Year 9 and 10 Subject Selection Handbook
Year 9 Subject Selection Handbook Table of Contents Introduction ............................................................................................................................................................................ 2 Choice of Subjects................................................................................................................................................................. 2 Choosing Elective Subjects .................................................................................................................................................. 3 The Record of School Achievement .................................................................................................................................. 3 Elective Subjects ........................................................................................................................................................................ 4 Aboriginal Studies .................................................................................................................................................................. 4 Commerce .............................................................................................................................................................................. 5 Computing Technology ....................................................................................................................................................... 6 French .................................................................................................................................................................................... 10 Graphics ................................................................................................................................................................................. 12 History (Elective) .................................................................................................................................................................. 12 Industrial Technology Metal .............................................................................................................................................. 14 Industrial Technology Timber ........................................................................................................................................... 16 iStem ....................................................................................................................................................................................... 17 Lights, Camera, Action (Drama) ......................................................................................................................................... 17 Marine and Aquaculture Technology ............................................................................................................................... 18 Music ...................................................................................................................................................................................... 19 Photographic and Digital Media ........................................................................................................................................ 20 Physical Activity & Sports Studies (PASS) ......................................................................................................................... 21 Visual Arts .............................................................................................................................................................................. 22 Compulsory Subjects .............................................................................................................................................................. 24 Religious Studies .................................................................................................................................................................. 24 English .................................................................................................................................................................................... 24 Mathematics ......................................................................................................................................................................... 25 Science................................................................................................................................................................................... 26 HSIE (Geography and History) ........................................................................................................................................... 27 Personal Development, Health and Physical Education (PDHPE) .............................................................................. 29
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Introduction The purpose of this booklet is: •
To outline the subjects available for students to study in Years 9 and 10
•
To give some guidance to parents and students regarding choice of elective subjects in Year 9
•
To give details of the RoSA awarded to students who decide to leave school prior to completion of the HSC and
•
To outline the timeline for the implementation of the National Curriculum.
Choice of Subjects Compulsory Subjects Students in Year 9 and 10 are required to study the following compulsory subjects: •
Religious Studies
•
English
•
Mathematics
•
Science
•
HSIE (History and Geography)
•
Personal Development, Health and Physical Education
Elective Subjects In addition to these compulsory subjects, students choose two subjects from the below list. Outlines of each subject is contained in this booklet. •
Aboriginal Studies
•
Commerce
•
Computing Technology
•
Food Technology
•
French
•
Graphics
•
History (Elective)
•
Industrial Technology (Timber) / (Metal)
•
iSTEM
•
Lights, Action, Camera (Drama)
•
Music
•
Photographic and Digital Media
•
Physical Activity and Sports Studies (PASS)
•
Marine and Aquaculture Technology
•
Visual Arts
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Choosing Elective Subjects This booklet gives a brief outline of the content of all subjects taught in Year 9 at St Edward’s College. Parents and their sons are urged to read the outlines that follow, as well as the introductory material on the Record of School Achievement In choosing elective subjects, be mindful of the following points: 1.
Students should choose subjects in Year 9 and 10 based on their interests and abilities. Students whose subject choices are based on interest and ability have a better chance of experiencing success and remaining committed to study than those who choose subjects for other reasons, e.g. “I think this subject will be easy”
2.
It’s possible that students will be given the opportunity to change an elective subject again for Year 10. Students will be able to continue their study of the Year 9 electives or choose alternative courses should they be available. Students who study different elective subjects for Year 10 will be given a grade on their Record of School Achievement for their Year 9 elective subjects. In awarding these grades teachers compare students with Year 10 students who have studied the course for two years. Because of this it is possible that students who change elective subjects at the end of Year 9 will receive a grade on their Record of School Achievement that is not as high as the grade on their Year 9 report.
3.
The teachers will examine students’ subject choices and, if they seem inappropriate, will discuss these choices with the students and, if necessary, with parents.
The Record of School Achievement The RoSA is awarded to eligible students who leave school after the completion of Year 10, having met the mandatory curriculum requirements. The RoSA contains a student’s record of achievement, which includes: •
completed mandatory curriculum requirements
•
grades for satisfactorily completed Year 10 courses
•
grades for any satisfactorily completed Preliminary and HSC courses.
