Elective Subject Selection
YEARS
9 &10 (STAGE 5) - 2026
Introduction
Welcome
Congratulations on reaching this milestone! You are about to embark on the next stage of your secondary school journey. Students have progressed through the Stage 4 (Years 7 and 8) curriculum, one that has been designed to provide broad educational experiences, to one which allows choice of a more specialised nature with future pathways in mind.
At Trinity, we are proud to offer a broad selection of courses that aim to cater to individual abilities, talents, and interests. In Year 9 and 10 (Stage 5), students will complete core subjects (mandatory), where students may notice a subtle and continuing change of focus from acquiring skills to critical and creative thinking in greater depth.
Year 9 and 10 students also select three electives and can continue to study elective subjects for two years, with the flexibility to change electives at the end of Year 9. These elective subject offerings at the College provide students with choice to foster engagement and provide strong foundations for success in Stage 6 (Years 11 and 12).
This Subject Selection Booklet is designed to provide useful information for students when choosing electives for the following year. It is divided into three key areas to access this information easily – Consider, Explore and Decide.
Step 1 - Consider
Consider electives that interest you. This is your chance to begin to shape your pattern of study around subjects that build on your passions and interests. Choose electives that you may enjoy and are more likely to find success. Consider electives that challenge you and provide a stimulus for your learning growth. We encourage you to be a resilient learner and strive to overcome the challenges in your learning, to be an active participant in your own learning journey.
Consider selections with a realistic perspective. Be realistic about your abilities and choose subjects because you are interested in the possibilities. Your decisions should not be based on peer groups or who the teacher might be. This is an individual choice based on an honest reflection of ability and personal interest.
Introduction cont.
Step 2 - Explore
Explore the subject electives that are offered. This guide provides a summary of each core subject, each elective, course fees and topic areas.
Step 3 - Decide
Decide which subject electives you would like to enrol. Plan your subject choices for next year by using the elective selection template. Make sure that you add your electives in preferential order.
We encourage you to attend the Subject Information Evening on Tuesday 29 July at 6.00pm to ensure that you are prepared for the selection process.
Please take careful note of the subject selection timeline. Whilst we will do our best to ensure that you receive your first preferences, there may be occasions when this is not possible, and in some instances, subjects may not be offered if there is insufficient interest.
Term 3, Week 2 - Tue 29 July
Term 3, Week 2 - Wed 6 August
Term 3, Week 3 - Fri 8 August
Term 3, Week 10
Elective Information Evening and Edval Online elective selection portal opens
Edval Online subject selection portal closes Edval signed subject selection confirmation form due Final subject lines communicated to students prior to the end of Term 3
On behalf of the Trinity community, we wish you every success with your future studies.
Stephanie Davis Dean of Studies – Senior School
Step 1: Consider
Step 1: Consider
Student tips when selecting elective courses
In making elective choices, students should talk with as many people as possible: parents, teachers, friends, relatives, our Careers Adviser, and others. All can offer a fresh point of view; however, students should make the final decision. Use the time to think through the options and make realistic choices.
When choosing electives, consider the following:
1.Abilities - choose courses in which you can do well
2.Interests - choose courses that interest you
3.Motivation - choose course areas which you want to study
4 Balance - provides a balanced and broad range of subjects to provide a foundation for subject choices at Year 11 and 12
5.Career goals - may have relevance to long-term career goals
Step 2: Explore
Step 2: Explore
Summary of Stage 5 Courses 2025
English
Mathematics
Science
Science
Psychology
Technology and Applies Studies (TAS)
Food Technology
iSTEM
Computing Technology
Textile Technology
Industrial Technology - Timber
Human Society and Its Environment (HSIE)
Mandatory Geography
Mandatory History
Elective Geography
Elective History
Commerce
Creative and Performing Arts (CAPA)
Dance
Drama
Music
Photography and Digital Media
Visual Arts
Languages
French
Personal Development, Health and Physical Education (PDHPE)
PDHPE
PASS
Religious and Values Education (RAVE)
Year 9 Program
Year 10 - Careers Education
Explore cont.
Subject Levies for 2025
Please note: These
Year
Step 3: Decide
Step 3: Decide
The program the College uses for subject selection is called Edval. It uses the preferences students submit as the basis for developing a set of subject lines. A subject line (referred to as the ‘line’) is a group of subjects timetabled at the same time and students are only able to study one subject per line.
