semester. Elective subjects are designed to broaden students' learning and develop and extend their skills, interests and abilities.

Elective subjects offer students the opportunity to experience learning in areas they might find interesting, enjoy, and wish to explore. Elective Subjects also expose students to learning in areas in which they have no experience, thus extending their knowledge and developing their skills and competencies. In some instances, Elective subjects provide a link with more specialised studies in Years 11 and 12.

PROGRAM OF STUDY:

In Year 9, students participate in a course of study that includes the following common Core Subjects:

• Religion

• English

• Mathematics

• Science

• History

• Health and Physical Education

Students also study two (2) Elective subjects per semester. In total students will be studying four electives each year.

In Year 10, students participate in a course of study that includes the following common Core Subjects:

• Religion

• English

• Mathematics

• Science

• History

• Health and Physical Education

Students also study two (2) Elective Subjects each semester. In total, students will be studying four electives each year.

CORE SUBJECTS

RELIGION CORE SUBJECT

At the heart of the Years 9 and 10 Religion Program lies the units of work written to complement the Religious Education Guidelines of the Archdiocese of Brisbane. The approach to this subject is an educational one; students are formally assessed and their progress in knowledge, process skills and communication skills is reported upon.

AIMS

To assist students to:

• Develop appropriate language and concepts for studying the Hebrew Scriptures.

• Understand the role that the Hebrew Scriptures play within the Jewish and Christian faiths.

• Apply the Three Worlds of the Text and LAaSMO analysis to Hebrew and Christian scriptures.

• Understand the role of tradition in underpinning the evolution of Catholi cism.

• Explore the concept of an Australian spirituality and the way Catholicism has impacted on, and been impacted upon, by this nation.

• Understand the principles that underpin Christian morality.

• Grow in understanding of differing models of moral thought.

• Apply Christian moral principles to contemporary social/ethical issues.

• Understand the Church’s response to Challenge and Change.

• Engage in various prayer forms and understand the principles employed in creating effective ritual ; and

• Investigate the representation of God/gods in World Religions, including: Judaism, Christianity, Islam, Hinduism and Buddhism.

A SSESSMENT

Students will complete a variety of assessment pieces during Year 9 and 10 including:

• Research / Inquiry assignments

• Analytical Essays

• Short Response Exams

• Projects and Multimodal Presentations

ENGLISH CORE SUBJECT

COURSE DESCRIPTION

Year 9 and 10 students will interpret, create, evaluate, discuss, and perform a wide range of literary texts as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances, and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media and the differences between media texts.

Students will also create a range of imaginative, informative, multimodal and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

AIMS

The Australian English Curriculum aims to ensure students:

• Learn to listen to, read, write, create, and reflect on increasingly complex and sophisticated spoken, written, and multimodal texts across a growing range of contexts with accuracy, fluency and purpose

• Appreciate, enjoy, and use the English language in al l its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

• Apply their knowledge of context, purpose, and audience to create and reflec t upon literary texts

• Understand how Standard Australian English works in its spoken and written forms and in combination with non - linguistic forms of communication to create meaning; and

• Explore the aesthetic aspects of texts to develop an informed apprec iation of literature.

ASSESSMENT

Assessment is an integral part of teaching and learning. It is the purposeful collection of evidence about students' achievements. Assessment is used for a variety of purposes, but its most important use is in supporting student learning. Students are assessed using the following criteria:

• Listening, speaking and creating.

• Reading and viewing.

• Writing and creating

The types of assessment, across spoken and written modes, include:

• Informative

• Persuasive

• Imaginative

• Analytical

MATHEMATICS CORE SUBJECT

COURSE DESCRIPTION

The Australian Curriculum based Mathematics course will provide students with essential mathematical skills and knowledge in the content strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

The proficiency strands within the curriculum are Understanding, Fluency, Problem Solving, and Reasoning. Content will be organised in such a way that unnecessary repetition is avoided, but will recognise that within mathematics, concepts or skills do need to be revisited, strengthened, and extended from year to year.

All Year 9 and 10 students will be working to the Australian Curriculum with the normal content and proficiency strands being applied.

In Year 9, the cohort is again divided into one larger extension class and two smaller mixed ability classes. Movement between these groups is possible but usually limited to the end of Semester 1. All students sit the same assignments and exams.

In Year 10, the subject will be offered as Core Level Mathematics and Extension Level Mathematics. Both these courses have their own level-appropriate text book, supported by extensive online support material.

• Students who are not intending to choose Mathematical Methods and/or Specialist Mathematics in Year 11 can choose Core Level Mathematics in Year 10 where all aspects of the Year 10 Australian Curriculum will be studied, aiming for understanding and competence at this level. Curriculum topics will be the foundation work for Essential Mathematics and General Mathematics cou rse s in Year 11 and 12 .

• Students who completed Year 9 Mathematics well and are looking to do further higher order mathematics in senior and beyond, are advised to study Extension Level Mathematic s where all aspects of the Year 10A Australian Curriculum w ill be studied. Curriculum topics will be foundation work for Mathematical Methods and Specialist Mathematics courses in Year 11 and 12. It is not necessarily expected that all students who choose Extension Level Mathematics in Year 10 will choose Mathematical Methods in Year 11.

