2024 Year 10 Curriculum Guide

Year 10

Curriculum Guide

THE SERVITE WAY Learning Philosophy

At Servite, we develop Researchers, Innovators and Entrepreneurs

Four core skillsets are the foundation of our learning philosophy at Servite: Critical Thinking; Creativity and Innovation; Communication and Collaboration; and Enterprise. These are the lifelong learning and employability skills that our young people need to grow, work, and participate fully in a constantly changing global society.

CRITICAL THINKERS

Our students learn that:

• We all think differently and develop our own preferred ways of thinking.

• An awareness of thought processes is important to develop as a learner.

• Reasoning, logic and evidence enable support for the justification of our ideas.

• Being critical, curious and open minded can lead to original thinking and creative ideas.

• They need to move with change rather than resist it.

• Questioning and following a line of inquiry enables new ideas or concepts to be understood deeply and generates new ideas and questions.

• Reflection on new ideas and learning can lead to meaningful connections and deeper understandings.

COMMUNICATORS AND COLLABORATORS

Our students learn that:

• Collaboration and teamwork enhance knowledge of self and others.

• Non-verbal, spoken, written and visual communication carry messages and these can be used in a variety of contexts for a variety of purposes.

• A willingness to engage with and consider opposing points of view improves communication.

• Asking questions, reflecting and engaging with others can generate new information, meaning and opinions.

CREATORS AND INNOVATORS

Our students learn to:

• Be curious and open to inquiry as a starting point for learning.

• Define problems and formulate good questions.

• Apply existing knowledge to generate new ideas, look beyond the first answer and use research to think ‘outside the square’.

• Explore, synthesize and refine multiple ideas, options and viewpoints.

• View failure as a learning opportunity.

ENTREPRENEURS

Our students learn that:

• Successful enterprise requires effective resource and time management.

• The quality and integrity of a product or service is measured in relation to expectations, social and environmental outcomes.

• Successful enterprise requires commitment to task completion, being self-directed, persistent and resilient.

• Enterpreneurs act in accordance with moral and ethical standards, seeing beyond self and acknowledging that their decisions have social, economic and environmental consequences.

• The development of networks/relationships promotes innovation.

How am I learning today?

Am I being a Critical Thinker?

• Am I aware of how I think and learn?

• Am I thinking differently?

• Am I being critical, curious and open-minded?

• Am I questioning and reflecting?

Am I being a Creator & Innovator?

• Am I curious?

• Can I define problems and find answers?

• Can I use what I already know?

• Am I exploring all options and viewpoints?

• Do I understand “Failure is the opportunity to begin again”?

Am I being a Communicator & Collaborator?

• Can I lead and work in a team?

• Am I using my skills: non-verbal, verbal, written, visual?

• Am I considerate of others’ opinions?

Am I being an Entrepreneur?

• Am I managing my resources and time?

• Am I developing quality products and services?

• Am I self-directed, persistent and resilient?

• Am I acting in a moral and ethical manner?

• Am I a networker?

THE SERVITE WAY

Scope and Sequence of Skills

Year 7 I Discover Year 8 I Seek Year 9 I Become Year 10 I Choose Year 11 I Lead Year 12 I Am

The way that I think and learn

New learnings through inquiry and curiosity

New skills required to be a successful student at Servite

How to search for information

How to know what I see/read is true

How to reference and acknowledge other people’s work

How to identify problems and develop the resilience and skills to solve them

The connection between problems and the real world

The connection that exists between learning areas and transfer skills from what I have learnt

How to apply existing knowledge to generate new ideas

A digital toolkit to enhance my learning

The importance of listening to other points of view

How to learn through collaboration and communication

That collaboration promotes and enhances innovation

How to collaborate with others to complete tasks

How to seize, generate and recognise opportunities

How to take responsible risks, self direct and the skills of persistence and resilience

To understand why I am learning what I am learning

To understand how I best learn

Deeper and richer answers to my questions

Feedback relating to my ability

To reflect on my learning and work practices

To connect prior knowledge to new knowledge

Different ways to present my learning

To utilise digital technologies to solve problems and create solutions

To imagine, create and innovate

To solve authentic real world problems

Out answers from others

Out my strengths when working in teams

To connect in person and in the digital space

To develop learning goals and strive to attain them

To manage my time and resources effectively

To complete all tasks to the best of my ability and to the given timeframe

A ‘researcher’; questioning, curating and synthesising

Aware of my particular strengths and areas of interest as I transition into senior school