The Edval system generates lines based on the preference order of subjects selected by the students. The lines are developed to create a scenario that allows most students to study their highest preferences, therefore, it is vitally important for students to enter their subjects in order of preference. The subject lines are different every year as they are based on the preferences of the student cohort and this changes from year to year.
SubjectSelectionProcess
Stage 1 – Initial Preferences
1.Create a shortlist of the subjects you would like to study.
2.Discuss your choices with your families.
3 Confirm the preference order of your top five elective subjects (not including the core subjects). Remember, the preference order determines the subject lines for the following year so it is important you put the subjects in order of how much you want to study them.
4.Confirm the preference order of your two reserve subjects.
5 Submit your preferences using the Edval link sent to the student's school email address.
Stage 2 – Final Subject/Elective Selection
Once all subject selections have been completed, we begin the process of developing the subject lines based on the preferences of students in the year group. These subject lines will be communicated to students and families towards the end of Term 3.
Changing subjects after commencement is not recommended, however the College does permit some alteration to students’ patterns of study based only on extenuating circumstances. Student requests to change subjects should take place before Week 4 of Term 1. In such instances, choices will be limited to the subjects offered on the same line. Requests after Week 4 of Term 1 will not usually be permitted.
Step 3: Decide cont.
Important Dates
Term 3, Week 2 - Tue 29 July
Term 3, Week 2 - Wed 6 August
Term 3, Week 3 - Fri 8 August
Term 3, Week 10
Key Contacts
Elective Information Evening and Edval Online elective selection portal opens
Edval Online subject selection portal closes
Edval signed subject selection confirmation form due Final subject lines communicated to students prior to the end of Term 3
Dean of Studies - Senior School - Stephanie Davis
Head of Senior School - David Smith
Careers Advisor - Mark Dicketts
Academic Administration - Victoria Fordham
Heads of Department:
HSIE - Matthew de Koeyer
English - Jessica Alvey
Science - Beth Yarker
PDHPE - Carissa Furze
Mathematics - Tristan Patralakis
Technology & Applied Studies / VET - Samantha Morley
CAPA - Sarah Bradbury
Distance Education - Stephanie Davis
Heads of House
Hoffman - Ben Tari
Kelton - Davina Gibb
Kimball - Jeremy Smith
Lankester - Alison Barrett
Petts - Kimberley Graetz
Rosborough - Elizabeth Williams
stephanie.davis@trinityac.nsw.edu.au david.smith@trinityac.nsw.edu.au mark.dicketts@trinityac.nsw.edu.au victoria.fordham@trinityac.nsw.edu.au
matthew.dekoeyer@trinityac.nsw.edu.au jessica.alvey@trinityac.nsw.edu.au beth.yarker@trinityac.nsw.edu.au carissa.furze@trinityac.nsw.edu.au tristan.patralakis@trinityac.nsw.edu.au samantha.morley@trinityac.nsw.edu.au sarah.bradbury@trinityac.nsw.edu.au stephanie.davis@trinityac.nsw.edu.au
ben.tari@trinityac.nsw.edu.au davina.gibb@trinityac.nsw.edu.au jeremy.smith@trinityac.nsw.edu.au alison.barrett@trinityac.nsw.edu.au kimberley.graetz@trinityac.nsw.edu.au elizabeth.williams@trinityac.nsw.edu.au
Core Subjects
English
NESA Stage 5 Syllabus
English continues to develop students’ use of language and skills in reading, writing, speaking, listening, viewing, and representing. The literature studied becomes progressively more complex and challenging, with more precision required in analysis, composition, and evaluation. Students learn to practise close textual analysis and reflect on the purposes and effects of language use. They are required to respond in detailed, structured forms, such as formal essays, and creative compositions. They also use a range of modes, media, and technology to create and analyse texts.
Students study novels, films, media texts, online sources, digital media, picture books, graphic novels, poetry, drama and other written, visual and spoken texts. The texts examined provide students with an experience and understanding of different forms of Australian literature including insights into the Aboriginal experience in Australia and other multicultural perspectives evident in literature over time.
The work undertaken by students in and around texts will enable them to begin to engage with experiences of cultural heritages, popular cultures and youth cultures, and a range of social, gender and cultural perspectives, as well as prepare them for the demands of the Stage 6 English Courses.