AIMS

The curriculum provides students with carefully paced, in depth study of critical skills and concepts. It aims to encourage students to become self-motivated and confident learners of mathematics.

ASSESSMENT

Each semester will consist of:

• One Modelling and Problem-solving task per semester.

• End of t erm test s.

There will be extended learning experiences and activities that may or may not be used for summative assessment purposes.

SCIENCE CORE SUBJECT

COURSE DESCRIPTION

The Australian based curriculum provides opportunities for students to develop understandings about science and its processes, the scope of its contributions to our culture and society, and its applications in our daily lives. The curriculum addresses the diverse needs of Australian students by providing them with scientific knowledge, understandings, and skills. Our goal is that students make informed and responsible personal, social, technological, and environmental decisions that impact at the local, national and global levels and to participate, if they so wish, in science-rich careers.

The curriculum encompasses the three interrelated areas of: science inquiry skills (incorporating skills and understanding of science as a way of knowing and doing); science as a human endeavour (incorporating knowledge and understanding of the personal, social, environmental, cultural and historical significance and relevance of

science), and science understanding (incorporating knowledge and understanding of the biological, physical, earth and space sciences).

AIMS

Years 9 and 10 students involved in the Junior Science Program will be prepared to study the Senior Science subjects offered at Mary Mackillop Catholic College in Years 11 and 12 — Biological Science, Chemistry, Physics and Earth Science.

ASSESSMENT

Based on t hree criteria:

• Knowledge and Conceptual Understanding

• Scientific Investigation

• Science as a Human Endeavor

Information regarding these t hree criteria is gathered through written examinations, extended response tasks, and extended experimental investigations. A significant component of the course is spent developing practical skills through laboratory work and the writing of scientific reports.

HISTORY CORE SUBJECT

COURSE DESCRIPTION

Year 9 History focuses on “The Making of the Modern World” The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It explores the period of industrialisation and the rapid change in the ways people lived, worked and thought. Students develop an understanding and awareness of this era of nationalism and imperialism, and how the colonisation of Australia was part of the expansion of European power.

Year 10 History, students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement. Students investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. Students also investigate one major global influence that has shaped Australian

society in depth, including the development of the global influence during the twentieth century.

AIMS

The curriculum generally takes a world history approach within which the history of Australia is taught. It does this to equip students for the world (local, regional and global) in which they live by aiming to ensure that students:

• Generate an interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens .

• Enhance their knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society

• Increase their understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, sig nificance , and contestability; and

• Develop a capacity to undertake historical inquiry, including skills in the analysis and use of sources , and in explanation and communication.

Students will study the following key topics:

• Industrial Revolution

• Making a Nation (Australia)

• Causes of World War One

• Rise and fall of Nazi Germany

• Australia and World War Two

• Freedom Movement in Australia and USA

• Popular Culture

ASSESSMENT

Students will complete a variety of assessment pieces per semester and over the course of the year a ssessment items may include:

• Multimodal Research Assignment

• Extended Written Response

• Examination

HEALTH AND PHYSICAL EDUCATION CORE SUBJECT

COURSE DESCRIPTION

Health and Physical Education is a theoretically and practically based subject in which students are given the opportunity to study basic health practices and be exposed to a variety of activities and sports. In addition, each student will be exposed to a variety of recreational and leisure activities that encourage movement and physical fitness. Students will be assessed in movement and physical activity units as well as units that cover personal, social, and community health. S tudents will develop skills in interacting with others and identify strategies for making healthy and safe choices.

AIMS

Years 9 and 10 Health and Physical Education will assist students with the physical and theoretical requirements of Health and Physical Education in Years 11 and 12. It may also encourage lifelong involvement and enjoyment in physical activity. During lessons, students will learn about topics relating to their own participation in sport and physical activity. Students are expected to participate in every lesson, allowing them to develop confidence.

Due to the requirements of participation in the practical component of Health and Physical Education, each student is required to have their correct sports uniform, a sports hat, and footwear appropriate to physical activity.

Areas that will be studied include:

• Identities and change

• Making healthy and safe choices

• Making active choices

• Learning through movement

ASSESSMENT

Each practical unit is assessed using observations in isolated and authentic environments such as game play or routines performed individually or in groups, specific to the activity being covered.

Each theoretical unit will be assessed using a multi modal presentation, portfolio of collected works, written exam, or research assignment.

ELECTIVE SUBJECTS

ELECTIVES

CHOOSING ELECTIVE SUBJECTS

Students may choose the same or a similar combination of Elective Subjects in both Years 9 and 10. They are encouraged, however, to keep their options open and experience a range of subjects to ensure that the important choices that are made in Years 11 and 12 are based not only on a chosen career path but a broader understanding of the curriculum offered.

Before making any decisions regarding the choice of Elective Subjects, please consider carefully the information that is presented in this Handbook. More specific information is available from the respective subject teachers. We recommend that students select subjects that they enjoy and in which they have a genuine interest. Students should also consider subjects they might wish to study in Years 11 and 12.