Since 2012, the RoSA is the new credential that replaces the previous School Certificate. The RoSA is designed to record and credential all secondary school students’ academic results up until the HSC. While all students currently receive grades for courses they complete at the end of Year 10, this system will be extended to also capture grades for courses a student completes in Year 11. If a student leaves school before receiving a grade in Year 11 or 12 courses, their RoSA will record the courses they commenced. This measure acknowledges the fact that many students begin senior secondary study but leave school for employment or other training opportunities before receiving their HSC. Additional information about the RoSA credential will be given to parents and students in a booklet about assessment distributed at the beginning of Year 10
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Elective Subjects Aboriginal Studies Leader of Learning HSIE: Mr John Griffin
Course description The students are empowered through the exploration and celebration of our shared cultural and social heritage, exploring the stories of continuity and resilience. Aboriginal students gain cultural affirmation through the study of their local/regional community(ies) and Aboriginal cultural diversity can contribute to personal and cultural wellbeing. Non-Aboriginal students are provided with opportunities to recognise, respect, but also be immersed in the oldest living culture on Earth. It is an exciting opportunity to learn Aboriginal and Torres Strait Islander: •
Histories
•
Bush foods and medicines
•
Art forms
•
Dance, song, and language
•
Sports and sporting people
•
Woodworking and sciences
•
Storytelling
•
Warriors and resistance
•
Film and Television
There is something for everyone within this course, as almost all Key Learning Areas have representation within the content (e.g. Aboriginal foods, woodworking and carving, traditional sports and games, art). Additionally, there will be opportunities to attend various on-country excursions and experiences, such as the College’s Walking Songlines Program, where students visit significant local Aboriginal sites with local Elders. With the school developed option, there is opportunity for students to have a say in what they study!
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Commerce Leader of Learning HSIE: Mr John Griffin
Course description Commerce helps students build the knowledge and skills they need to make smart decisions about money, work, business, law and government. It teaches them how to manage their finances, understand their rights and responsibilities as consumers and explore how businesses and legal systems work. Students learn how consumers, businesses and governments interact in the economy and develop their ability to think critically, solve problems and make informed choices. Through activities and real-life examples, students practice research, teamwork and decision-making. Commerce also encourages them to use technology and reflect on values like fairness, responsibility and ethical behaviour. Overall, it prepares students to take part in society with confidence and to become lifelong learners. Studying Commerce equips students with practical skills and knowledge to succeed in everyday life and prepare for future work opportunities. These include: • • • • • • •
Thinking creatively and critically Making ethical decisions Using technology Understanding different cultures Reading and writing (literacy) Working with numbers (numeracy) Building personal and social skills
What will students learn? The table below provides a summary of the key focus areas students will explore in each topic. As part of their studies, students will take part in the ASX Sharemarket Competition and visit a local shopping centre to observe how businesses promote and sell their products. Assessments may consist of topic tests, research tasks and excursion reports. Key areas of study Year 9: Consumers and Entrepreneurs Consumer and Financial Decisions
Year 10: Our Place in the Commercial World Law Society and Political Involvement
Students learn to identify and research issues
Students learn how laws impact individuals,
individuals face when making consumer and
groups and the way society is regulated, as well as
financial decisions, including the laws and
how people can participate in the democratic
processes that protect consumers and help
process. They explore different legal and political
resolve disputes. They also explore different
systems and how issues are resolved through
personal finance options and assess strategies for
various strategies.
managing money responsibly.
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Running a Business
The Economic and Business Environment
Students explore how entrepreneurial qualities
Students learn about the economic environment,
contribute to business success and consider what
including the role and features of markets and
is involved in planning and operating a business.
how businesses operate in a globalised economy.
They also investigate key issues and processes
They also investigate the causes and effects of a
across different areas of business management.
major economic event or development that impacts Australian consumers and businesses.
Promoting and Selling
Investing
Students explore how goods and services are
Students explore different investment options and
promoted and sold, considering social, ethical and
analyse data to make informed financial decisions,
environmental factors. They analyse sales
including participation in the ASX Sharemarket
strategies used by businesses and evaluate how
Competition. They also examine the role and
these affect consumers.
responsibilities of the financial services industry.
Employment and Work Futures
Travel
Students explore the role of work in both
Students learn how to plan for travel and address
individual lives and society, including how work
problems that may arise during a trip. They
and workplaces are changing. They examine
explore key factors to consider and gather
different ways people earn income, the evolving
relevant information to create a travel itinerary and
rights and responsibilities at work and consider
budget.
various perspectives on employment and future work trends.