An effective digital citizen, aware of my responsibilities in the real and digital space

More aware of my place in the world and formulate my individual opinions

A quality questioner with an appetite for deep learning

A problem solver who utilises appropriate skills from across the different learning disciplines

An independent learner with the capacity to innovate to find a solution

A contributor to the local community with ideas and innovative solutions to make our community a better place to live for all

A member of both the local and global learning community and connect digitally through various platforms

Connected synchronously and asynchronously with others around the world

An agent for change as I market my solutions to an authentic audience

To extend my knowledge and skills in areas of interest in order to meet my personal aspirations

To draw on increasingly diverse and complex sources of information

To compare, contrast, synthesise, question and critique information

The digital tool that suits my learning needs

To engage in learning experiences that enable me to be an active participant in society and the world

To work with others to define questions and find solutions Network both locally and globally

The pathway that reflects my individual strengths and passions

To set goals, reflect on my learning, seek feedback and strive to improve

To be a marketer of my own skills as I develop an online portfolio

By questioning everything I see, hear and read

My own learning through strong and well educated subject choices

By accessing appropriate information, comparing and evaluating information and ideas from different sources

Questioning what I don’t understand, seeking feedback from assessment so that I can identify gaps in my learning

By creating innovative solutions to identified problems

By thinking ‘outside the square’

By building on all that I have learnt in the past to develop new findings

By sharing my learnings with others

By building relationships with my teachers as mentors of my learning

By contributing to class discussions and the online environment so that knowledge is shared

By showing initiative, creativity, perseverance and problem solving skills

By taking responsibility for my own learning

A critical thinker

A curator

A researcher

An evaluator

Aware of my personal strengths and areas of growth

Accomplished

A creator/designer

A problem solver

A digital citizen aware of the tools that I can use to access information and create content and own my digital footprint

A collaborator

A networker

A global citizen able to connect with others with empathy and understanding

Ready to transition my learning into my post Servite pathway

Able to develop short and long term goals

Able to seize, generate and recognise opportunities

Able to understand that my choices have social, economic and environmental consequences

A life long learner

YEAR 10 Curriculum

INTRODUCTION

At Servite, throughout Years 7-10, each student is given the opportunity to identify their individual strengths and God-given talents so they can make informed choices for future pathways.

In Year 10, our students continue identifying their interests and areas for growth as they explore different pathways for study during their senior schooling and for their success beyond school. The curriculum is designed to increase each student’s understanding of the specialist subjects they are considering for the WACE so that they can make fully informed choices.

A dynamic careers education program in Year 10 empowers each student to make some very significant choices about future life directions, with the help of parents, teaching staff and our Head of Career Development. Some students know their preferred post-school directions clearly at this stage. Others continue to keep their options open through Year 11 before deciding on the pathway that best suits them and sets them up for success in Year 12.

Our Year 10 curriculum is designed to prepare students for their futures. Students are far more independent in their learning and by now have a broad range of cognitive tools to organise their thoughts and a digital toolkit to present their ideas and learning.

We emphasise that Year 10 is a year of ‘voice and choice’, where students take full ownership of their learning. Teachers provide feedback and guidance, empowering students to meet their learning goals and develop future pathway plans.

Learning Diversity

We design personalised learning programs to suit each student. Education at Servite aims to encompass the full spectrum of needs, including students with diagnosed disabilities, students with specific learning difficulties and gifted and talented students.

COURSE STRUCTURE

COMMON COURSES

All Year 10 students at Servite College will study:

• Religious Education

• English

• Health and Physical Education

• Humanities and Social Sciences

• Mathematics

• Science

• Careers

ELECTIVE COURSES

During the year students will complete:

Health and Physical Education

• Outdoor Education (Semester or Full Year)

• Physical Education Studies (Semester)

Humanities and Social Sciences

• Business and Accounting (Semester)

Invitation Only

• iCurious (Full Year)

Languages

• Italian (Full Year)

Technologies

• Design - Wood Technology (Semester)

• Engineering Studies (Semester or Full Year)

• Family, Community and You (Semester)

• Food Science Technology (Semester)

• Graphic and Production Design (Semester)

• Programming and Big Data (Semester)

• Project STEM (Semester)

• Robotic Designer and Builder (Semester)

• Web and App Design (Semester)

The Arts

• Art and Design (Semester)

• Dance (Semester or Full Year)

• Drama (Semester or Full Year)

• Fine Art (Semester or Full Year)

• Media Production (Semester)

• Music (Semester or Full Year)

Full year courses will run subject to capacity.