In choosing the most suitable subjects, the following factors should be kept in mind:

Achievement:

A student who has performed well in a subject in Year 7 and 8 would be likely to continue to do well in that subject.

Aptitude:

A student's natural abilities may be more suited to some subjects than to others.

Interests:

After exposure to a wide variety of subjects in Year 7 and 8 students should have an idea of the subjects they enjoyed and found interesting.

Further studies: Students should be mindful of prerequisites or highly recommended subjects for the later progression to Years 10, 11 and 12 courses.

THE SUBJECT SELECTION PROCESS

Students are required to indicate their subject preference. A link will be provided where students will indicate the subjects they would like do in each of the four elective lines. Students will also indicate their second and third choice in each line.

Although every effort is made to accommodate students' first subject choices, some subject combinations may not be possible. It is for this reason that we ask students to nominate extra choices as reserves.

Although all subjects are offered, there may not be viable numbers for a class to run within the timetable structure of the College. In such instances, we will refer to student’s alternate subject preferences.

Students will be provided with their allocated Elective Subjects. There will only be a limited amount of change possible after these are distributed, so students need to think very carefully when selecting their choices.

Year 8 and Year 9 students will be offered the opportunity to select four new Elective Subjects for study in the following year. Year 9 students may choose to continue studying in the areas they have been in the past or look to sample a wide variety of options throughout this two -year period in preparation for Years 11 and 12 and the ir future endeavours.

YEARS 9 AND 10 ELECTIVE SUBJECTS

Students and Parents/Carers are encouraged to use this page to plan their study program throughout both Years 9 and 10. Students will formally indicate their preference online.

TECHNOLOGIE S

WOOD PRACTICE

COURSE DESCRIPTION

Students will study some initial safety in the workshop. A number of small and simple projects will be constructed to introduce students to basic skills and equipment. Students will study safety in the workshop; design factors; workshop graphics; surface finishing; using woodworking tools and equipment; methods of joining timber and timber-turning. Students will also be given the opportunity to investigate and provide solutions to design challenges.

Students will develop new skills and knowledge in relation to timber panels. Students will study the planning and designing of projects; the use of power tools; methods of joining timber; manufacturing processes and fastening techniques. Students will gain skills and be given the opportunity to investigate and provide solutions to design challenges. Advanced students will also be given the opportunity to develop wood turning.

AIMS

The technologies curriculum aims to develop active and informed citizens and consumers. It enables students to become confident, creative, ethical, enterprising, environmentally and socially responsible innovators. Students will develop the technologies knowledge, understanding and skills to engage purposefully in the process of creating preferred futures. They will use a range of thinking skills, including futures and systems thinking, to generate and communicate creative ideas. These ideas will be enacted through the practical application of design and computational thinking along with traditional, contemporary and emerging technologies. The end products students produce (make) will be effective, meaningful and culturally authentic solutions to identified problems or opportunities in personal, family, community and global settings.

ASSESSMENT

Students are explicitly taught how to manage projects including planning; evaluating technologies; considering constraints; risk assessment and management; decision making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others at different stages of the process. Assessing and managing risk in this subject addresses the safe use of technologies and the risks that can affect project timelines. It covers all necessary aspects of health, safety and injury prevention at any year level and in any technologies context when using potentially dangerous materials, tools and equipment.

METAL TECHNOLOGY COU RSE DESCRIPTION

Students will study some initial safety in the workshop. A number of small and simple projects will be constructed to introduce students to basic skills and equipment. Students will study safety in the workshop; design factors; workshop graphics; surface finishing; using metalworking tools and equipment; methods of manipulating sheet metal and metal-turning. Students will also be given the opportunity to investigate and provide solutions to design challenges.

Students will develop new skills and knowledge in relation to joining metals. Students will study the planning and designing of projects; the use of power tools and equipment; manufacturing processes and fastening techniques. Students will gain skills. and be given

the opportunity to investigate and provide solutions to design challenges. Advanced students will also be given the opportunity to develop metal turning.

AIMS

The technologies curriculum aims to develop active and informed citizens and consumers. It enables students to become confident, creative, ethical, enterprising, environmentally and socially responsible innovators. Students will develop the technologies knowledge, understanding and skills to engage purposefully in the process of creating preferred futures. They will use a range of thinking skills, including futures and systems thinking, to generate and communicate creative ideas. These ideas will be enacted through the practical application of design and computational thinking along with traditional, contemporary and emerging technologies. The end products students produce (make) will be effective, meaningful and culturally authentic solutions to identified problems or opportunities in personal, family, community and global settings.

ASSESSMENT

Students are explicitly taught how to manage projects including planning; evaluating technologies; considering constraints; risk assessment and management; decision making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others at different stages of the process. Assessing and managing risk in this subject addresses the safe use of technologies and the risks that can affect project timelines. It covers all necessary aspects of health, safety and injury prevention at any year level and in any technologies context when using potentially dangerous materials, tools and equipment.

