year 9-10 | electives program 2025 Information guide for students and parents/carers
Welcome From the Principal, Dr Andrew Bell
Dear Students and Parents/Carers,
The structure and content of our 2025 Electives Program has arisen out of a strong desire to provide the greatest possible flexibility and areas of interest for students.
Our program is unique; rather it exceeds customary elective programs by offering the ‘best of both worlds’ of innovation and traditional learning program options.
It is our belief that students should have the opportunity to try different fields of study, especially when young, as only actual exposure to specific learning areas can enable an individual to decide whether this is an area of passion, or not. Similarly, students must be equipped to enter a modern world, one rich in technology, and possess the knowledge and skills to thrive.
Options include traditional learning subjects which are coursework based, most routinely found in schools. We offer a variety of different elective course options for students to study, which also include Record of School
Achievement (RoSA) accreditation for most courses. Additionally, students may choose to study alternative program courses, such as Digital Media, Outdoor Education or Electronic and Software Engineering. Another option is Aviation, which provides specific qualifications or accreditation once the course is completed.
We have put considerable thought and energy into our 2025 Electives program so that our students have opportunities to pursue a contemporary and relevant education, as well as have genuine choice.
As our society becomes increasingly globalised, more sophisticated, and demands more of its workforce, we believe education plays the key role in preparing students to progress to readiness for ‘life beyond school’. Knowledge alone will no longer satisfy those needs; rather additional skills in problem identification, problem-solving and lateral thinking, the ability to authentically collaborate in teams and to synergise, as well as think independently and analytically, and to communicate effectively, are all going to be essential for longer term success.
We are proud to offer our students these opportunities at an early stage and to enable them to pursue their areas of passion, once identified, enabling substantial life-long learning and fulfilment.
The pages that follow provide some further detail and insight into the options available; however, as always, you are most welcome to make further enquiries with those who lead each program.
Dr Andrew Bell Principal 02 6457 1022 principal@smgs.nsw.edu.au
Welcome
From the Director of Curriculum and Academic Operations, Dr Darryl Nelson
Dear Students and Parents/Carers,
In Year 9 and 10, Snowy Mountains Grammar School offers several elective choices for students. A student who completes a RoSA (Record of School Achievement) course will gain recognition of completion of the course on their Year 10 RoSA Certificate. The result will be a grade, consistent with the awards for compulsory RoSA courses in Year 9 and 10 (English, Science, History, Geography and PDHPE).
Given the current number of periods on the timetable, it is expected that students will complete either 100 or 200 hours of a particular course after 2 full years of study. We strongly recommend students keep the same electives in Year 9 and 10 so they gain the necessary hours to be recognised on the RoSA, but also to take the necessary time to develop skills to a deeper level in a particular area.
No Year 9 and 10 elective courses are prerequisites for taking the same subject in Year 11 and 12. For example, a student who does not select Design and Technology can still access the Year 11 Design and Technology course. Naturally, some skills that can be developed in the Year 9 and 10 courses may prove advantageous to students, so it is worthwhile considering this when selecting RoSA courses in Year 9 and 10.
Please come and see me if you have any concerns or need assistance in choosing your electives.
Dr Darryl Nelson Director of Curriculum and Academic Operations
Elective Courses
Overview
Below is an overview of the available courses.
Year 9-10 students can choose from the following courses:
• Agricultural Technology
• Aviation
• Commerce
• Computing Technology
• Design and Technology
• Digital Content Creator
• Distance Education
• Drama
• Electronic and Software Engineering
• Japanese
• Languages and Distance Education
• Music
• Outdoor Education
• PASS (Physical Activity and Sports Studies)
• Visual Arts
How to choose your electives:
1. Students select their preferences from the available options on both lines of electives.
2. To select your electives, complete the Electives Survey that has been sent to your school email address (existing students). For new students, the Electives Survey will be sent to a designated parent email address.
