Year 10

Students have a choice to study two semesters of Individuals and Societies. The elective component of this course is Geography.

Geography: The course adopts an Inquiry based approach to Environmental Challenges and Geography and Global Well Being.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative Reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

Students wishing to study Stage 1 Indonesian are encouraged to elect to study this pre-SACE option to support them with developing the appropriate skills and knowledge base to best support this pathway. Similar to the compulsory descriptor for Year 10 Indonesian; students can expect to become practical users of Indonesian. They will cover a variety of themes, which at times will be similar to the Year 10 course but with an added focus on themes touched upon in Stage 1 Indonesian. Such themes could include:

• The Individual (eg sport and recreation, personal world)
• The Indonesian-speaking Communities (eg visiting Indonesia, religion, gender)
• The Changing World (eg environment, youth issues)

Through these themes, the students develop a deeper understanding and confidence in their knowledge and expression of Indonesian, preparing them well for Stage 1 and beyond.

ASSESSMENT

Students will be assessed using the IBMYP Criteria in the following areas:

• Comprehending spoken and visual text
• Comprehending written and visual text
• Communicating in response to spoken, written and visual text
• Using language in spoken and written form

Outdoor Education provides Year 10 students the opportunity to extend their learning outside of the classroom by engaging in a range of learning experiences that challenge the individual. This subject is offered in addition to the Healthy Lifestyles course (one compulsory semester) and Physical Education (elective semester option).

Content

The Year 10 Outdoor Education program is designed to provide students with both individual, group responsibility and resilience in the outdoor setting.  The aims of the course are to develop group dynamics, teamwork, communication, leadership skills and to develop necessary knowledge and understanding around planning adventurous journeys.

Students will participate in the following practical activities:

• Orienteering (via Kayaking and by foot)
• First Aid (Full day course)
• Bush Walking
• Overnight Camp (2 nights)
• Bouldering

Assessment

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

• Knowledge and Understanding
• Planning for Performance
• Applying and Performing
• Reflecting and Improving

Special Requirements

Please be mindful, while Le Fevre High School supports the Outdoor Education Program and allocates funding towards its administration, an additional fee of $200.00 is associated with student’s participation, which includes students fully accredited first aid course and camp fees.

By the end of year 10, students will have developed Contemporary and Hip Hop Dance technique and Performance Skills that will provide a foundation for further studies in Dance. The semester long Dance course covers four areas:

Technique: Developing skills in contemporary and hip hop dance styles.

Composition: Students learn skills to create their own dance choreography pieces by exploring movement through a variety of tasks based on themes, ideas and choreographic devices.

Performance: Students have the opportunity to perform at various school and community events, in contemporary, jazz and/or hip hop, as well as ongoing presentations in class.

Appreciation: Students are given research tasks and projects in order to develop their knowledge of dance history and dance in today’s society.

ASSESSMENT

Participation in workshops, technique execution, composition tasks, performance or presentation, process journal and written responses using IBMYP criteria aligned with the Australian curriculum

By the end of Year 10, students will have developed a comprehensive understanding of the Stanislavski method of acting and / or a thorough understanding of Australian Drama. Students will undertake a variety of workshop activities and devised small group activities to develop a practical understanding of these specialised focus areas. Students will develop and sustain different roles and characters employing their knowledge of the Stanislavski method. Students will participate in a group production for a public audience and gain a practical understanding of the ‘page to stage’ process. They will have the opportunity to undertake both on stage and off stage roles. Through the production process students will realise the director’s intention in acting, design and development of all production elements. Students will attend and review live theatre and analyse the various stagecraft and performance elements of a theatrical production. Students will deconstruct a scripted text and select scenes for performance. They will collaborate with others to plan, direct, rehearse, refine and evaluate performances.

ASSESSMENT

Workshops, performance, group production, production report, written reviews, reflective journals and written assignments using IBMYP criteria aligned with the Australian curriculum.

Specialise in Digital Art, Illustration and 2D Animation.

Students explore how technology can foster personal expression in art. Students use Photoshop and Illustrator to create artworks exploring and reflecting their world. Work will be based on a range of historical and contemporary styles. Students also develop skills in 2D animation using Flash. Students study the Digital Media industry in relation to illustration, digital art and animation.

ASSESSMENT               

Practical Folios, assignments and homework tasks, use of specialist vocabulary, practical demonstration of skills, self-assessment and evaluation of artworks.