Mathematics
NESA Stage 5 Syllabus
Mathematics provides students with the knowledge, skill and understanding in Number and Algebra, Measurement and Space, and Statistics and Probability It focuses on developing mathematical understanding, fluency, communication, logical reasoning and problem-solving skills. The ability to interpret and apply mathematics in a variety of contexts is an essential component of students’ preparation for life in the 21st century.
Mathematics differs from other subjects, as the topics are organised using a Core-Paths structure, where students progress through a series of topics labelled as Core topics and Path topics
Core Topics
Provide students with the foundation for Mathematics Standard in Year 11 and 12
Predominantly covered by the end of Year 9
Path Topics
Help to prepare students for Year 11 and 12 Mathematics Standard/Advanced/Extension and are linked to one or more of these courses For example:
Trigonometry C (Path) prepares students for Standard, Advanced and Extension. Linear relationships C (Path) prepares students for Advanced and Extension.
In Years 9 and 10 we run three mathematics Courses - Mathematics Advanced, Mathematics Intermediate and Mathematics Standard
Covered across Year 9 and 10, with the aim to cover as many Paths as practicable
Students will be placed in a Mathematics course based upon formal and informal assessment information collected throughout Stage 4 Mathematics It is anticipated students will continue in their course throughout Year 9 and 10, with the potential for movement between courses when appropriate. Further information regarding course placement will be communicated to students and families during Term 4
Science
NESA Stage 5 Syllabus
Science helps you become more curious about how the world works. In class, you’ll learn how to ask questions, investigate ideas, and understand the natural world around you. You’ll also learn how to think like a scientist - by making predictions, collecting data, and solving problems.
As you explore science, you’ll learn how to make smart, fair decisions based on facts and evidence. You’ll also learn how to look closely at results and think about what they mean. Science is also about understanding different ways of knowing. You’ll learn about the knowledge and traditions of Aboriginal and Torres Strait Islander Peoples, and how their ideas can help us care for the environment and create new solutions.
You’ll see how science connects to real life - like solving problems in your community or around the world. You’ll explore how science affects people, technology, and nature.
By learning science, you’ll build important skills like thinking critically, making ethical choices, and solving problems. You might even discover a future career in science and find ways to make a difference in the world!
Geography
NESA Stage 5 Syllabus
Students will apply knowledge and skills acquired in Stage 4 (Year 8) to increase the depth of study on the physical and economic geography of Australia. Case studies are taken from a variety of Australian industries and ecosystems
By the end of Stage 5 (Year 10), students can explain geographical processes that change features and characteristics of places and environments over time and across scales through the collection, analysis and evaluation of primary data and secondary information Students will also analyse interconnections between people, places and environments and propose explanations for distributions, patterns, and spatial variations.
Students compare changing environments, analyse global differences in human wellbeing, explore alternative views to geographical challenges and assess strategies to address challenges using environmental, social and economic criteria.
Students will propose explanations for significant patterns, trends, relationships and anomalies in geographical phenomena and propose solutions, taking into account contemporary points of view and predicted outcomes Students participate in relevant fieldwork to collect primary data and enhance their personal capabilities and workplace skills.
NESA Stage 5 Syllabus
History aims to build on the skills from Stage 4 (Year 8) Students study topics in global history, while still maintaining a focus on the way these events and ideas have had an impact on Australian life. They will discover the links that Australia has with the rest of the world based on past events
A core topic of ‘Australians at War’ is studied, which deals with Australia’s involvement in both World War I and II, and the legacy of these periods of combat. Students will also trace the migration patterns of many groups in the world throughout the Victorian Age (from 1750 -1900) and the impacts these movements have had on the Industrial Revolution through to convict transportation and the slave trade. This is facilitated through the unit of study ‘The Movement of People’.
In Year 10, students study a core topic of Rights and Freedoms 1945 to present, dealing with global issues and events. They will also study a global topic on migration and a final depth study. These topics can range from the Holocaust to the Vietnam War, the rise of Asia and post-Cold War to USA in the roaring twenties
The skills developed include interpretation, analysis, evaluation, empathy, research, and communication These allow students with a high-level of ability to acquire information and organise and use information effectively.