3. The selection survey WILL CLOSE on Friday 9 August 2024.
4. There is an application procedure for Electronic and Software Engineering which will be sent to you should you choose it.
Please Note:
Courses will only proceed with a minimum number of enrolments and there will be a cap on maximum numbers. If a course is overenrolled, preference will be given to the older year group of the two elective groups.
Students must study two different electives.
We are proud to offer our students these opportunities at an early stage and to enable them to pursue their areas of passion, once identified, enabling substantial life-long learning and fulfilment.
Dr Andrew Bell, Principal
Subject | Agricultural Technology
Availability
Years 9-10
Qualification
RoSA
Overview
The study of Agricultural Technology provides students with opportunities to experience aspects of an agricultural lifestyle through direct contact with plants and animals. The study of a variety of enterprises allows students to make responsible decisions about the appropriate use of agricultural technologies. Students explore career opportunities in agriculture and related service industries, and investigate the viability of Australian agriculture through management of issues relating to the sustainability of agricultural systems, as well as the relationships between production, processing and consumption.
2025 Topics
Students undertaking the 100-hour course will complete:
• Introduction to Agriculture, AND
• Plant Production 1, AND
• Animal Production 1.
Students undertaking the 200-hour course will complete the above listed areas of study, alongside:
• Agricultural Systems and Management, AND
• Plant Production 2, AND/OR
• Animal Production 2.
Highlights of the Course
The content of Agricultural Technology integrates the study of interactions, management and sustainability within the context of agricultural enterprises.
These enterprises are characterised by the production and sale or exchange of agricultural goods or services, focusing on plants, animals or integrated plant/animal systems. The local environment will be considered when selecting enterprises to be studied. Students will undertake a range of practical experiences related to the chosen enterprises, including fieldwork, small plot activities, laboratory work, and visits to commercial farms and other parts of the production and marketing chain. The study of Agricultural Technology provides opportunities for students to learn about work health and safety issues, and develop skills in designing, investigating and managing farms.
Agricultural
Enterprises Studied in the Course
• Sydney Royal Easter Show—Poultry Competition and possibility of junior judging
• South Coast Steer Spectacular—Hoof and Hook Competition and junior judging
• Berridale Merino Ewe Competition and Cooma Wool Brokers
• Aquaculture—Wheelers Oyster Farm and Gaden Trout Hatchery
• Batlow Orchard
• Bombala/Tumut Nursery and Forestry Commission
• Local property visits involving various agricultural enterprises.
Subject | Aviation
Availability
Years 9-10 (Course is TWO years in duration)
Qualification
• RA-AUS Pilot Theory Course
• Commercial Qualifications
2025 Topics
Recreational Pilots Licence (RPL)
Our RPL program follows the RA-Aus pathway of Australia’s largest sport aviation organisation as an excellent stepping stone to a career in aviation or to attain a qualification for recreational flying.
SMGS uses the GoFly curriculum and learning management system, directly accessed from their website. This requires a subscription to access all the content, including many instructional videos, quizzes and tests to assess knowledge and theoretical competency, prior to practical lessons. The annual fee is $199.00 for students, with the alternative option of $19.90 per month remaining available. Both options result in Premium level course access (this is required, as the Basic level is not sufficient). All Aviation students will need to access this resource for their theory content in order to be part of the Aviation program at SMGS. The website link is www.gofly.online
Flying lessons take place through Alpine Aviation Australia with Mr Martin Hughes, the Chief Flying Instructor. Prior to commencing practical lessons, all students must have demonstrated theoretical competencies in particular areas as part of their coursework progression.
Remote Pilots License (RePL)
Students also have an alternative pathway to get drone pilot qualifications. This can be completed in addition to the RPL qualification or as a standalone course. Students will study the core content in Year 9 to achieve their Remote Pilots Licence (RePL). If they wish to continue in Year 10, they can achieve their Cert III in Aviation (Drone). Students will have access to course content from a leading external provider, National Drones, to ensure their qualifications comply with all CASA standards. This course is offered directly by the Aviation Coordinator, Mr Stephen Henderson.
