Year 10

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 Character Design, 2D Animation, Movie Making, Digital illustration.

Students explore how technology can foster personal expression in art forms and storytelling. Students use Adobe software to create artworks exploring and reflecting their world. Work will be based on a range of historical and contemporary styles. Students study the Digital Media industry in relation to film, illustration 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, Digital Imaging, Photography.

Students explore how using the design process is a creative and efficient way of creating graphic and other design products suited to a particular audience. Students learn Adobe software. Students also explore graphic design from a historic, cultural and technological contexts. 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

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

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 key focus on table design and leg and rail joining systems.

Technologies such as 3D printing, 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

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

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.

ASSESSMENT

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

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

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

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

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

Home Economics Year 10 is an elective subject that offers students the opportunity to delve deeper into the world of Food and Hospitality and develop specialized skills in areas such as Kitchen Safety, Bakery, Food Preservation and Technological Influences. With a focus on practical skills, this course covers a range of topics such as advanced cooking and nutrition, and sustainable living. Students will learn to critically evaluate issues and apply decision-making skills in real-life scenarios. Home Economics Year 10 is an excellent choice for students who are interested in developing essential life skills that will benefit them both personally and professionally. The skills and knowledge gained in this course will also be valuable in pursuing further education and careers in related fields.

ASSESSMENT

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

In Year 10 English, students will engage in the three strands of the Australian English Curriculum; Language, Literature and Literacy.

Students will read, view and analyse a range of texts eg Poetry, Prose, Drama, Visual, Short Pieces, Multimedia and Electronic texts.

Students will listen to, evaluate and produce a range of spoken texts, eg Anecdotes, Debates, Multimedia Presentations, Poetry Performances, Formal Speeches and Social Issue Reports.

Students will also compose a range of texts – written and multimedia for particular audiences, purposes and contexts.

The nature of the texts students will study and produce will focus on increasingly complex ideas and themes as they prepare for Stage 1 English. There will always be an emphasis on exploring issues relevant to adolescents and an approach that allows students to engage with aspects of our society including its diverse cultural aspects. At each year level, students will develop skills in understanding the language of different texts and acquire strategies to help them compose their own texts.

Study will also include a reading program aimed at increasing student literacy and reading proficiency. This will be supported by programs such as Tactical Teaching Reading and SmartLabs which will focus on correcting skill gaps and offering opportunities to practice literacy skills. 

ASSESSMENT

Students will be assessed according to the Achievement Standard in the Australian Curriculum for Year 10 English under both:

• Receptive modes (listening, reading and viewing)
• Productive modes (speaking, writing and creating)

Exploring Identities and Futures

Beginning in 2024, Exploring Identities and Futures (EIF) will replace Personal Learning Plan at Stage 1.   Students who achieve a ‘C’ grade or better in the subject will be awarded 10 SACE credits.  EIF is a compulsory subject and is a requirement for SACE achievement.

Course description

Exploring Identities and Futures (EIF) supports students to explore their aspirations. They are given the space and opportunity to extend their thinking beyond what they want to do, to also consider who they want to be in the future. The subject supports students to learn more about themselves, their place in the world, and enables them to explore and deepen their sense of belonging, identity, and connections to the world around them.

EIF prepares students for their SACE journey and the knowledge, skills, and capabilities required to be thriving learners. As an introduction to the SACE, students will be empowered to take ownership of where their pathway leads, exploring interests, work, travel and/or further learning.

Course content

EIF represents a shift away from viewing students as participants in learning, to empowered co-designers of their own learning. Students will be responsible for exploring learning opportunities, exercising their agency, and building connections with others.

In this subject, students:

• develop agency by exploring their identity, interests, strengths, skills, capabilities and or values; and making choices about their learning
• demonstrate self-efficacy through planning and implementing actions to develop their capabilities and connecting with future aspirations
• apply self-regulation skills by contributing to activities to achieve goals, seeking feedback, and making decisions
• develop their communication skills through interaction, collaboration, sharing evidence of their learning progress and developing connections with others.

Assessment

• Assessment Type 1: Exploring me and who I want to be
• Assessment Type 2: Taking action and showcasing my capabilities

1 Semester Compulsory (History), 1 Semester elective of Justice, Power and Society.

Students will study 2 terms of History and can study 1 semester of Justice, Power and Society

History (Compulsory): 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 (Choice): 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. This course is based on the Australian Curriculum Civics and Citizenship curriculum.