Personal Development, Health and Physical Education
NESA Stage 5 Syllabus
Through PDHPE students develop knowledge, understandings, skills, values and attitudes that enable them to advocate lifelong health and physical activity, as well as developing student’s capacity to enhance personal health and well-being Students are provided with the opportunity to enhance and develop resilience and connectedness and learn to interact respectfully with others
All students will study the following three content strands:
Health, Wellbeing and Relationships – building respectful relationships, enhancing personal strengths, and exploring personal identity to promote the health, safety and wellbeing of themselves and others. Students develop strategies to manage change, challenges, power, abuse, violence and how to protect themselves and others in a range of situations
Movement Skill and Performance – focuses on active participation in a broad range of movement contexts to develop movement skill and enhance performance. Students develop confidence and competence to engage in physical activity Through movement experiences students also develop self-management and interpersonal skills to support them to strive for enhanced performance and participation in a lifetime of physical activity
Healthy, Safe and Active Lifestyles – focuses on the interrelationship between health and physical activity concepts. Students develop the knowledge, understanding and skills to empower them to make healthy and safe choices and take action to promote the health, safety, and wellbeing of their communities. They engage with a range of health issues and identify strategies to keep them healthy, safe, and active.
Throughout the course students will learn to apply key skills of communication, interaction, problem-solving, decision-making, planning and moving which will allow them to take charge of their own health and physical activity
Religious and Values Education (RAVE)
RAVE focuses on skills of self-reflection and critical thinking The aim is for students to be able to articulate their own developing worldviews and belief systems and bring these into critical conversations with the Christian and other religious traditions
Students will study the following topics:
Parables - Students examine the genre of parables and are given the opportunity to explore the teachings of Jesus through this genre.
Poverty and Wealth - This topic examines the phenomenon of global wealth inequality, the causes of poverty as well as secular and religious responses.
Science and Religion - This topic explores the purposes, aims and differences between scientific and religious thought
Islam - Gives students an opportunity to explore key beliefs of the second-largest world religion.
In Year 10, RAVE begins with a study of Islam, tracing this religion from its beginnings and exploring key beliefs, festivals, and practices
In Term 2, students explore religious ideas of Good and Evil to find their origins in sacred texts and culture Term 3 considers moral and ethical questions surrounding issues of Life and Death such as the use of life support and euthanasia, students unpack the universal religious idea that life is sacred. In Term 4, students will investigate a unit titles ‘New Religious Movements’, that allows for deep analysis into an area of personal interest that considers the key features of mainstream religions and how sects, cults and new religious movements differ.
Careers Education
Stage 5 students engage in a carefully considered careers program once a fortnight that is tailored to suit the interests and needs of students.
Some of the topics and experiences included in the Careers Education program are:
Personal careers-focused portfolio
Career investigation and career readiness
Resume, letter of introduction and interview preparation
Introduction to VET, TAFE, and Universities
Guest speakers from the workforce and tertiary education providers
Alternative Pathways
Careers Forums and Evenings
ADF Pathways
Work Experience and Volunteering
Workplace Safety
Work experience debriefing
Employer expectations and industrial relations
Enterprise skills, problem-solving and teamwork and entrepreneurship
Financial literacy - banking loans, budgeting and renting.
Mock interviews
Attend local TAFE and university Campuses
Stage 5 students and families are strongly encouraged to arrange individual interviews with the Careers Advisor to receive guidance on matters such as HSC subject selection, ATAR and es and Universities, early entry,
Year 9 Program
Year 9 is a time of significant cognitive, physical, social, and emotional change. Students transition from dependence to interdependence, face new challenges, and show incredible growth in their areas of interest. Research highlights the benefits of a stimulating and diverse curriculum for Year 9 students.
Trinity's Year 9 program recognises and rewards student strengths, offering a supportive environment where they can take risks with guidance. It aims to engage hearts, minds, and spirits, preparing students for meaningful lives. Our program helps students navigate challenges, embrace change, and contribute to their own success and that of others.
We connect students to a community that values faith, excellence, justice, respect, integrity, and inclusion. Learning extends beyond the classroom, relating theory to real-world applications. Students are given opportunities and responsibilities to interact as global citizens, treated as young adults but guided towards independence.
Elective Subjects
NESA Stage 5 Syllabus
The study of Commerce equips students with essential real-world skills, focusing on key areas such as applying for rental properties, comparison shopping, understanding employee rights, and effective money management. The course fosters an understanding of the broader community and provides a solid foundation for life beyond school.
The curriculum is divided into core content and optional topics, covering a wide range of knowledge, real-life scenarios, and practical problem-solving skills. It also explores the relationships between individuals, businesses, and government.