Subject | Commerce
Availability
Years 9-10
Qualification
RoSA
Overview
Commerce equips students with essential skills to make informed decisions across the consumer, financial, business, legal and employment domains. It offers practical, hands-on skills that will always be useful to students, including money management, budgeting, negotiating purchases and addressing workrelated matters. These competencies are particularly advantageous for young individuals entering the workforce and beginning to earn an income.
2025 Topics
• Consumer and Financial Decisions
• The Economic and Business Environment
• Employment and Work Futures
• Law, Society and Political Involvement
Options
• Our Economy
• Investing
• Promoting and Selling
• Running a Business
• Law in Action
• Travel
• Towards Independence
• School-developed option
In Commerce, students learn about managing money and making informed financial decisions. The course explores interactions between consumers, businesses and governments in the economy, fostering problem-solving skills such as analysing and evaluating information. Students also develop critical thinking, reflect on their learning and engage with their community.
In the Legal Studies component of Commerce, students investigate the impact of laws on our lives and society and our roles in democracy. They explore the functioning of our parliamentary system, mechanisms for legal change and avenues for civic action. By examining reallife scenarios, students gain insights into their rights and understand how legal reform contributes to a more just and equitable society.
Highlights of the Course
Running a Business
A highlight of the Commerce course is the chance for students to become their own boss. This option is developed to spark creativity, innovative thinking and entrepreneurship. It gives every student a chance to build a small business from the ground up and handson experience as they plan, budget, market and run their business idea.
The ASX Sharemarket Game
The real world is brought into the classroom. Not only can students learn about the share market, they can put into practice what they are learning. Students receive a virtual $50,000 that they can invest over a ten-week period in 200 companies listed on the ASX. The prices at which students buy and sell are the same prices they would receive in the live market, so this is as close to real-life share trading as it is possible to get.
As a result of playing the game, students will:
• develop their knowledge of the share market
• learn how to research companies
• discover the importance of wise investment decisions
• gain a greater knowledge of economic and world events
• begin to learn more about investing, which will be of future benefit to them
• win great cash prizes of up to $600.
Mock Trials and Excursions
In Commerce, students benefit from participating in a mock trial and visiting the Local Court to observe real criminal cases. They also visit a correctional centre, the High Court of Australia and the Australian Parliament, gaining firsthand insights into the legal system and democratic processes.
Planning
a Holiday
Students learn how to plan for travel and how to solve problems encountered when travelling. They explore the considerations that need to be made when planning for travel and gather relevant data when developing a travel itinerary and budget.
Subject | Computing Technology
Availability
Years 9 – 10
Qualification
RoSA
Overview
Are you ready to dive into the exciting world of coding, game design and artificial intelligence? The Computing Technology course offers an incredible opportunity to unleash your creativity and technical skills. This course is designed to be fun and challenging, helping you develop your critical thinking and problem-solving abilities, and giving you a deep understanding of technology.
In this course, you’ll explore two dynamic units. The first unit focuses on game development, where you’ll learn how to create video games using Godot. Imagine the thrill of designing and developing 2D and 3D games, mastering the basics of programming, game mechanics and user interface design. You’ll bring your game ideas to life, creating immersive and engaging experiences.
The second unit introduces you to the fascinating world of artificial intelligence. You’ll get hands-on with the future of technology by training machine learning models using AWS Deep Racer. In this unit, you’ll develop algorithms to make a car drive itself and compete against students worldwide to see who can achieve the fastest race times. It’s a thrilling way to understand AI and its real-world applications.
2025 Topics
Coding Interview Simulation
One of the key projects in this course is the coding interview simulation. You’ll prepare for real-world coding interviews at top tech companies like Google, Microsoft and Facebook. This live assessment will let you experience the thrill of solving coding problems under timed conditions, just like in a professional interview. Through this, you’ll sharpen your algorithmic thinking, problem-solving and coding efficiency, gaining valuable skills for your future career.