ASSESSMENT

Students will be assessed according to the distinct Achievement Standard for each of the subjects represented in the Australian HAAS Curriculum:

• History
• Civics and Citizenship (Justice, Power and Society)

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 South Australian Curriculum 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 and 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 10 Mathematics:

• Money and Financial Mathematics
• Patterns and Algebra
• Data Representation and Interpretation
• Linear and Non-Linear Relationships
• Pythagoras, Trigonometry and Measurement
• Geometric Reasoning
• Chance

Assessment

Students are assessed against the Australian Curriculum Mathematics achievement standards. Evidence of student achievement will be gathered through tests, investigations and reports.

Students are tested on their knowledge of patterns and algebra, linear relationships and their geometric reasoning. They investigate how to maximise their returns on savings and investments, whether height plays a role in a students subject preferences, the relationship of bisectors in circles and the areas they create, use trigonometry to find the heights of objects such as flag poles and buildings and investigate the chance of an event occurring given a circumstance, often writing reports on their findings.

Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. Students apply movement skills, concepts and strategies across a range of movement contexts, enabling them to participate confidently and competently in physical activities. When learning in movement contexts, students gain skills, understanding and dispositions that support lifelong physical activity participation and enhanced movement performance. They also develop personal and social skills through interacting with others in classroom and movement contexts. Health and Physical Education addresses factors that influence the health, safety, relationships, wellbeing and physical activity patterns of individuals, groups and communities. Students develop the understanding to challenge discrimination, assumptions and stereotypes. They gain skills to take positive action regarding diversity, inclusion, consent and respect in different social contexts. 

Topics in this course include:

• Relationships and Sexuality (SHINE Curriculum)
• Safety: Alcohol and Other Drugs (Illicit Drugs)
• Games and Sports (various)
• Mental Health and Wellbeing
• Lifelong Physical Activity
• Rhythmic and Expressive Movement: Yoga

The Physical Education Pathways course aims to enhance students' skills, knowledge, and expertise by immersing them in various movement experiences, emphasizing the principles of sport science. This course offers students the opportunity to engage in data collection and analysis, performance enhancement techniques, and sport education. By exploring their physical capabilities and examining the factors that impact and enhance participation and performance, students can expand their repertoire of sports and activities beyond what they have previously encountered in the mandatory course. Additionally, this course will deepen students' understanding of movement skills, establishing a solid foundation for success in Year 11 and Year 12 Physical Education.

Topics in this course include:

• Games and Sports (various)
• Biomechanics and Skill Development
• Group Dynamics (SEPEP)
• Body Systems and Fitness
• Sports Psychology

The Soccer Program empowers students with a passion for soccer to enrich their understanding and proficiency across all aspects of the sport, including playing techniques, rules, strategic tactics, fitness, and training principles. Participants in the program have the chance to enhance their fitness levels, and participate in statewide Soccer and Futsal competitions.

The Soccer Program is crafted to offer a distinctive opportunity for talented Soccer players in Years 7-11 to refine their individual skills, knowledge, and attitude, enabling them to excel in the game. The program not only facilitates skill development but also provides opportunities for enhancing leadership skills and fostering civic responsibilities.

Students also get the chance to represent the school in their respective teams, competing in events like the Soccer and Futsal knockout and zone carnivals.

• Skill and Performance development (practical)
• Position specific performance training
• Performance Analysis
• Specialist sport practical
• Fitness Soccer specific
• Nutrition for Soccer
• Injury Prevention and Management

Assessment activities will conform to the standards outlined in the Health and Physical Education Achievement Standards of the Australian Curriculum Framework. During the mandatory semester, students will engage in the examination of health-related subjects as specified in the HPE curriculum.

This year-long course will incur additional cost for students, including the purchase of a specialised soccer top (new students only), transportation costs to multiple games, and fees associated with the Football Federation course. The total fee for these components is $120 for the entire year, and payment options are available through an instalment-based payment plan.

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.

Content

The following topics provide the framework for learning throughout the year, but not necessarily in this order:

• Forces and Motion
• Energy in Systems
• Periodic Table
• Reaction and Rates
• Genetics
• Diversity of Living Things
• Global Systems
• The Universe

Assessment

Students are assessed against the Australian Curriculum Science achievement standards. Evidence of student achievement will be gathered through tests, assignments and practical reports.

Students are tested on their knowledge of genetics, the periodic table and energy. They investigate how melting ice affects sea levels, how temperature affects chemical reactions and how mass affects the acceleration of falling objects. Students deconstruct problems, design methods and write practical reports on their findings. They investigate, discuss and analyse artificial selection and the expanding universe.