Core Topics: Consumer and Financial Decisions
The Economic and Business Environment
Employment and Work Futures
Law, Society, and Political Involvement
Optional Topics: Our Economy Investing Promoting and Selling Running a Business Law in Action Travel Towards Independence School-Developed Option
Dance
NESA Stage 5 Syllabus
Stage 5 Dance offers students a dynamic opportunity to explore movement as a powerful form of expression, communication, and performance. This course develops students’ technical dance skills, choreographic abilities, and understanding of dance as an art form. Through a range of practical and theoretical experiences, students study various dance styles, learn safe dance practices, and reflect on the historical and cultural contexts of dance. Emphasis is placed on developing physical confidence, creativity, and appreciation for the artistry of movement.
The curriculum is structured around three focus areas: Performances, Composition, and Appreciation. Within each of these areas, students engage with three essential content groups - Context, The Dancing Body, and Elements of Dance.
Context provides vital background knowledge, offering insight into the cultural, historical, and situational circumstances in which dance works are created and viewed.
The Dancing Body emphasises the dancer as the medium through which ideas and emotions are expressed across various settings.
Elements of Dance focuses on the tools of space, time, and dynamics used in creating, performing and analysing dance. Together, these components enrich students’ understanding of dance in artistic, cultural, social and personal contexts, laying a strong foundation for further study or creative exploration.
Students are invited to express their interest in this course through EDVAL. Please note this subject will be offered subject to teacher availability.
Drama
NESA Stage 5 Syllabus
Drama offers students a unique way to understand the world by exploring, enacting, and interpreting real and imagined experiences. It helps develop artistic, critical, language, and sensory skills, while encouraging students to consider new perspectives. The focus areas of making, performing, and appreciating are explored in a range of dramatic contexts in both scripted and devised practical work through the manipulation of the elements of drama.
Students explore dramatic elements through the creation and interpretation of their own works and the works of others. Students are encouraged to work inventively with the elements of drama, performance, and production to imagine, reimagine, and extend their understanding of how drama practitioners use these elements to shape and communicate meaning. By examining dramatic works, practices, and practitioners, students will be able to use this knowledge to guide their experimentation with dramatic conventions, forms, and styles. Students are encouraged to explore and document creative ideas through trial and error when creating original performance pieces, consider the way meaning is communicated, and how audiences are engaged.
Students will critically study and adapt a script through the investigation of the dramatic disciplines of actor, director and designer, and dynamically transform selected moments from the play on stage. The Drama course involves individual and group work that is both practical and theoretical in nature and provides opportunities for performance and experiences of live theatre.
Drama students will develop a range of skills, including creativity, collaboration, critical thinking, and communication. The Drama course will provide a platform for self-expression and help to build confidence in their abilities to develop, perform and appreciate dramatic work.
Food Technology
NESA Stage 5 Syllabus
Food Technology provides students with a broad knowledge and understanding of food properties, processing and preparation, nutritional considerations, and consumption patterns. It addresses the importance of hygiene and safe working practices and legislation in the production of food. Students will develop food-specific skills, which can then be applied in a range of contexts. Food Technology involves understanding the processing, preparation, marketing, and consumption of food in domestic, commercial, industrial, and global settings. It involves students investigating food through practical applications and processes.
The major emphasis of the Food Technology syllabus is on exploring food-related issues through a range of practical experiences, allowing students to make informed and appropriate choices about food. Integral to this course is developing the ability and confidence to design, produce and evaluate solutions to situations involving food. They will learn to select and use appropriate ingredients, methods, and equipment in a safe, hygienic and competent manner.
After studying Food Technology, students will have developed a range of valuable skills and knowledge to pursue a study of Food Technology in Years 11 and 12, or further education at universities and TAFE Colleges in the areas of Business, Food Technology, Hospitality and Tourism, Nursing, Nutrition, Dietetics and Teaching.
French
NESA Stage 5 Syllabus
One of the most rewarding aspects of studying a second language lies in understanding the thought processes of another culture, as well as the sense of achievement that arises from being able to communicate in a foreign medium. French remains the international language of diplomacy and is spoken by several of our near neighbours. Students will develop the knowledge, understanding and skills necessary for effective interaction in French. They will explore the nature of languages as systems by making comparisons between English and French.
French continues to build on reading comprehension, listening comprehension, and speaking. Students will work towards being able to communicate orally in a variety of situations and converse freely on a range of topics. Students improve their grounding in the necessary grammatical, oral, aural, and writing skills to lead them into Stage 6.