3D Game Development
In the 3D game development project, you’ll bring your game ideas to life by designing and building your own 3D game. You can choose any game concept you’re
passionate about and develop it using Godot. This project will enhance your creativity, programming skills and project management abilities as you work on game mechanics, graphics and user interfaces. It’s a fantastic opportunity to turn your imagination into a playable reality.
AWS DeepRacer Competition
The AWS DeepRacer competition project is another highlight of the course. You’ll dive into machine learning with a fun and competitive twist, training a machine learning model to drive a car autonomously around a track. You will compete with students globally and see who has the fastest car. This project will help you learn machine learning, data analysis and competitive strategy engagingly and practically, offering a unique blend of knowledge and excitement.
Asessment and Outcomes
At the end of the year, you’ll sit a comprehensive examination that covers all the topics you’ve learned. This examination will allow you to demonstrate your knowledge, critical thinking and examination strategies, ensuring you’ve mastered the material and are ready for future challenges. It’s a great way to review and solidify your understanding of the entire course content.
By the end of the course, you’ll have a strong foundation in programming and game development, and a practical understanding of artificial intelligence. You’ll enhance your problem-solving skills, gain confidence for technical interviews and have the chance to participate in global competitions. This course is not just about learning; it’s about experiencing the thrill of creating and competing in the tech world.
Join us in the Computing Technology course and be part of the exciting future of technology. Whether you’re a budding game developer or an aspiring AI expert, this course will inspire and equip you with the skills you need to succeed. Don’t miss out on this fantastic opportunity to learn, create and compete!
Subject | Design and Technology
Availability
Years 9-10
Qualification
RoSA
Overview
Design and Technology inspires innovative critical thinking through the design and development of quality projects. These projects allow students to identify problems and opportunities, research and investigate existing solutions, analyse data and information, generate, justify and evaluate ideas, and experiment with technologies to manage and produce design projects. The diversity of approaches to design projects provides the scope to develop high-order thinking, future thinking and an understanding of conceptual principles. The design process caters to various student needs, abilities, and interests. The flexible and creative consideration of parameters encourages students to take intellectual risks and experiment with resources when developing projects.
The Design and Technology course aims to help students appreciate and be informed about various careers in design and technological innovation. Students will learn to critically analyse and reflect on the implications of design to understand why some designs, technologies, and processes perform better than others in meeting their intended purpose. Students will develop knowledge, appreciation, and applied skills to understand the interrelationships of design, technology, society, the individual, and the environment for an increasingly knowledge-based economy and lifestyle.
2025 Projects
Materials Technologies – Ecolamp
Students have the opportunity to design, produce and evaluate an eco-lamp project based on Material Technologies. Students explore the benefits and potential risks of preferred futures by designing and producing a negotiated design solution. They are encouraged to develop practical design solutions to problems that improve everyday life. This unit considers ergonomics, sustainability and design, design theory, computer-aided design and material manipulation.
Materials Technologies and Information and Communication Technologies – Tiny House Shelter is one of our basic needs. In the 1950s, Australian families embraced a suburban dream. However, this is no longer the case since where we want to live and how we choose to live are changing. Students investigate the needs of individuals and families and look at housing options for various needs, including emergency housing. They predict what our future cities may look like and consider the sustainability of city design and development. Student projects will focus on designing, producing, and evaluating a student-selected housing solution, resulting in plans, drawings, and models for the solution.
Digital and Materials Technologies – Graphic Design and Toy Making
Students will design a range of jewellery for a selected target market. Using traditional and experimental jewellery design techniques, students will create a selection of pieces that represent their ‘brand identity’. Various technologies will be incorporated into the design process.