In Year 10, students study:

Practical: Students will have the opportunity to interpret, rehearse and perform solo or as an ensemble both to the class and publicly at school assemblies demonstrating technical and expressive practical skills in a range of styles.

Theory and History: Students will identify, analyse and notate music in a variety of different styles with an understanding of the context of society at that time.

Composition: Students will apply their theoretical knowledge to compose their own original pieces writing both melody and harmony. Opportunity will also be given for students to use technology to manipulate sound and make loops and beats.

Process Journal: Students reflect on the development of their musical skills and knowledge in written form.

Advice to students: It is highly advisable that students have their own instrument so they can practice at home. Instrumental lessons are provided to all music students for a variety of instruments free of charge. These lessons will take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

ASSESSMENT

Performances, tests and written assignments using IBMYP criteria aligned with the Australian curriculum

In Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others ideas. They identify influences of other artists on their own artworks. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.

ASSESSMENT

Finished Art pieces, written and oral responses that demonstrate a student’s specialized vocabulary, IBMYP Process journal.

Specialise in Graphic Design and Digital Imaging.

Students explore how using the design process is a creative and efficient way of creating a graphic product suited to a particular audience. Students use Photoshop to design products. Students also explore graphic design from a historic, cultural and technological context. They analyse and evaluate works of design.

ASSESSMENT

Practical Folios, assignments and homework tasks, use of specialist vocabulary, practical demonstration of skills, self-assessment and evaluation of design works.

This is a hands on practical based course the promotes the development of Engineering and STEM skills. Practical skill exercises will help develop the knowledge and understanding required to make design solutions to a design brief. The use of composite materials and new technologies will also be explored.

Fabrication skills include gas welding, MIG and Arc welding and the use of hand, power and machine tools.

Machining skills include accurate use of the metal lathe and hand tools.

Planning and organizing a task together with the safe use of tools and equipment are an essential component of the course.

ASSESSMENT

Students are assessed in the areas of design, practical skills, knowledge and understanding of the social implications of technology.

The focus of this course is the development of skills and competencies in the use of multiple technologies and materials with a focus on timber. Student will produce solutions to design based practical tasks by following the design cycle process.

Technologies such as 3D printing, electronics, systems and control, laser cutting will be incorporated in this course. A strong emphasis is placed on the safety use of equipment and machinery.

ASSESSMENT

Students are assessed in the areas of design, practical skills, knowledge and their understanding of the social implications of technology.

Entrepreneurial Education supports students to develop their Capabilities for work and life in a way that values their input, that caters for their diverse needs and interests and – most importantly – allows them to learn by finding and resolving real world problems worth solving. Students to use entrepreneurial capabilities and the design cycle to create their own small business concept, product and marketing.

Products will be created using the Design and Technology facilities.

Products created could come under the headings of jewellery, home solutions/decor, fashion, textiles, wood, metal or mixed materials.

2 Full Design cycles in the semester. 1 for product design – 1 for branding/marketing.

End of semester showcase/ market afternoon of products to school community.

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems.

Students will complete a range of Programming & Coded Activities with a focus on efficiency of Design & Operations, including: Selection, Iteration (Loops), Functions, etc. This course is designed to adequately prepare students for Senior Secondary Digital Technologies (SACE).

Investigation requirements include ‘The Impact of Computer Programs on Modern Life’ & Issues related to Online usage & presence. Topics for this Course will include:

· Programming Structures – Selection & Iteration

· General-purpose Programming Language – Python

· Pseudo Code – Plain English planning using both Written & Graphical means

· Internet Safety

· Computer Systems & our reliance on them

· Robotics – LEGO Mindstorms

ASSESSMENT

Students will be assessed using the ‘Design Cycle’ approach to projects, design, make, evaluate using IB criterion (A,B,C,D)

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems.

Students will complete a range of Programming & Coded Activities with a focus on efficiency of Design & Operations, including: Selection, Iteration (Loops), Functions, etc. This course is designed to adequately prepare students for Senior Secondary Digital Technologies (SACE).