COMMON COURSES

RELIGIOUS

EDUCATIONEDUCATION IN FAITH Y

Community in Faith

The distinctive nature of a Catholic school is its attempt to generate a community climate filled with Gospel values. Opportunities are provided in many aspects of school life when students are able to reflect and experience their faith in a lived context.

Development of the Total Person

The content of our Religious Education programs takes into account the needs of the students and their readiness for education in faith. We seek to facilitate the gradual movement towards a personal, responsible decision about faith, respecting the students’ freedom and God’s gift bestowing grace.

The liturgical life of the school focuses on whole school, priory, year level and class celebrations of the Eucharist. Prayers and liturgies are an important element in assemblies and class gatherings. Our school has a Servite friar as College Chaplain. The faith education program has a special concern for promoting Christian service and social justice, in the tradition of the Order of the Servants of Mary.

Assessment

Learning outcomes are assessed through tasks that involve essay-writing, oral presentations, group presentations and tests. Reading, research, discussion, debate, artwork and journaling are some activities that are used as part of the ongoing assessment process.

Secondary Religious Education Course Units

The Religious Education programs at each year level have been prepared in accordance with the current Guidelines for Religious Education of the Perth Archdiocese, with a special focus on the Charisms of the Servite Order.

Christian Service Learning

All Year 10 students are required to undertake the Christian Service Learning (CSL) program.

Students can elect to do this through the normal CSL activities offered as part of their common course work.

COMMON COURSES

ENGLISH HEALTH AND PHYSICAL EDUCATION

All students will undertake English study in Year 10. The English course is built around the three interrelated strands of language, literature and literacy. These concepts developed in earlier years will be built upon and strengthened through a range of tasks and activities. Students will study a number of text types including media, film and digital texts as well as fiction, non- fiction and poetry across a broad range of genres. They will analyse, interpret, create and perform a broad range of written, visual and oral texts with a focus on construction, purpose and audience. At the end of this year students will choose one of three pathways: ATAR English; General English; or ATAR Literature. Students will be counselled and assisted in making the best choice for them for Year 11.

In Year 10, the content provides students with the opportunity to begin to focus on issues that affect the wider community. They study external influences on health decisions and evaluate their impact on personal identity and the health of the broader community. Students continue to develop and refine communication techniques to enhance interactions with others, and apply analytical skills to scrutinise health messages in a range of contexts. In continuing to improve performance, students transfer learned specialised movement skills with increasing proficiency and success across a variety of contexts. They use feedback to improve their own and others' performance with greater consistency, and critically evaluate movement responses based on the outcome of previous performances.

Through the application of biomechanical principles to analyse movement, students broaden their understanding of optimal techniques necessary for enhanced athletic performance. Students self-assess their own and others' leadership styles and apply problem-solving approaches to motivate participation and contribute to effective team relationships. They are also provided with opportunities to assume direct control of physical activities in coaching, coordinating or officiating roles. The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.

The Health and Physical Education curriculum comprises two strands: Personal, social and community health; and Movement and physical activity. The interrelated nature of the content of the Health and Physical Education curriculum provides opportunities for students to develop interpersonal, communication, selfmanagement, and decision-making skills.

COMMON COURSES

HUMANITIES AND SOCIAL SCIENCES

Humanities offers a variety of courses which attempt to provide students with a general knowledge of the world around and skills which will benefit them as they make the transition to upper school. The investigation process is at the heart of all our courses. This step-by-step process teaches students skills of research, critical thinking, evaluation and the ability to express and translate their findings into a logical and academic product.

All courses are designed to give students a taste of the content and academic requirements of continuing the study of the individual discipline in Year 11 and 12.

The disciplines that will be covered in Year 10 are:

• Economics

• Geography

• History

• Politics and Law

MATHEMATICS

In the Mathematics Learning Area, students learn about mathematics, what it is and how it is used in making decisions and solving problems. Mathematics involves observing, representing and investigating patterns and relationships in social and physical phenomena and between mathematical objects themselves.

Mathematics can enhance our understanding of the world and the quality of our participation in society. Since it is valuable to us individually and collectively, it should be an integral part of the general education of every young person.

The Year 10 Mathematics courses contain the following clusters: Number, Measurement, Space, Chance and Data, and Algebra. Clusters can be studied at different levels depending on the student’s ability and future expectations.