Innovation and Me
Students spend time as problem seekers, exploring the world around them and identifying areas of need. From this, they will choose an area of investigation to design a suitable solution that adheres to set constraints and limitations. Students will have access to various technologies to assist their design ideas.
Subject | Digital Content Creator
Availability
Years 9-10
Qualification
N/A
Overview
The Digital Content Creator course is designed to allow students to learn all aspects of producing creative content for a digital platform. Through photography, podcasts, and short films, students will be taught the sequence of the creation process in a course co designed by an industry expert, Lucas Wilkinson from Metric TV. With a phone, GoPro or DSLR, students will be taught how to create compelling images and develop storylines for a short film using the documentary genre. Students will design a storyline, map shots, shoot content and use production software to arrange content, considering both vision and sound. Students will use a digital portfolio to practise photography, podcasting and videography skills while working towards a major work for each semester. This course allows students to think like pros and sets them up to be industry-ready should they want to pursue a career in the dynamic and creative world of digital content creation.
Course Requirements
• Suitable computer to run Adobe Creative Cloud applications (School-provided licence for Adobe)
• Smartphone
• Digital Cameras (school provided)
Sample Projects
Digital Photography
Through a range of workshops and accompanying portfolio projects, students learn the skills of composition and subject selection. Using Adobe Photoshop, students manipulate their images in readiness to exhibit them to the school community.
Podcasting
Using industry-quality equipment, students develop a podcast idea and explore aspects of creating an engaging listen for their audience. Interviewing and editing skills will be utilised to bring a 5-10 minute podcast to life. Students will use graphic design skills to market their podcasts and make them available for school community listening.
Short Film Documentary
Students use skills acquired through previous units to develop a storyline for a documentary film. They plan, shoot, and edit their creations in readiness for showing to the school community.
Personal Content Creator Project
Students will negotiate a project allowing them to follow a digital content pathway that builds on what they learned from previous projects. This pathway may be an elaboration of a body of work already completed or an amalgamation of ideas that brings together a range of content-creating skills.
Subject | Drama
Availability
Years 9-10
Qualification
RoSA
Overview
Drama inspires critical thinking, communication, collaboration and creativity by providing interactive workshops across a range of topics, including improvisation, acting through the exploration of dramatic forms, group-devised performances and script analysis. All students will have the opportunity to devise, direct and present individual and small group performances each term. Reflective writing will complement ongoing personal experiences. Through research and practical activities, students will become critical thinkers by discussing and listening. Through verbal and non-verbal communication, students will come to a greater understanding of the world around them; through collaboration, students will work creatively towards solutions in presenting their findings and suggesting ways forward for themselves and their audiences.
2025 Topics
Term 1
Improvisation and Theatrical Space
Revising improvisation skills through Theatresports games and spontaneous role-playing, students then explore how space can be used to create several locations, incorporating tension, role and structure. These elements will be manipulated to create a piece of engaging theatre. Using minimal lighting, sound and staging, students will devise and present a performance based on a given title.
Term 2
Mime and Melodrama
Students will learn the art of mime and then incorporate these physical skills into the directing and enacting of a scripted piece of melodrama. Using tableaux, props and costumes, sound, mime and make-up, students will develop their characters through rehearsals and reflective writing.
Term 3
Realism
Through the study of theatre practitioner Stanislavski and playwright Chekhov, students will work towards the presentation of a scripted scene. This may be a duologue or a group scene. Acting techniques and rigorous rehearsals will focus on observation skills and the drawing-in of real-life experiences.
Term 4
Absurdism
Through the study of playwrights Ibsen, Beckett and Ionesco, students will work towards the presentation of a scripted scene. This may be a duologue or a group scene. Acting techniques and rigorous rehearsals will focus on absurdist techniques such as nonsensical language, cyclical plots and the existentialist view of the meaningless of life.
Asessment and Outcomes
These topic areas will contribute towards a 100- or 200hour RoSA course. Assessment is based on process, reflective writng and final performances each term.