If you are capable and interested in studying French, you are strongly encouraged to continue with this subject in Year 9 and 10 as a decision now to discontinue studies cannot be reversed.
Geography Elective
NESA Stage 5 Syllabus
Geography Elective emphasises the physical, social, cultural, economic, and political influences on people, places, and environments, from local to global scales. It emphasises the important interrelationships between people and environments through the investigation of contemporary geographical issues and their management. The well-being of societies and environments depends on the quality of interactions between people and the natural world
The content of this elective subject is different from the mandatory course Students engage in at least three of the eight focus areas defined in the syllabus, as summarised below:
Physical Geography: Students will study the geographical processes that form and transform the physical world
Oceanography: Students will focus on the features and importance of the world’s oceans and issues associated with them
Primary Production: Students will question patterns, functions, and issues associated with primary production
Global Citizenship: Students will explore the importance of Australia being an informed, responsible, and active global citizen
Australia’s Neighbours: Students will consider the environments of Australia’s neighbours and specific geographical issues within the Asia–Pacific Region.
Political Geography: Students will focus on the nature and distribution of political tensions and conflicts and strategies towards effective resolutions.
Interaction and Patterns along a Continental Transect: Students will look in depth at the factors responsible for causing variation in spatial patterns across a continent from one specific location to another
School-developed Option: This elective provides students with the opportunity to develop their on and/or area of inquiry that
History Elective
NESA Stage 5 Syllabus
History Elective enables students to investigate the actions, motives, and lifestyles of people over time, from individuals and family members, to local communities, expanding to national and world history contexts. It introduces the idea that the past contains many stories and that there is never only one uncontested version. History Elective enables students to investigate a historical issue through a range of sources and can stimulate curiosity and develop empathetic understanding, problem-solving, research, and critical thinking skills. It develops language specific to the discipline of History and provides opportunities to continue to develop literacy skills.
Students learn to critically analyse and use sources of evidence in order to construct reasoned explanations and a rational and informed arguments based on evidence, drawn from the remains of the past. Students engage in research involving information and communication technology (ICT), including evaluating web-based sources and using a range of technologies for historical research and communication.
The History Elective course consists of three topics which include a range of options for study:
History, Heritage and Archaeology: different perspectives and interpretations of the past are reflected in a variety of historical constructions.
Ancient, Medieval and Modern Societies: An in-depth study of the major features of ancient, medieval, or modern societies.
Thematic Studies: Provides an opportunity to enjoy the study of history for its intrinsic interest and to develop an understanding of the thematic approach to the study of history.
Industrial Technology -Timber
NESA Stage 5 Syllabus
Industrial Technology builds on the knowledge, skills and experiences developed in the Technology (Mandatory) Years 7-8 Syllabus.
Industrial Technology develops students’ knowledge and understanding of materials and processes in a range of technologies. Students develop knowledge and skills relating to the selection, use and application of materials, tools, machines and processes through the planning and production of quality practical projects.
All students will study the range of tools, machines, and processes available in both industrial and domestic settings for working with selected materials. Students will learn about safe practices for practical work environments, including risk identification and minimisation strategies. They will also learn about design and designing including the communication of ideas and processes.
The major emphasis of the Industrial Technology syllabus is to actively plan and construct quality practical projects. Students will learn to select and use a range of materials for individual projects. They will learn to use a range of hand tools, power tools and machines competently and safely to assist in the construction of projects. They will also learn to produce drawings, written reports and to communicate ideas and information relating to their projects.
After studying Industrial Technology - Timber, students will have developed a range of valuable skills and knowledge to pursue a study of Design and Technology and/or VET Construction in Years 11 and 12.
Integrated Science, Technology, Engineering and Mathematics (iSTEM)
STEM refers to Science, Technology, Engineering, and Mathematics The importance of STEM disciplines for the future economic and social well-being of Australia cannot be underestimated. The main purpose of this course is to better engage students in Science, Technology, Engineering and Mathematics It is meant to challenge and excite students with the possibilities of the future
The Trinity iSTEM course covers several modules in the fields of Science, Technology, and Engineering Students will also study a variety of themed units of work focusing on the application of these fields to real life, through inquiry-based learning techniques
STEM topics may include:
Year 9: Tower Designs and Bottle Rockets
Year 10: Hydraulic Arms and Skylap Aerodynamics
Students are also encouraged and supported to enter external competitions relating to the use and application of Engineering concepts and skills This subject provides an excellent foundation for Senior Engineering.