SCIENCE

Science in Year 10 will develop further the experimental skills that the students carry over from Years 7 to 9. The students will again need to become actively involved in their own learning as they are presented with opportunities that reveal the scope and complexities of science in the real world. To facilitate better understanding and the development of practical thinking skills, teachers will provide a range of activities that will challenge, intrigue, fascinate, explain and inspire students to investigate further the world around them. This will enable students to reach their full potential in Science. Students will become skilled in the Scientific Method so they can develop useable experimental procedures to assist them with their work. They will also develop the higher order skills necessary for Science courses in Years 11 and 12.

ELECTIVE COURSES

Health and Physical Education

OUTDOOR EDUCATION

The Year 10 Outdoor Education course is designed to give students an appreciation for the natural environment, skills to lead and work with others, as well as developing technical outdoor activity skills. Outdoor activities include but are not limited to mountain biking, orienteering and camp craft. Students prepare each semester for a major expedition of two nights and three days, in areas such as Lane Poole Reserve in Dwellingup. The expedition is used as a tool to measure students’ preparation, skill development, interpersonal skills, leadership and environmental awareness. It is the key to the Outdoor Education Course. It is important to note that the camp is COMPULSORY for this unit and, apart from a medical certificate, all students are expected to attend.

PHYSICAL EDUCATION STUDIES

The Year 10 Physical Education Studies course aims to provide students necessary skills, knowledge, understandings, attitudes and values required to enable confident participation, enhance performance levels and become better informed community members in selected sports and recreational activities.

The course will give students the knowledge and skills to study Physical Education Studies General and ATAR in Years 11 and 12. Students will actively participate in a range of sporting activities. They will be given opportunities to learn movement skills, strategies and tactics as well as theoretical concepts that are essential in observing and analysing movement.

Within the framework of learning about coaching principles, students cover topics such as basic anatomy and exercise physiology as well as cover the social dimensions of sport. Students also learn to use technology in the evaluation of movement skills.

Humanities and Social Sciences Invitation Only

i CURIOUS

Y

BUSINESS AND ACCOUNTING

S

Students are introduced to the concepts, principles and terminology used in Accounting and Business. They learn about the main institutions that operate in financial markets and how governments and other community bodies can affect the way individuals and groups make financial decisions. Students learn about the main financial documents and reports used in business transactions and decision-making and the systems that facilitate businesses to carry out their financial transactions.

This course will be of benefit to any student considering undertaking studies in the Accounting and Finance courses in Year 11 and 12.

The course has a large practical component including:

• Preparation of documents including invoices, purchase order forms and delivery dockets

• Preparation of Income Statements and Balance Sheets

• Maintenance of personal financial records for personal income tax and calculation of tax payable including assessable income (limited to salaries and wages and interest), allowable deductions (limited to union fees, professional associations, donations and uniform and motor vehicle expenses).

The Year 10 iCurious elective focuses on challenging and extending students to support and develop their full potential.

In semester one students study Criminology and Forensics, enriching them in real world applications of science while also extending a range of skills such as independent inquiry, critical thinking, questioning, researching, analysing, evaluating, and communicating.

ELECTIVE COURSES

Technologies Languages

ENGINEERING TECHNOLOGY

Year 10 Italian builds on the language students have acquired in earlier years to further develop the knowledge, skills and understandings necessary to communicate more effectively and appropriately in Italian.

Students will become more confident in using language learning strategies and understanding the system of the Italian language and will continue to develop their cultural understandings of Italians and the Italian way of life.

Through areas of interest such as sport, housing, school and the world of work and travel, students will be given the opportunity to use language in every day contexts and to engage in creative and practical activities with a focus on themselves and the target country, such as describing where they live, thinking about their future hopes and dreams and planning travel itineraries.

The course provides students with new understandings and challenges in a supportive environment, which can be fun while preparing students for further language studies.

Year 10 Italian is a pre-requisite for students who may choose to continue their Italian studies. By choosing to continue languages through to Year 11 or Year 12 level students will be able to take advantage of the 10% bonus that is offered by all four public Western Australian Universities, this means that an extra 10% of their mark will be added to the student’s Italian ATAR score. This valued added score is used in calculating the Australian Tertiary Admission Rank for the individual student.

Engineers are problem-solvers. They design and manufacture just about anything from roadways to airports, cars to space shuttles, entertainment gadgets to sophisticated electronic systems, the tallest skyscrapers to the smallest computer chips, from new and emerging materials to artificial heart valves and cardiac pacemakers. Engineers rely strongly on their creativity and academic skills to turn dreams into reality by using mathematics, science and computers to model real-life situations and to find solutions.