Through research, recording of observations, roleplaying, rehearsals, discussions, editing and refining of self-devised pieces, Drama students will use their evergrowing performance skills to communicate problems and possible solutions or messages of hope. Students will be encouraged to refine their vocal and physical skills to become better communicators by using and reading body language and using an extended vocabulary, both written and spoken.
Drama students could expect to become confident and well-rounded, with strong beliefs and morals, able to express themselves and their ideals, and support these with articulation and knowledge.
Subject | Electronic and Software Engineering
Availability
Years 9-10
Qualification
N/A
Overview
The Electronic and Software Engineering program combines the study of electronic hardware and modern software development to create realworld computerised systems. Students will have the opportunity to specialise in electronic hardware
design, bespoke software development with a focus on cloud-based software and the Internet of Things (IoT), entrepreneurial thinking and productization or a combination of all aspects. Students will be able to select from one of three engineering projects where they will work as a team to develop and evolve a concept through to practical application with the goal of creating real-world products and/or services.
Subject | Japanese
Availability
Years 9-10
Qualification
RoSA
Overview
Learning Japanese provides the opportunity for students to engage with the linguistic and cultural diversity of Japan and the Japanese people. The study of Japanese provides access to the language and culture of one of the global community’s most technologically advanced societies and economies. Students will engage with elements of modern Japan, including popular culture such as anime, manga and fashion, as well as with the rich tradition of this part of Asia.
Japanese is being offered for the first time in 2025 as a Year 9/10 elective. Students do not need any prior knowledge in this subject.
The ability to communicate in Japanese provides incentives for travel and for more meaningful interactions with speakers of Japanese, encouraging sociocultural understanding between Australia and Japan. Students will learn how to communicate both in spoken and written Japanese. Students will learn how to read and write the scripts of hiragana, katakana and kanji.
2025 Topics
• Students will learn how to introduce themselves and describe themselves in Japanese.
• Students will learn how to order in a Japanese restaurant and discuss menu options.
• Students will learn how to interact in Japanese with students in a Japanese school.
• Students will learn about tourist spots in Japan and plan travel itineraries for visiting Japan.
Subject | Languages and Distance Education
Availability
Years 9-10
Qualification
RoSA
Overview
Students who select the Languages elective can choose to complete a language through the Finigan School of Distance Education.
Students come to the learning of languages with diverse linguistic, cultural and personal profiles, including a range of prior language experiences. Students may have engaged with different languages in formal or less formal contexts, or they may have been exposed to a language through family members or in-country experience. Students start school as mono-, bi- or plurilingual.
Mandatory study of a language occurs in Stage 4. However, students may commence their study of a language at any point along the K–10 continuum.
The learners of languages include students:
• learning a second or additional language
• who have undertaken a significant school-based learning program in Australia
• with exposure to different languages and cultures, who may engage in some active but predominantly receptive use of different languages (including dialects and variants)
• who have had their primary socialisation as well as initial literacy development and primary schooling in a different language.
Cost
Currently, the cost of studying a language by distance is $340.00 per year in Year 9 and 10.
Please discuss with Dr Nelson if you are interested in pursuing a language by distance.
Subject | Music
Availability
Years 9-10
Qualification
RoSA
Overview
The Elective Music course builds sequentially from the mandatory course and is designed for students who wish to extend their musical experiences and learning. The knowledge, understanding and skills gained in the course provide a firm foundation for the study of Music in Stage 6.
Students study the concepts of music through the learning experiences of performing, composing, and listening within the context of a range of styles, periods, and genres.
The Elective course requires the study of one compulsory topic - Australian Music. They will also study three other topics from two defined groups that aim to provide depth and breadth of musical study.
Students can develop performance skills through assembly performances, classroom performances and critiquing as well as sharing their music within the community.