COURSE DESCRIPTION

In Design and Technologies students engage in a design process. They generate, develop and evaluate ideas and design, produce (make) and evaluate products, services and environments in a range of technologies contexts in home, community and global settings. Students take action and make ethical decisions about technologies, considering legal, economic, environmental and social implications. They learn about the process of design as well as different technologies contexts. They realise (make) solutions by working technologically using technologies processes and production involving their hands, tools, equipment and digital technologies, using natural and fabricated materials.

AIMS

In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including

perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.

ASSESSMENT

Students will be assessed through projects and design challenge tasks over the semester.

WEB DE SIGN

COURSE DESCRIPTION

In Web Design, students engage in a project focused model of learning to create for purpose and stakeholder needs. They generate, develop, and evaluate ideas and designs, produce coded solutions, and evaluate existing and potential solutions to meet the needs of clients and users. Students act and make ethical decisions about technologies, considering legal, economic, environmental, and social implications. Within this course specifically students will explore web frameworks and languages including HTML, CSS, JavaScript, and PHP to build accessible web applications that meet the needs of both client and user.

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AIMS

The course aims to give students opportunities to explore web development through building digital solutions that meet the needs of a range of stakeholders. They will develop project management skills while building prototype applications designed to solve specific solutions. Student confidence in programming will develop as general-purpose programming languages are integrated into the learning undertaken.

ASSESSMENT

Assessment will be project based (folio) in response to a technical proposal or stimulus that outlines of key stakeholders.

GAME DESIGN COURSE DESCRIPTION

In Game Design, students engage in a project focused model of learning to create for purpose and stakeholder needs. They generate, develop, and evaluate ideas and designs, produce coded solutions, and evaluate existing and potential solutions to meet the needs of clients and users. Students act and make ethical decisions about technologies, considering legal, economic, environmental, and social implications. Within this course specifically students will explore the Python programming language and the pyGame and Game Frame libraries and front-end.

AIMS

The course aims to give students opportunities to explore game development through building digital solutions that meet the needs of a range of stakeholders. They will develop project management skills while building prototype software applications designed to meet the needs of a particular demographic. Student confidence in programming will develop as general-purpose programming languages are integrated into the learning undertaken.

ASSESSMENT

Assessment will be project based (folio) in response to a technical proposal or stimulus that outlines of key stakeholders.

ASSESSMENT

Students will be assessed on their knowledge, understanding and skills using a variety of formal and informal methods. Assessment will take place through written tasks, oral presentations, research tasks, tests, and practical activities.

COURSE DESCRIPTION

Food & Nutrition is the study of food in the context of food science, nutrition, and food technologies. Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. This knowledge is fundamental for continued development of a safe and sustainable food system that can produce high quality, nutritious solutions with an extended shelf life.

The food system includes the sectors of production, processing, distribution, consumption, research, and development. Waste management, sustainability and food protection are overarching principles that have an impact on all sectors of the food system. Students will actively engage in a food and nutrition problem solving process to create food solutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal, sustainable, and technological futures.

AIMS

The course aims to give students greater knowledge about the foods that they eat as well as the current-day impacts of food availability around the world. It aims to educate students about the nutritional content of the foods they eat and how they can make healthier choices. The course will also aim to inform students of some of the ethical issues surrounding the foods that may form part of their diet.

ASSESSMENT

Assessment will be research and designed based. Students may be asked to investigate genetically modified or engineered food, design a new food item for the ever-changing market or evaluate the use of different options for response to world-wide food security

COURSE DESCRIPTION

Hospitality is a ‘hands on’ course and through practical experiences students will develop food preparation skills as well as the ability to design, produce and evaluate food solutions. It provides students with a context through which to explore the richness, pleasure, and variety that food adds to life.

The course will actively engage students in learning about food in a variety of settings including family meals, special functions, and celebrations. Students will prepare and cook a variety of contemporary meals, desserts, snacks, and other food items. This will give students valuable life skills and experience using a wide range of foods such as meats, fruits, vegetables, dairy products, and cereal products. It will also provide students with a broad knowledge and understanding of processing, preparation, and consumption patterns as well as the importance of hygiene and safety in the production of food.

AIMS

Each week students will undertake practical activities associated with the topic being studied to develop a range of food preparation skills. Topics may include:

• Aussie cuisine

• Celebrating with food

• Food Product Development

• Food Equity

• Food sustainability

• Food safety and hygiene

Food Technology is an enjoyable subject for all students who will gain valuable experiences and will provide the foundation for careers in Tourism and Hospitality, Food Manufacture, Dietetics, Hotel Management or as a Chef.

ASSESSMENT

Students will be assessed on their knowledge, understanding and skills using a variety of formal and informal methods. Assessment will take place through written tasks, oral presentations, research tasks, tests, and practical activities.

AGRICULTURAL SCIENCE

COURSE DESCRIPTION

Would you like to make a real difference? Do you want a career that can take you anywhere in the world? Are you dreaming of being able to vary your work between indoors and outdoors? Does the thought of working with cutting edge technology excite you? Is spending your days working with plants, animals, machinery and getting your hands dirty appealing to you? Then Agriculture might just be the career for you

Studying Agricultural Science is an opportunity to explore approaches to problem solving and innovation within the context of sustainable and regenerative farming. Students will explore the areas of soil, climate, and plant sciences, looking at the application of cuttingedge technologies such as drones, breeding and genetic manipulation. This course is a theoretical science-based course that also has a practical component where students will have first-hand experience of working with soils and plants on-site.