Investigation requirements include ‘The Impact of Computer Programs on Modern Life’ & Issues related to Online usage & presence. Topics for this Course will include:

· Programming Structures – Selection & Iteration

· General-purpose Programming Language – Python

· Pseudo Code – Plain English planning using both Written & Graphical means

· Internet Safety

· Computer Systems & our reliance on them

· Robotics – LEGO Mindstorms

ASSESSMENT

Students will be assessed using the ‘Design Cycle’ approach to projects, design, make, evaluate using IB criterion (A,B,C,D)

This course focus on developing students’ understanding of the way cultural influences have affected food availability and choices in Australia. It also aims to further improve food preparation skills, recipe adaptation, time management, meal planning and creative presentation of food. Students prepare food and use equipment competently to successfully produce the following:

• A variety of Indigenous Native food
• Australian, British, European, Southeast Asian and North African dishes
• A main course from a country of their choice
• A variety of breads from around the country
• Creative Baking

ASSESSMENT

Assessment in each area is based on the Design Cycle using IB Criteria

A: Inquiring and analysing

B: Developing Ideas

C: Creating the solution

D: Evaluating

A major research project on the production, availability and preparation techniques of food of a country of choice. Students self-assess their organisation and management skills as well as the completed food product, they suggest possible changes for improvements of the practical task completed. Students are required to participate in a teacher directed free choice practical and catering exercises as well as in the selection, production, packaging and marketing of baked products.

Assessment Types include:

Assessment tasks, investigations, practical work and evaluations

At Year 10, English is designed to prepare students for the study of English at SACE Stage 1. Students will be expected to demonstrate much greater control over language features, to have sensitivity to the needs of audiences and contexts and to be able to analyse demanding issues, themes and cultural values.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will:

• Listening to spoken texts, examining spoken texts and producing spoken texts
• Reading and viewing texts
• Composing written and multimedia texts
• Associated language activities

Students will study 2 terms of History and can study 2 terms of either Justice, Power and Society or EDGE – Environmental Explorations.

History: The course consists of an overview and 3 in-depth studies. Students will study The Modern World and Australia, including World War 2, Rights and Freedoms and Migration.

Justice, Power and Society: The course develops student understandings of our Justice system, our Legal system and our Political system. It challenges students to explore issues of equity and social justice, and calls students to action to address current issues in Australia and beyond.

EDGE-Environmental Explorations: The course adopts an inquiry based approach to Exploring Demographics, Global Well-being and Environmental Challenges. The course takes us from all the way from our local Port (through a variety of excursions) to the world stage. Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative Reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative Reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

By the end of this course, students can expect to become reasonably confident, practical users of Indonesian with an understanding of the way the language works. They will cover a variety of themes with a strong focus on film,travel and celebrations. This course will continue to develop skills in speaking, reading, writing and listening in Indonesian. The year is enhanced by other learning experiences allowing the students to enjoy Indonesia’s rich culture.

This course is designed to prepare the students for Stage 1 Indonesian.

ASSESSMENT

Students will be assessed using the IBMYP Criteria in the following areas:

• Comprehending spoken and visual text
• Comprehending written and visual text
• Communicating in response to spoken, written and visual text
• Using language in spoken and written form

In Year 10 Mathematics, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports.

Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.

CONTENT

The following topics provide the framework for learning in Year 9 Mathematics:

• Measurement
• Probability
• Statistics
• Patterns and Algebra
• Linear and Non-linear relationships
• Pythagoras and Trigonometry
• Data Representation and Interpretation
• Congruence and Similarity

ASSESSMENT

Evidence of student achievement will be gathered through tests, investigations and other assessment tasks.

In semester 1, students have a test for each topic. There is a surface area to volume ratio task in Measurement where they investigate why cells that make up living things are so small. In the Probability topic they discover the maths involved in games of chance and how they can increase their chances of winning. In statistics they find correlations between variables of their choosing.

In semester 2 there are also tests for each topic. Additionally, they use their knowledge of Pythagoras and Trigonometry to find the heights of objects around the school and local community. They investigate how interest rates and types of interest can affect their investments and repayments.

Students are assessed against the IB MYP Science assessment criteria:

Criteria A: Knowing and understanding

Criteria B: Investigating patterns

Criteria C: Communicating

Criteria D: Applying mathematics in real-life contexts.

Students will commence the South Australian Certificate of Education (SACE) studies in Year 10 by undertaking the Personal Learning Plan, a compulsory subject in the SACE.

The Personal Learning Plan will help students:

• Identify and research career paths and options
• Choose appropriate SACE subjects and courses based on plans for future work and study
• Consider and access subjects and courses available in and beyond school
• Review strengths and areas students need to work on, including literacy, numeracy and ICT skills
• Identify goals and plans for improvement
• Review and adjust plans to achieve goals.

The Personal Learning Plan will contribute 10 credits towards the required total of 200 credits in the SACE. As it is a compulsory subject in the SACE, students must achieve a C grade or better.

 CONTENT

The content includes:

• The SACE Capabilities
• Specific content.