2025 Topics
Australian Music (Mandatory Topic)
Students will examine a diverse range of Australian music (popular, children’s, theatre, opera, Indigenous), exploring how music concepts are employed and manipulated. They will create and compose using acoustic and digital platforms.
Students will develop skills in identifying music concepts through performance, listening and composition activities.
Music for Multimedia
Students will explore music specifically composed for multimedia and social media platforms, with a focus on video games. They will develop knowledge and skill in aural analysis and composition techniques, and continue to build on their own performance skills.
Music for Small Ensembles
Students will identify a variety of ensembles from across the ages. They will develop skill in performing in small groups and they will continue to develop their knowledge of music concepts through a wide variety of listening activities.
Popular Music
What makes music ‘popular’? Students will investigate various time periods and the ‘popular’ music of that age. They will compose using digital means to create their own popular song and will continue to develop their performance skills.
Subject | Outdoor Education
Availability
Years 9 – 10
Qualification
non-RoSA
Overview
Outdoor Education is based on experimental learning where students explore and gain a deeper understanding of their surroundings. Students learn through planning and participating in outdoor experiences and reflecting on their involvement.
Through participation in a range of outdoor activities, students will develop and apply their knowledge and skills to work together to be active and safe in a variety of outdoor environments. They learn to assess risk, identifying and applying appropriate management strategies and emergency response procedures.
Through studying outdoor education, students will develop personal well-being and a sense of place and connection because of a greater understanding and appreciation of the local natural environment. Outdoor education has the potential to explicitly promote and encourage on-Country learning and include Aboriginal perspectives.
Students learn skills that encourage them to minimise their impact on the environment and understand why this is so important. They will have opportunities to understand environmental management, including the ways Aboriginal peoples manage and work to actively conserve environments.
2025 Topics
Students undertaking the 100-hour course will complete:
• Core (Experiencing the Outdoors)
• Study of additional options to meet the 100-hour requirement
Students undertaking the 200-hour course will complete::
• Core (Experiencing the Outdoors)
• Study of additional options to meet the 200-hour requirement
Highlights of the Course
Outdoor education aims to enable students to develop a range of interpersonal skills, self- management, and specialised movement skills to participate safely in a range of outdoor activities and challenges. It is a course designed to foster responsible attitudes towards respecting and protecting the natural environment. Additionally, the course aims to promote positive habits and behaviours that allow students to connect with the natural environment and support lifelong health and well-being.
Subject | Physical Activity and Sports Studies
Availability
Years 9-10
Qualification
RoSA
Overview
Physical Activity and Sports Studies represents a broad view of physical activity and the many possible contexts in which individuals can build activity into their lifestyles. It incorporates a wide range of lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-competitive games, individual and group physical fitness activities, and the use of physical activity for therapy and remediation.
At Snowy Mountains Grammar School, we actively promote the concept of learning through movement and many aspects of this course will be explored through participation in selected movement applications in which students experience, examine, analyse, and apply new understanding. Students will be encouraged to specialise dimensions of physical activity and sport.
Physical Activity and Sports Studies also promotes learning about movement and provides students with opportunities to develop their movement skills, analyse movement performance and assist the performance of others.
Students will appreciate the traditions and special characteristics associated with various physical activities and the artistic and aesthetic qualities of skilled performance and determined effort.
2025 Topics
Term 1
Module: Body Systems and Energy for Physical Activity
This module examines energy production and the roles and contributions of body systems to efficient movement. Students examine body systems through investigation and participation in one or more movement applications.
To play sport and be physically active we need to move our body with relative ease and without undue stress. Our body systems play an important role to work together to efficiently move the body according to our body type, coordination, and fitness level. The function of the skeletal, muscular, circulatory, and respiratory systems all plays a vital role in allowing our body to live and move effectively. This module outlines the importance of each system and explains how each system works to use
energy for efficient movement and the relationship of the body systems that function together to allow movement for physical activity to occur.