AIMS

Agricultural Science aims to develop future citizens with an appreciation and understanding of the reality of Australian food and fibre production, now and into the future. It gives students the opportunity to develop an insight into the interactions between farming practices, environmental management, and climate change through the study of sustainability and regenerative agriculture

Students develop skills in the application of theoretical understandings in practical contexts, which is transferable to many other subject disciplines. Agricultural Science is intended to expose students in Years 9 and 10 to a range of senior academic and vocational Agriculture studies. It leads into post-school pathways that follow tertiary, vocational education and on-farm trajectories as well as many careers in agricultural support industries.

ASSESSMENT

Students will be assessed using an exam plus in their first unit. Their second unit will involve a student –directed experiment that focusses on a chosen area of germination or plant growth.

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM)

COURSE DESCRIPTION

The STEM (Science Technology Engineering and Mathematics) course focuses on developing students’ ability to apply Science and Mathematics to solving real world problems. This subject offers students the opportunity to explore Science, engineering and mathematics and its application to engineering and data science in a project-based learning environment.

The subject is very hands-on and focussed on creative, practical and successful solutions to STEM-based problems. Unit 1 of this course will focus on engineering-based solutions where Unit 2 will focus on robotics and using our selection of LEGO Spike Prime robotics kits.

AIMS

This subject aims to equip students to solve unfamiliar and challenging maths, science and engineering problems. Topics that may be studied in this course are:

• Geometry

• Robotics

• Motion

ASSESSMENT

Assessment in STEM mirrors the assessment techniques of Year 11 and 12 Mathematics and Science courses. There will be two problem-solving assignments, one based on engineering solutions and the second will be a robotics-focused assessment.

HUMANITIES

INTRODUCTION TO LAW

COURSE DESCRIPTION

The law is dynamic and constantly evolving in response to changing societal values, technology, and global influences. In Introduction to Law, students will study the interactions between society and the law and how our legal system regulates activities whilst protecting rights. Student may study:

• The foundations of the Australian legal system, governance, and law reform

• The criminal justice system; including punishment and sentencing.

• The civil justice system; including contract and tort law

• Australian and international human rights protection

AIMS

Introduction to Law develops informed citizens who are empowered to constructively question and contribute to the improvement of law and legal processes. It gives students confidence in approaching and accessing the legal system and an appreciation of the influences that shape law. Students develop skills in inquiry, critical thinking, problem-

solving and reasoning which are transferable to many other subject disciplines. Introduction to Law is intended to expose students in Years 9 and 10 to Senior Legal Studies. It leads into post-school pathways that follow tertiary, vocational education and workplace trajectories as well as many careers in law enforcement, criminology, justice studies and politics.

ASSESSMENT

Assessment in Introduction to Law mirrors the assessment techniques of Senior Legal Studies and includes combination response examinations, argumentative essays, and inquiry reports.

BUSINESS & ENTREPRENEURSHIP

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COURSE DESCRIPTION

The world of Business encompasses many areas which affect our everyday lives. As consumers in an increasingly sophisticated global economy, it is important for students to gain knowledge so that they are able to make informed purchasing decisions in life. Areas which will be covered throughout this course include innovation, entrepreneurial creativity, strategic planning, management, marketing and business communication.

Business Management focuses on a "hands on" approach to help students become responsible citizens in our worldwide commercial community. It is a very interesting subject area, and something which will be useful in everyone's life as they grow. Students should develop an awareness of business activities and how these impact within their school, local, national and international communities.

Students undertaking this course will learn within real-life business environment. These may be actual business locations or simulated work environments (within the school environment). The focus of learning is very much a "hands on" approach, and students will be encouraged to plan and run their own business ventures throughout the course.

AIMS

Topics which may be studied throughout these courses include:

• Managing Money and Being a Consumer.

• Assessing financial risk and reward.

• Competing in the global economy.

• Measuring economic performance and living standards.

• The Share Market Game.

• Business Environments and workplace law.

• Being Enterprising / Running a Business Venture.

• Elective Units which could include Promotion and Selling; Employment issues or Business Communications.

• Feasibility Study Product Development and Market Research.

• Contextualised Unit Running a Business Venture.

• Elective Units which aim to prepare students for both future studies in Business Management in Senior School, and provide skills for after-school life. Topics may be chosen from areas including Personal Finance, Major financial decisions or running a Small Business.

ASSESSMENT

Students will be assessed using a variety of methods including examinations, written assignment work, oral presentations, digital submissions and multimodal presentations.

COURSE DESCRIPTION

In this subject, students will investigate how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. Students will examine the biomes of the world, their alteration and significance as a source of food and fiber, and the environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world. Students will also focus on investigating environmental geography through an in-depth study of a specific environment.

AIMS

Students develop skills in inquiry, critical thinking, problem-solving and reasoning which are transferable to many other subject disciplines. This subject is intended to expose students in Years 9 and 10 to the skills required to study Geography in Year 11 and 12.