Computing Technology
NESA Stage 5 Syllabus
The Computing Technology course in Years 9 and 10 engages students in solving real-world problems through the design and development of digital solutions. Students use industry-standard software and processes to explore programming, user experience (UX) design, multimedia production, 3D modelling, and game development. They collaborate to create meaningful digital products and critically analyse the social, ethical, and environmental impacts of digital systems
Throughout the course, students apply the design process and develop skills in communication, collaboration, project management, and computational thinking. They are introduced to a range of career pathways and technologies that reflect industry standards
In Year 9, students will:
Design simple apps and user interfaces using wireframing and visual design tools
Learn the basics of programming through hands-on coding activities
Develop platform-style games that incorporate logic and gameplay mechanics
Create and publish websites and digital portfolios
Explore how digital systems support communication and online connections
In Year 10, students will:
Research game mechanics and UX strategies to design playable prototypes
Use 3D modelling software to create game-ready assets and environments
Build and test maze-style and level-based games using a game engine
Work in teams to manage and delivery a full game development project
Evaluate digital products for user experience, design effectiveness, and impact
This course provides a strong foundation for further study in Enterprise Computing Studetns complete practical project-based work that encourages creativity critical thinking, and real-world application of
NESA Stage 5 Syllabus Music
Stage 5 Music cultivates students' musical knowledge, skills, and literacies, fostering their active engagement as thoughtful and creative musicians. Students are provided with opportunities to experience the creative process both individually and collaboratively, engaging in performing, listening, and composing. As part of the course, students undertake a depth of study in an area of individual interest.
Music, as a form of personal and cultural expression, holds a significant place in global cultures and histories. It has the power to define and express identities, shape community values, and transform lived experiences. The study of music fosters an understanding of continuity and change, connecting different cultures, times, and regions. As students delve deeper into music, they draw on historical contexts, diverse practices, and personal experiences to perform, compose, and appreciate music. This exploration includes Aboriginal and Torres Strait Islander music and the rich diversity of Australian musical influences and styles.
Through performing, listening, and composing, students engage with the elements of music, developing musical literacies and enhancing their creative thinking and expression.
It is strongly advised that students taking music have adequate instrumental and/or vocal skills to effectively complete the course and that they are undertaking lessons outside of this class. Additionally, all students will be expected to contribute to vocal and instrumental ensembles both in class and out of school. After studying music, students will have developed a range of valuable skills and knowledge, preparing them for further study of Music in Years 11 and 12. This comprehensive engagement with music not only enriches their academic journey but also equips them with transferable skills applicable
Photographic and Digital Media
NESA Stage 5 Syllabus
Photographic and Digital Media provides opportunities for students to enjoy making and studying a range of photographic and digital media works. It enables students to represent their ideas and interests about the world, to engage in contemporary forms of communication and understand and write about their contemporary world. Photographic and Digital Media enables students to investigate new technologies, cultural identity and the evolution of photography and digital media into the 21st century. Students are provided with opportunities to make and study photographic and digital media works in greater depth and breadth than through the Visual Arts elective course.
Students learn about the enjoyment of making different kinds of photographic and digital media works in still, interactive and moving forms. They learn to represent their ideas and interests with reference to contemporary trends and learn how photographers, videographers, filmmakers, computer/digital and performance artists make photographic and digital media works.
Students learn to make photographic and digital media works using a range of materials and techniques in still, interactive and moving forms, including ICT, to build a Photographic and Digital Media portfolio over time. They learn to record procedures and activities about their making practice in their Photographic and Digital Media journal.
After completion, students will have developed a range of valuable skills and knowledge to pursue a study of Visual Arts in Year 11 and 12.
Physical Activity and Sports Studies (PASS)
NESA Stage 5 Syllabus
Physical Activity and Sports Studies (PASS) is a broad study of physical activity and possible contexts in which individuals can build activity into their lifestyles. It is based on the notion that regular physical activity is essential to improving health status and quality of life This course offers new experiences and challenges beyond those offered through the mandatory PDHPE Years 7–10 course Participation in physical activity provides opportunities for personal challenge, enjoyment, and satisfaction. It also provides for positive interaction with others, in both collaborative and competitive contexts and supports the development of key social skills necessary for strong interpersonal relationships.