The SACE capabilities are:

• Literacy
• Numeracy
• Information and Communication Technology
• Critical and Creative Thinking
• Personal and Social
• Ethical Understanding
• Intercultural Understanding.

Specific Content (suggested topics)

• Learning Skills
• Thinking Skills and Techniques
• Planning and Decision-making Skills
• Communication
• Work Skills
• Social Living and Responsibility
• Personal Characteristics
• Interpersonal and Relationship Skills

ASSESSMENT

Assessment at Stage 1 is school based and moderated by the SACE board.

Teachers design a set of assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the PLP. Teachers use performance standards to decide how well each student has demonstrated his or her learning.

Students provide evidence of their learning through a set of four to five assessments. These may be presented in an integrated format, such as a portfolio and discussion.

The Healthy Lifestyles unit of Physical and Health Education is a compulsory curriculum for one semester for all Year 10 students at Le Fevre High School. Students will continue to build on their leisure and social knowledge, understanding of movement skills and take positive action to enhance their own and others’ health, safety and wellbeing. Students must complete a semester of compulsory Health and Physical Education in Year 10, and they have the opportunity for further Physical Education experience by selecting an additional elective semester of Physical Education in Years 10.

CONTENT

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. This course will provide students with opportunities to learn about and experience aspects of health and physical activity. The focus is on developing skills and improving performance in games and sports, fundamental movement challenges, tactical learning and spatial awareness as well as balancing a healthy lifestyle. Topics covered in this course include:

• Healthy Lifestyle Improvement – Personal Choice
• Water Safety – Canoe
• Striking Sport – Table Tennis
• Target Sports – Golf and Archery
• Mental Health
• Staying Safe: Partying and Drugs
• Relationships and Sexual Health (Shine Program)

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

• Knowledge and Understanding
• Planning for Performance
• Applying and Performing
• Reflecting and Improving

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher, they will be required to change back into their school uniform at the conclusion of the lesson.

This unit of Physical Education is an elective choice for one semester for any Year 10 student wishing to extend their learning through a second unit of Physical Education at Le Fevre High School. The course is designed specifically to further extend the range of sports and activities that students have covered in the compulsory course and will provide the foundations of learning to be successful in Physical Education in Year 11 and Year 12. Students will still be required to complete a semester of compulsory Health and Physical Education in Year 10 in addition to this elective subject.

CONTENT

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. The Physical Education elective course will build on knowledge from compulsory Healthy Lifestyle and develop understanding of human movement including:

• Energy Systems
• Fitness Components
• Inclusive Sports
• Group Dynamics
• Flag football
• Individual Sporting Pursuits

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

• Knowledge and Understanding
• Planning for Performance
• Applying and Performing
• Reflecting and Improving

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher, they will be required to change back into their school uniform at the conclusion of the lesson.

In Year 10 Science, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

CONTENT

The following topics provide the framework for learning in Year 10 Science:

• Chemistry and the Periodic Table
• Chemical Reactions
• Genetics and DNA
• Evolution
• Energy Transfers
• Road Science
• The Universe

ASSESSMENT

Students are assessed through a range of tests, assignments and practical reports.

In the Physics unit, practical activities may include measuring the speed and acceleration of moving objects and the relationship between mass and acceleration. Assignments include interpreting distance/time and speed/time graphs; using appropriate formulas to calculate displacement, velocity, and acceleration; and investigating the application of Newton’s Laws of Motion to the woomera (an Aboriginal spear-throwing device).

In the Chemistry unit, practical activities include testing the conductivity and reactivity of various metals. Assignments involve investigating how the Periodic Table has changed over time as new elements and knowledge has come to light, and how industrial chemicals are made.

In the Biology unit, students investigate the structure of DNA relating to the concept of inheritance, mendelian genetics, variation and frequency of traits, mutations and modern biotechnologies. Students then apply their knowledge of the Genetics topic to the topic of Evolution and further explore theories of evolution, adaptations, natural selection, human impact and intervention.

In the Earth Sciences unit, students investigate interactions between the lithosphere, atmosphere, biosphere and hydrosphere and how humans can affect these cycles. They research how knowledge of the universe has changed over time and the effects of global warming. They discuss whether the universe will continue to expand forever.

Students are assessed against the IB MYP Science assessment criteria:

Criteria A: Knowledge and Understanding

Criteria B: Inquiring and Designing

Criteria C: Processing and Evaluating

Criteria D: Reflection on the Impact of Science