ASSESSMENT

Assessment in Geography mirrors the assessment techniques of senior Geography and includes combination response examinations, multi-modal presentations, and geographical reports.

COURSE DESCRIPTION

Where did the roads, hospitals and schools come from? Ancient Rome! Which culture almost took over the world as they knew it? Ancient Rome! Why do we have the months of July and August? You guessed it... Ancient Rome! Which culture started the Olympics? The Greeks! Why does your Alarm Clock wake you up every morning? The Greeks! Want to know more about Hercules and Zeus? Well come along and study the societies that continue to impact our daily lives today! In the study of Ancient History, we will discover the societies that had the most impact: Ancient Rome and Ancient Greece. Learn about the gladiators, the development of the chariot races and why we have different ideas of how humans think.

AIMS

Ancient History is concerned with studying people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies and the impact of individuals and groups on ancient events and ways of life, enriching their appreciation of humanity and the relevance of the ancient past. Ancient History highlights how the world has changed, as well as the significant legacies that exist into the present. A study of the past is invaluable in providing students with opportunities to explore their fascination with and curiosity about stories of the past and the mysteries of human behaviour.

ASSESSMENT

Students will be assessed using a variety of methods including examinations, written assignment work, oral presentations, digital submissions and multimodal presentations.

MA THEMATICS

HYBRID EXTENSION MATHEMATICS

COURSE DESCRIPTION

This course is intended as an introduction to the Year 11 and 12 Specialist Maths course and is solely on offer to Year 10 Advanced maths students in Term 3 and 4.

AIMS

Taking this elective will help students make a more informed decision about whether to study Specialist Maths in their senior years and give them further insights into the various wonders of the mathematical world.

Specialist Maths provides a bridge between Mathematical Methods and University level maths encountered in various engineering courses.

COURSE DELIVERY

This course is hybrid in its delivery format as it is being provided across a number of schools in the diocese at the same time. The main teaching points will be provided by Mr Speranza via video but students will also be supported by their class teacher. This will help maintain progress and establish a sense of mathematical community between schools. Whilst also allowing for a more personal style of study.

This course provides an introduction to many of the key topics in Specialist Maths, such as matrices, complex numbers, and vectors as well as building on Year 10 Advanced

skills such as surds and trigonometry, which are also used in extensively Mathematical Methods.

ASSESSMENT

Short 45 minutes exam (calculator) at the end of Term 3 and 4. The course will also involve PSMT style work, which will be non-assessed.

In short if you are curious about whether to study Specialist Maths or not, choose this course!

MIXED MEDIA

THE ARTS

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COURSE DESCRIPTION

In Mixed Media Art, students will develop knowledge, understanding and skills in the creative use of alternate media and construction materials, found objects and digital technologies to tell stories and explore concepts for diverse purposes and audiences. Students will individually and collaboratively, experiment with and interpret the communication practices that surround. Students will use photography and a variety of film making to produce their work.

AIMS

Students shall explore the use of Photoshop and technologies to assist in art production. Students will apply technologies to create resolved art pieces.

ASSESSMENT

Students will be assessed through a Making Folio of work and one Responding Task over the semester.

VISUAL ART

COURSE DESCRIPTION

Visual Arts engages students in a journey of discovery, experimentation and problem solving relevant to visual perception and visual language. SLearning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students will gain knowledge of the visual arts through exploring a variety of skills, techniques and processes. Students will experiment with various materials as they explore a range of forms, styles and contexts.

AIMS

This course aims at developing student skills through working with two dimensional, three dimensional art and design concepts and theories. Students will explore ideas through imaginative engagement, making and presenting art, crafts and design works, and engaging critically with these works and processes.

ASSESSMENT

Students will be assessed through a Making Folio and Responding Tasks over the semester course.

MUSIC

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COURSE DESCRIPTION

In Music, students will develop knowledge, understanding of the elements of music, reflect and interpret different styles of music. Students will build an understanding of instrumental and vocal techniques, while evaluating the performers success in expressing the composers; intentions and expressive skills in music they listen to and perform. Students will engage in the process of composition through individual and group assessments and engage in devising and performing stylized pieces.

AIMS

The course aims to give students individual and collaborative opportunities to develop an enjoyment of and confidence to participate in and explore different styles of music within the platforms of performing, composing and evaluating. They will explore the different cultural influences and interpretations of music, and employ critical and creative thinking when responding to, evaluating and composing performed music.

ASSESSMENT

Students will be assessed through Making and Responding Tasks over the semester. Learning in Dance involves students exploring elements, skills and processes through the integrated practices of choreography, performance and appreciation. Dance students develop knowledge, understanding and skills about dance in their own and others’ cultures. Students explore dance through practical and analytical activities where they learn to problem solve, collaborate and be risk takers in order to challenge their thinking and creativity.

They learn to manipulate choreographic devices and form to create and perform their own and others’ dance works, which communicate a clear intent. They investigate a variety of genres of dance and develop their technical and expressive skills for performance. Through analysis of their own and professional dance works, students practice critical reflection, research, analysis and evaluation skills. Dance challenges students to work to their potential physically, emotionally and intellectually.