Term 2
Module: Sports Coaching
Coaching is both an art and a science. It involves providing support and instruction to individuals or groups of individuals to help them improve and develop in their chosen sport or activity. While the traditional definition of coaching is focused on performance and improvement, coaching is also about initiating and maintaining participation. Coaches need to possess a variety of skills as they have many roles and responsibilities, both on and off the field.
This module develops skills in coaching and instruction. Students investigate qualities of effective coaching and assess their own and others coaching skills to become more effective coaches. Students should have the opportunity to practically apply their coaching skills in real-life situations.
Term 3
Module: Technology, Participation and Performance – a Project Based Learning Initiative Technology is used to increase the number of people involved in physical activity and sport, as well as to enhance the performance of those people. It is everchanging and dynamic, using new equipment, resources, tools, objects, and gear to make sport better than before. At the same time the use of technology increases, so do the questions we ask about its use.
This module explores the issues of using technology and evaluating its impact, and how to manage technology use in physical activity and sport.
Term 4
Module: Enhancing Performance - Strategies and Techniques (tennis, squash, lawn bowls)
When playing sport or engaging in physical activity, people consistently aim to improve and to get better. This could be to win a backyard game, to set a personal best, to represent your school, area, or country, or just to master a new trick or move. Participants learn how they can change, try new things, practise, or give and take advice to enable them to be better at that activity or sport. This module outlines the importance of understanding rules, specialised movement skills, tactics, and strategies, and evaluating performance in order to improve. This will be a largely practical module.
Subject | Visual Arts
Availability
Years 9 – 10
Qualification
RoSA
Overview
The Stage 5 Visual Arts course provides students with the opportunity to further explore and build on their creative skills in a visual form. The course is designed to develop conceptual thinking and refine practical artmaking skills. Through the investigation of a range of artmaking processes, students will be introduced to various approaches in the development, exploration and execution of artworks. By investigating artists and their work, students will familiarise themselves with the evolution of art history and how it informs contemporary practice. Theoretical skills related to analysis and criticism will be studied through the application of the course content areas outlined in the Stage 5 Syllabus.
Through the use of the Visual Arts Process Diary, students will develop, investigate and research the processes associated with artmaking and the execution of artworks. Theoretically, students will apply their knowledge of the course content areas, including frames, conceptual frameworks and art practice to develop their understanding of how and why artists create artworks.
2025 Topics
Australian Landscape Paintings
Students will study historical and contemporary Australian landscape artists such as Jane Sutherland, Albert Namatjira and John Olsen. Students will expand their colour theory knowledge throughout the unit. The final assessment for students will be to create their own landscape paintings inspired by landscapes significant to them.
Assessment: Artmaking: Folio of Artworks and Visual Arts Process Diary.
The Dada Art Movement
This unit of work explores the Dada art movement, a significant movement in art history that shaped modern and contemporary art. This unit of work has a large focus on critical and historical art studies, as well as artmaking. Students will gain an understanding of the Dada art movement by learning about the conventions used in the movement and its historical influences. Students will also explore collage as an artmaking method and the printmaking technique of etching.
Assessment: Critical and Historical Study: Hand-in Essay.
Selecting Your Electives
After having carefully read your elective choices, decide what course you would like to take
Make sure to reference the relevant How to Choose your Elective page within this booklet
Login to your student email account and find the email sent regarding the Electives Program (new students will access material through a parent email)
Complete the Electives Survey via the email link, making sure to select your preferred courses
The Selection Survey will close Friday Friday 9 August 2024
Please note: An additional application procedure for Electronic and Software Engineering will be sent to you should you choose it as an elective.
Courses will only proceed with a minimum number of enrolments and there will be a cap on maximum numbers. In the event that a course is over-enrolled, preference will be given to the older year group of the two elective groups.
Students must study two different electives.
Questions?
Email Dr Darryl Nelson, Director of Curriculum and Academic Operations, curriculum@smgs.nsw.edu.au or call the school on (02) 6457 1022.
