Year 10

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 criteria aligned with the Australian curriculum.

Specialise in aspects of Graphic Design, Photography, Character Design, 2D Animation, Movie Making, Digital illustration.

Students explore how technology can foster personal expression in art forms and storytelling, exploring and reflecting their world.  Students use the design process to create graphic and other design products. Students use a range of Adobe software. Work will be based on a range of historical and contemporary styles. Students study the Digital Media industry.

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 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 specialised vocabulary.

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

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.

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 which will focus on correcting skill gaps and offering opportunities to practice literacy skills. 

ASSESSMENT

Students will be assessed against the Year 10 South Australian Curriculum Achievement Standard.

The Year 10 Engineering Futures Pathway program at Le Fevre High School continues the learning from the Year 9 Engineering Futures Pathway program where students develop their understanding of the engineering process through hands-on experiences and interdisciplinary learning. This course continues their work with coding, Robotics, CAD and 3D printing with a greater focus on innovative solutions.

Course Objectives

· Voyage Learning: Emphasising interdisciplinary connections, students will engage in deep, purposeful learning experiences that encourage exploration and innovation.

· Hands-On Experience: Through coding, computer-aided design, and 3D printing, students will gain practical skills and insights into the engineering process.

· Innovation and Creativity: Encouraging students to think creatively and develop innovative solutions to authentic real-world problems.

· STEM Competitions: Projects will focus on designing solutions or develop STEM thinking to participate in STEM specific competitions.

Learning Experiences

· Test Ideas: Experimenting with different concepts and approaches to solve engineering problems.

· Take Risks: Encouraging a mindset that embraces challenges and learns from failures.

· Listen to and Think About Alternative Ideas: Fostering an environment where diverse perspectives are valued and considered.

· Build Knowledge Applicable in Real Life: Ensuring that learning is relevant and can be applied to real-world situations.

· Engineering: Designing solutions to real world problems, such as designing more efficient eco-friendly housing in rural areas, aerodynamically efficient rockets, robots that have specific functions to assist the mobility impaired or working on an industry challenge.

Outcomes

By the end of the course, students will have developed a comprehensive understanding of the engineering process. They will be more confident with coding, robotics, CAD and 3D printing and come up with innovative solutions for a range of engineering problems.

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

Students will learn skills around source analysis, research and critical thinking. These skills will prepare them for Stage 1 and 2 history subjects in both Modern History and Ancient Studies. However, these skills will also be useful in other Stage 1 and 2 HASS subjects, Legal Studies, Women Studies and Society and Culture.

Students will also have the opportunity to make their learning as hands on as possible through excursions and examining the real world implications of these turning points in modern history.

ASSESSMENT

Students will be assessed according to the History Learning Standard in the Year 10 South Australian Curriculum.

Justice, Power and Society

Duration: Semester

Compulsory: No

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.

Students will learn skills that will prepare them for all future humanities subjects in stage 1 and 2. Students will also have an opportunity to study topics that lead into Legal Studies, Women Studies and Society and Culture. Each of these stage 1 & 2 subjects takes learning from all HASS subjects and begins to dive more in depth to each specialisation.

ASSESSMENT

Students will be assessed according to the Civics and Citizenship learning standard of the South Australian Curriculum.

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.

At Year 10, students can choose to do Year 10 Indonesian, or SACE Stage 1, depending on their Year 9 choices. Year 10 is outlined below and SACE Stage 1 can be found in the Stage 1 section.

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, learners use mathematical modelling in a range of contexts, including making predictions and developing insights about the economy, financial systems and financial choices to inform personal financial decisions.

Learners engage with geometric problems and explain their mathematical thinking as they draw conclusions through analysing and quantifying geometric properties. They explain how the results of calculations depend on accurate measurement and how calculations are affected by using approximation.

Learners explain their thinking as they manipulate algebraic equations to illustrate and model the nature of relationships between variables. They quantify aspects of the human and physical world through deducing and justifying choices of formulae to determine lengths, surface area and volume. They construct diagrams that represent relationships between entities, determine the optimum pathway, justify their choice and test in real situations.

Learners analyse data trends and patterns, considering ethical aspects when making recommendations. They calculate the likelihood of events and how they interrelate to inform predictions and decisions.

Learners develop a productive disposition to mathematics through experiences which prompt curiosity. They reflect on and explain their thinking and embrace their mistakes as part of productive struggle. They view mathematics as understandable, worthwhile and relevant to their lives now and in the future.

CONTENT

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

• 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 mathematics curriculum standards. Evidence of student achievement will be gathered through tests, investigations and reports.

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

· Health Benefits – Lifestyle Improvement

· 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

· Fitness and Body Systems

· Group Dynamics (SEPEP)

· Body Systems and Fitness

· Sports Psychology

In Year 10 Science, learners explain the roles of DNA, genes and chromosomes in heredity, and model the effects of genetic changes on traits and inheritance. They investigate the process of cell division and explain its role in growth, repair and reproduction. Learners analyse the theory of evolution by natural selection, using it to explain patterns in biodiversity. They describe how the universe has evolved over time, drawing on supporting evidence and models. Learners explain how energy flows between the Earth’s interconnected spheres and influences global climate patterns and assess human impact and management strategies. They investigate and apply Newton’s laws of motion, using mathematical relationships to describe and predict the motion of an object within a system. Learners describe how atomic structure determines the properties of elements and influences the element’s reactivity. They explain how reaction rates depend on the frequency, orientation and energy of particle collisions. Learners describe how patterns in chemical reactions are influenced by factors such as the nature of reactants and environmental conditions and predict reaction products.

CONTENT

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

• Forces and Motion
• Periodic Table
• Reaction and Rates
• Genetics
• Theory of Evolution
• Global Systems
• The Universe

ASSESSMENT

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