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COURSE DESCRIPTION

In Drama, students will refine their knowledge, understanding of the elements of drama, reflect and interpret different styles of dramatic performance. Students will build an understanding of dramatic meaning through diverse performances, while exploring the forms, elements, social and cultural influences of drama as they make and respond to drama. Students will engage in the process of devising and manipulating conventions and elements of dramatic styles to perform for audiences.

In Dance, students will refine their knowledge, understanding of the elements of dance, and build awareness of the body and how it is used dance styles. Students will extend the combinations of fundamental movement skills to include dance style-specific movement skills. Students will engage in the process of devising and manipulating conventions and elements of dance to perform for audiences. Evaluate dancers’ success in expressing the choreographer's intentions and the use of expressive skills in dances they view and perform.

AIMS

The course aims to give students individual and collaborative opportunities to develop an enjoyment of and confidence to participate in and explore different drama and dance styles, within the platforms of performing, composing and evaluating. They will explore the different cultural influences and interpretations of performance and employ critical and creative thinking when responding to and evaluating performed dramatic and dance action.

ASSESSMENT

Students will be assessed through Forming, Performing, and Responding tasks over the semester.

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COURSE DESCRIPTION

This module explores popular dance as used in music video clips from the 1980s to the present day, specifically investigating and reflecting upon the work of key performers and choreographers influential in the development of this mode of production, such as Michael Jackson and Janet Jackson. Students develop the necessary technical, expressive, creative and reflective skills to plan, create, perform and reflect on their own dance/music video clip. They also explore the techniques of filming to inform decisions regarding how to shoot the video clip in order to capture the magic and intent of their dance on screen.

AIMS

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.

ASSESSMENT

Student will, plan, choreograph, rehearse and capture on film a dance/music film clip, which communicates their choreographic intent and uses the dance style of Jazz. The final clip must incorporate dance elements, choreographic devices, production elements and filmic techniques. The task includes both performing and communicating components

COURSE DESCRIPTION

This subject will provide students with a broad knowledge of the foundations of news reporting focusing on identifying, researching and then structuring news reports in an evolving news environment. Students will learn how to recognise the fundamental attributes of news and other journalism forms, use the mobile technologies available and evaluate events for their potential news value, while learning how to record interviews and perform other reporting tasks including how to write socially responsible news stories.

AIMS

This course will ready you for a changing world. Student will learn to prepare and present news and features for traditional outlets, as well as social media, podcasts, YouTube and emerging technologies. Possible careers related to studying this subject could include:

• Digital Content Designer

• Digital Content Producer

• Foreign Correspondent

• Journalist

• Media Researcher

• Podcast Host

ASSESSMENT

• Presenter

• Producer

• Public Relations Officer/Consultant

• Reporter

• Sports Reporter

A variety of assessment options will be available to students to demonstrate their skills and understanding of key concepts in this subject.

LITERATURE AND CREATIVE WRITING

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COURSE DESCRIPTION

Literature and Creative Writing is an extension subject and is offered to students who have achieved a B or above in English. Literary analysis and imaginative and creative writing form the basis of this unit.

In Literature, students will engage in a deep study of a range of literary texts including fiction, film, poetry, and short stories. Literary analysis and literary criticism will underpin our approach to studying selected texts. Students will consider critical responses to texts from others and will develop an understanding and appreciation on how this can enhance their own individual response. Text selection, where possible, will be based on the students who choose the subject.

In Creative Writing. students will engage with a variety of genres and forms of short stories. This a practical course, where students experiment in their writing, keep a writing journal, and create a range of short texts. If you love to read and writ e this subject is for you.

AIMS

Literature and Creative Writing will prepare students for the rigours of the Literature course in Year 11 and 12. Students will be introduced to literary studies, develop their literary analysis skills, and gain a greater understanding of textual features in a range of texts. In Creative Writing students will create their own representations of concepts, identities, times, and places and develop their own personal writing style through the implementation of a range of aesthetic and stylistic features.

ASSESSMENT

There will be two assessment pieces across the semester which will be comprised from the following:

• analytical essay

• imaginative composition

SPORT & PHYSICAL EDUCATION

SPORT SCIENCE

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COURSE DESCRIPTION

Sport Science provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Sport Science will provide students with a snapshot of the skills, knowledge and abilities necessary for completion of the Senior Physical Education Course. In studying Sport Science, students may learn about

• motor learning, functional anatomy, biomechanics, and physical activity,

• sport psychology, equity, and physical activity,

• tactical awareness, ethics and integrity, and physical activity,

• energy, fitness and training, and physical activity.

AIMS

The course is aimed at those students wishing to pursue Senior Physical Education as one of their Senior Subjects Studying Physical Education can lead to careers in:

• exercise science

• biomechanics

• the allied health professions

• psychology

• teaching

• sport journalism

ASSESSMENT

• sport marketing and management

• sport promotion

• sport development

• coaching

Students may complete the following assessments:

• project — folio

• investigation — report

• examination — combination response.