PASS promotes learning about movement and provides students with opportunities to develop their movement skills, analyse movement performance and assist the performance of others Recreation, physical activity, sport, and related health fields provide legitimate career pathways. PASS introduces students to valuable and marketable skills in organisation, enterprise, leadership, and communication
The content is organised in modules within the three Areas of Study: Foundations of Physical Activity
Physical Activity and Sport in Society
Enhancing Participation and Performance
Students wishing to study PASS need to be aware that they will be expected to participate in all practical and theory lessons and activities They must possess a strong interest in participating in physical activity and a desire to learn the theory behind improving movement skills. Candidates for this elective need be prepared to challenge themselves and undertake physically demanding activities involving recreational pursuits such as mountain biking hiking and water-based activities including a g experience in Year 10 ge to pursue a study of Health and
Psychology
Have you ever wondered why people think, feel, and behave the way they do? Psychology is the scientific study of the mind and behaviour, and it’s one of the most fascinating and rewarding subjects you can explore
In this course, you'll dive into a wide range of topics including the Brain and Nervous System, Perception and Communication, Emotions, Personality, Intelligence, Memory, Positive Wellbeing, Sleep, and Social Relationships. These areas of study will help you make sense of the thoughts, feelings, and behaviours that shape our daily lives
Psychology is all about exploring what drives human behaviour - what motivates us, how we develop, and how we interact with others. You’ll investigate real-world issues and powerful psychological theories to understand how science explains human thought and emotion.
Throughout the course, you will conduct your own psychology observations, applying scientific methods to uncover how people think and act This hands-on approach helps you build skills in research, data analysis, and scientific thinking skills that are essential in Psychology and highly valuable in many other fields
You’ll also develop your ability to think critically, solve problems, and communicate ideas clearly Psychology helps you gain a deeper understanding of yourself and others, empowering you to navigate relationships, social situations, and future careers with greater insight and confidence.
Textiles Technology
NESA Stage 5 Syllabus
Textiles Technology acknowledges and embraces an understanding of cultural diversity by examining the ways in which different groups have used textiles as an expressive and functional medium. Historical and cultural uses of textiles continue to influence contemporary designers, so students will examine design features characteristic of a variety of different cultures and use them as sources of inspiration in textile projects where appropriate.
A study of Textiles Technology provides students with broad knowledge of the properties, performance and uses of textiles in which fabrics, colouration, yarns and fibers are explored Project work, which includes investigation and experimentation, will enable students to discriminate in their choices of textiles Students will document and communicate their design ideas and experiences and make use of contemporary technology in their project work. Completion of projects is integral to developing skills and confidence in the manipulation and use of a range of textile materials, equipment, and techniques
Students will investigate the work of textile designers and from this research make judgments about the appropriateness of design ideas, the selection of materials and of tools and the quality of textile items Students will be challenged to transfer knowledge to new situations and projects, building on technical skills and past experiences. Textile projects will give students the opportunity to be creative, independent learners and to explore functional and aesthetic aspects of textiles, demonstrate responsibility in decision-making and encourage individuals to express ideas and opinions. Students will develop an appreciation of the factors affecting them as textile consumers. Current technologies and innovations that continue to emerge in the textile industry will be addressed with emphasis on their economic social and environmental consequences.
Visual Arts
NESA Stage 5 Syllabus
Visual Arts provides opportunities for students to enjoy the making and studying of art. It builds an understanding of the role of art in all forms of media, both in the contemporary and historical world. Students will learn about the enjoyment of making different kinds of artworks in 2D, 3D and/or 4D forms. They learn to represent their ideas and interests with reference to contemporary trends and how artists’ including painters, sculptors, architects, designers, photographers, and ceramists, make artworks.
Students learn about how art is shaped by different beliefs, values, and meanings by exploring artists and artworks from different times and places and relationships in the artworld between the artist –artwork – world – audience. They also explore how their own lives and experiences can influence their artmaking and critical and historical studies. They will learn to investigate and respond to a wide range of artists and artworks in artmaking, critical and historical studies. They also learn to interpret and explain the function of and relationships in the art world between the artist – artwork – world –audience to make and study artworks.
Students are required to produce a body of work each term and keep a Visual Arts diary.
After studying Visual Arts, students will have developed a range of valuable skills and knowledge to pursue a study of Visual Arts in Year 11 and 12.