Engineering Technology is essentially a practical course focusing on real life contexts. It aims to prepare students for a future in the technological and global world by providing the foundation for life-long learning about how technology is used.

At a fundamental level, Engineering can be defined as using science, maths and technology to provide solutions to real world problems and this approach forms the basis of the design of our course.

The Year 10 Engineering Technology course is structured to provide students with an introduction to the design and application of systems to develop solutions to technological problems. The students will also participate in technology challenges that will require them to integrate their learning from the Technology and Enterprise areas as well as the wider curriculum to develop solutions through the process of materials being combined with force, motion and energy to create solutions. Project can include:

• Lego EV3 systems and opportunities to participate in the Robocop Competition

• Design and manufacture projects

• Basic machines

• Bridge building

• 3D printing

ELECTIVE COURSES Technologies

DESIGN – WOOD TECHNOLOGY

The focus for this course is design techniques. It is for students who have many informal experiences interacting with a variety of items specifically designed to meet certain needs. Students are introduced to principles and practices of design, learning about fundamentals of design and concepts related to designing for individuals and markets, while considering beliefs and values. They learn to communicate various aspects of the design process within the structure of making what they design.

ENGINEERING STUDIES

The Engineering program has a project focus that will explore structural, electrical, and mechanical projects focusing on real-life contexts. Students apply a design process to research and present information about materials, engineering principles, concepts and ideas, and design proposals. Students develop their engineering technology skills in planning and implementing a process to manipulate tools and machines to produce a prototype of their designed solution. The Year 10 course has a focus on material being combined with force, motion, and energy to create solutions using a range of technologies and processes including 3D printing, laser cutting and traditional construction.

FAMILY, COMMUNITY AND YOU

This course will cover a variety of topics including Child Development, Independent Living and Fabrics. During the completion of the Fabric component of the course the students will complete a variety of projects. This will include, for example, making a teddy bear, toddler clothing and toddler toys. The Child Development aspect of the course will address issues such as Family studies, Pregnancy and Birth, Nutrition during Pregnancy, Toddler Food- planning and cooking a child’s party and understanding play by making a Puppet Show.

The final component of the course will be Independent Living. This will include Budgeting and managing money, methods of payment, Consumerism, shopper’s rights and responsibilities and analysis of healthy diets.

FOOD SCIENCE TECHNOLOGY

Food Technology develops students’ knowledge, skills and understanding of the importance of food in ensuring the well-being of all Australians. Students develop food skills and an understanding of food properties, processing, preparation, nutrition and consumption. Students learn to evaluate food choices in a range of contexts and to consider technological, cultural, economic, social and environmental factors.

GRAPHIC AND PRODUCTION DESIGN

Design is a process where the outcome is planned rather than relying on chance. While it considers the functional aspects of an object, it can also incorporate the ergonomic, cultural and aesthetic issues. During this course Students are equipped with the knowledge and skills to understand design principles and processes, analyze problems and devise innovative strategies through designed projects.

The focus of the course are product Design, Technical drawing and Graphics design. The Design course may include elements of fashion, textiles, architecture, furniture design and 3D graphics, including computeraided design, it is an engaging option where interested students can develop their graphics and drawing skills, whilst exploring the use of CAD/CAM technologies such as the laser cutter. They will build on the fundamental graphic and design. Students will use industry standard software’s such as AutoCAD and fusion 360 to solve design problems, then see their designs come to life.

This course is a pathway to Dimensional Design General in year 11 and 12.

ELECTIVE COURSES

ROBOTIC DESIGNER AND BUILDER

PROGRAMMING AND BIG DATA

In a world which is becoming increasingly data driven, many jobs require a high level of digital literacy and this course equips students with an understanding and an application of what ‘Big Data’ is and how it can be created, mined and used in society.

The other core aspect of this course is developing strong programming skills which will foster problem-solving and criticalanalysis skills, both of which are proven to improve performance in all subject areas. In this subject, the students will be presented with authentic problems to solve, through a project-based learning approach

This subject is highly recommended for students that plan to study ATAR Computer Science in upper school.