ELECTIVE PE

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COURSE DESCRIPTION

Elective PE presents students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students will be presented with a variety of sport options to focus on for this subject. It is envisioned that those students selecting this option, will have a keen interest in physical activity and enjoy a variety of different sporting opportunities.

In studying Elective PE, students may learn about:

• officiating and coaching in the community

• sport and recreation in the community

• sport, recreation, and healthy living

• health and safety in sport and recreation activities

• personal and interpersonal skills in sport and recreation activities.

AIMS

Students will have the opportunity to develop their individual skill level, tactical awareness, coaching ability, and understanding of sports and games. An understanding of community sport and recreation will allow students to facilitate learning experiences for younger students and may lead to coaching opportunities within the College and beyond.

Studying Elective PE can lead to:

• fitness

• outdoor recreation

• education

• sports administration

• community health

• recreation

• sport performance

ASSESSMENT

Students may complete the following assessments:

• Skill development project

• Performance

• Event planning portfolio

YOUR PATHWAY

YOUR PATHWAY

At Mary MacKillop Catholic College we believe that education is based on the principles that bring fullness of life as we walk with our students to deliver them to the path they want. Career development and vocational education training are an integral part of the learning curriculum for our students. Today, career development incorporates everything we do, and it is an important step in preparing students through participation in education and work experience, steps to successfully transition students with the assistance of employers and industry, from school to further education, training and employment.

The Your Pathway section of the website gives you access to the College Careers Portal which is a valuable tool to assist students and their families to discover and navigate their chosen pathway. The work experience program conducted with students early in year 10, is an outstanding opportunity for students to discover the world of work and expand their knowledge of career opportunities.

USQ Head Start program is strongly supported by the college, and is offered to our year 10, 11 and 12 students. It is an academic extension program where students can study one university course during a semester, allowing them to get a head start on their university studies early. The benefits of completing a Head Start course include university credits, direct entry for some courses, accumulating QCE points and saving money, as it’s free.

One valuable option for students is to undertake a school-based traineeship/apprenticeship. Students will receive a qualification and get paid for their work.

The College will assist students who secure school-based traineeships or apprenticeships that operate parallel to their senior schooling. However, the College is not responsible for finding Traineeship placements.

The components of the School Based Traineeships are:

• Students will complete a normal Year 10-12 schooling.

• Students will be involved in paid part-time work associated with the traineeship. The student will be required to complete a set hours of work in order to complete their traineeship and complete the required modules.

• Students will undertake vocational training with a registered training organisation to complete appropriate vocational certificates.

CERTI FI CATE S

CERTIFICATE II I IN AVIATION - REMOTE PILOT – YEAR 10 ONLY

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Applied senior subject

This is a 12 to 18 month course that requires students to become competent in skills necessary to operate as a drone pilot commercially. This course is a mix of theory and practical flying and is an excellent entry point into the aviation industry, as you will be completing the same subjects that pilots of manned aircraft are required to. This qualification:

PATHWAYS

Completion of this qualification is a useful step towards the following career pathways:

• Photography / Cinematography

• Public Safety and Emergency Services

• Aerial Surveying

• Mining and Resource Sectors

• Federal, State and Local Government agencies

• Specialist Civil and Military roles

• Environmental Sector

STRUCTURE

To achieve this qualification, you must successfully complete 14 units of competency:

• 9 core units

• 5 elective unit

STAFF CONTACTS

Mr Chris Bracken (Dean of Senior Studies)

For all enquiries regarding academic processes and online learning platforms christopher.bracken@twb.catholic.edu.au

Mrs Leisa Radley (Director of Formation and College Culture)

For all enquiries regarding to Religion, Study of Religion and Religion and Ethics leisa.radley@twb.catholic.edu.au

Mr Brad Griffiths (Middle Leader-Sports and Student Engagement)

For all enquiries regarding HPE, Sports Science, Community PE, and sporting opportunities. brad.griffiths@twb.catholic.edu.au

Mrs Jessica Burke (Middle Leader-The Arts and Student Engagement)

For all enquiries regarding Media Arts, Dance, Drama, Music Visual, Art, and Instrumental Music. jessica.burke@twb.catholic.edu.au

Mr Tim Connolly (Middle Leader-English)

For all enquiries regarding English, Literature and Creative Writing. timothy.connolly@twb.catholic.edu.au

Mr Jared Nielsen (Middle Leader - Science & Technologies)

For all enquiries regarding Design, Digital Technology, Wood Technology, Metal Technology and Science. jared.nielsen@twb.catholic.edu.au

Mr Piers Dudin (Middle Leader-Mathematics)

For all enquiries regarding Mathematics in Year 9 and 10 piers.dudin@twb.catholic.edu.au

Mrs Liz Frame (Middle Leader - Humanities)

For all enquiries regarding Humanities liz.frame@twb.catholic.edu.au

Mrs Natalie Gurr (Learning Support)

For assistance in making suitable subject choices for students who may require learning support or have needs which need to be catered for within a specialised learning framework.

natalie.gurr@twb.catholic.edu.au

Ms Jennifer Stevenson (Career Development Practitioner)

For enquires regarding Careers and Pathways jennifer.stevenson@twb.catholic.edu.au