PROJECT STEM

Project STEM enables students to collaborate, think creatively and draw upon their knowledge, skills and understanding from Mathematics, Science and Technology to engineer solutions to real-world problems. The subject employs a project-based learning approach and students will need to follow a design thinking methodology to complete projects such as Doomsday Prepping (designing a environment to survey completely off the grid) and as well as an opportunity to pursue a topic of personal interest.

This course is ideal for students who enjoy the practical side of Science, Mathematics & Technology and will enable them to deepen their engagement with the design processes integral to invention and innovation.

Project STEM aims to challenge all students to develop their ability to work in a team, communicate ideas and generate legitimate solutions that dissolve the boundaries between the Science.

Robots are a fundamental part of our everyday lives. They can be used to create cars, search underwater caves, clean houses, collect information and create outputs such as movement, light, and heat. This subject will engage students in research, problemsolving, programming and engineering to design, build and code a robot that solves a problem.

The unit will be underpinned by five key concepts: collaboration through group work, approaches to problem-solving, data and information, digital systems and interactions and impact. A variety of projects will be used to help you build upon the skills you developed in previous STEM studies, such as problem solving and thinking skills using project-based tasks.

The course is designed to inspire imagination and creative approaches in a logic and application-based framework. The design aspect of this course will also allow students to develop capabilities in and knowledge about design, construction and assembly of technological systems.

WEB AND APP DESIGN

Becoming familiar with industry standard software and skills in website and application development will give students an advantage in a world increasingly dependent on technology. In this course students will be exposed to the Adobe Creative Cloud Suite of software and various web authoring and application building software. This course also develops programming skills through the application of applying HTML5, CSS and JavaScript. Students will undertake a client or competition driven project using a design process to build websites and applications.

This subject is on the pathway for students wishing to study Applied Information Technology (AIT) in upper school.

ELECTIVE COURSES

The Arts

This course is predominantly design based and gives students the opportunity to explore a range of creative techniques to produce two and three dimensional functional art works that communicate their original ideas. This is facilitated by the process of ideas generation, research, design development, media experimentation and production of studio work. The main studio areas covered in this course are drawing, ceramics, painting, print making and graphic design. Students will also be given the opportunity to work collaboratively on larger projects, such as creating Street Art projects on internal and external walls of the Arts Building.

This course builds on skills developed in Year 9 Art and allows students to engage in traditional, modern and contemporary art forms and conventions. The focus is on refining skills through production of individual art pieces in the studio disciplines of drawing, painting, sculpture and montage. Students will complete investigations into contemporary and traditional Australian and international artists. They analyse and evaluate their own works and the works of others from a range of historical and cultural viewpoints and develop an appreciation of the role of art in the community. Students will have the opportunity to display their work at the College’s Visual Art Showcases may also be chosen exhibit at the Angelico Art Exhibition.

Students in Year 10 focus on building their skills in choreography and presentation by participating in a large number of diverse activities based on performance. The Dance course has been designed to be a very practical subject that develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural views and understanding of the world. Students will be expected to work individually as well as in groups. Students will also have the opportunity to participate in performances within the College as well as in the wider community. They also acquire genre-specific technique, improve their physical competencies and learn safe dance practices.

In Year 10, students are provided with opportunities to view media work within the context of the selected focus chosen by the teacher and build on media concepts from previous years. Students analyse, view, listen to and interact with a range of popular media, develop their own ideas, learn production skills and apply their understandings and skills in editing their own productions. Students in Year 10 look specifically at Photography and Video Making, putting what they have learnt into practice by working in a group and producing a short video. Students gain experience in working as a team and using processes and strategies to ensure safe and responsible use of media equipment.

Drama allows students to explore their creativity and develop strong communication skills. Students in Year 10 refine their Drama skills by participating in a highly practical course that focuses on performance. Students are expected to work individually as well as in groups as they develop both representational (realism) and presentational (non-realism) acting performance styles through the practical exploration of scripted drama, Elizabethan drama and Group Devised drama. An emphasis is also placed on learning stagecraft production techniques and students apply design and production skills to enhance their performances.

In Year 10, students extend and consolidate music skills and knowledge across a range of performing, composing, aural and analysis activities. They continue to refine aural skills and aural memory to identify, sing/play and notate melodic and rhythmic dictations, chord changes and progressions in a variety of musical styles. Students practise and perform a wider range of solo and ensemble repertoire, developing and consolidating technical skills, expression and stylistic integrity. As performers and audience members they are provided with opportunities to develop aesthetic awareness and make informed observations about a range of music and related social, cultural and ethical considerations. Students are also provided the opportunity to perform at College events.

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