Computing Technology Leader of Learning Information Technology: Mr Matt Young
Course description Computing Technology - Create it. Code it. Bring it to life. Have you ever wanted to design your own game, build an app, experiment with artificial intelligence or create technology that solves real-world problems? Computing Technology is a practical and creative course for students who want to become more than just users of technology—they want to become its creators. Throughout the course, students will develop digital solutions through hands-on design projects. They will learn how to plan, design, code, test and improve their ideas while working both independently and collaboratively. Computers will be used in most lessons, supported by interactive tutorials, practical challenges and cloud-based collaboration.
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Students will have opportunities to explore: • • • • • • • • •
artificial intelligence and emerging technologies game design and development programming and software engineering website and application development robotics, electronics and mechatronic systems cybersecurity and data protection multimedia, animation and digital design data analysis and visualisation user interface and user experience design
No previous coding experience is required—just curiosity, creativity and a willingness to experiment. Computing Technology provides valuable skills for senior computing courses and future pathways in software development, cybersecurity, game design, data science, engineering, artificial intelligence, digital media and many other technology-related fields. Choose Computing Technology and start designing the digital future. Students may work with a range of current and emerging technologies throughout the course. Coding and Web Development: Python, JavaScript, HTML, CSS, Adobe Dreamweaver, Google Chrome and Mozilla Firefox. Mechatronics and Physical Computing: Arduino kits, micro, VEX V5 robotics kits, drones and Bambu Lab 3D printers. Data, Networks and Cybersecurity: Microsoft Excel, databases, SQL, APIs, draw.io, Cisco Networking Academy resources, blockchain technologies, security systems and fraud-detection tools. Creative and Emerging Technologies: Minecraft Education, Scratch, Google Earth, virtual environments and generative artificial intelligence tools such as ChatGPT. Students may also investigate examples from games such as Halo, Pong, The Sims, Super Mario Bros. and Minecraft to understand game design, simulation and the use of artificial intelligence in digital environments.
Year 9 Introduces students to the systems, data and design principles that underpin the connected digital world. Responsive Web Design Students will learn to design and create engaging web pages using HTML and CSS. They will consider layout, navigation, accessibility, user interface design and user experience to develop websites that respond effectively to different devices and screen sizes. The Networked World Students will investigate how computer networks operate and how digital devices communicate. Using network simulations and physical devices such as micro, students will explore network components, data transmission and network addressing. They will also examine cybersecurity, privacy and the importance of protecting information as it travels across a network. Internet of Things As more smart devices enter our homes, schools and workplaces, the Internet of Things is becoming an important part of everyday life.
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Students will investigate the technologies that allow devices to collect, transmit and respond to data. They will use sensors, wireless microcontrollers and their own code to create an Internet of Things device that can remotely monitor environmental conditions through the internet. Data Analysis Data analysis is an essential skill in today’s data-driven world. Students will learn how data can be collected, organised, analysed and presented to support decision-making. Using technologies such as Microsoft Excel, databases and SQL, students will identify patterns and trends, make predictions and develop solutions to data-based problems. They will also investigate the importance of data accuracy, security, privacy and ethical use. Immersive Digital Environments Students will explore emerging digital environments by designing and creating an immersive virtual space in which they can present their work. During this unit, students will investigate how virtual platforms are used for creativity, collaboration and communication. They will also consider the social, ethical, privacy and safety issues associated with participating in immersive online environments.
Year 9 Course requirements Task 1: Responsive App Development Project Task 2: Responsive Website Design Project Task 3: Network and Internet of Things Project
Year 10 Builds on the foundational skills developed in Year 9, with a stronger focus on programming, software development, game creation, robotics and intelligent systems. Algorithms to Software Students will learn how programmers solve problems using computational and algorithmic thinking. Beginning with flowcharts, pseudocode and fundamental programming structures, students will progress to developing solutions using Python. They will learn about variables, selection, iteration, functions, lists, debugging, testing and user interface design. Students will apply these skills in a major software project in which they design and develop an interactive application. Their solution will combine algorithmic thinking, core Python programming concepts and effective user experience design. Game Development Students will explore the programming and design principles behind successful digital games. They will investigate game mechanics, player interaction, scoring systems, graphics, sound, collision detection and increasing levels of difficulty. Students will then apply their programming skills to design, develop and test their own arcade-style game. This challenging and rewarding unit allows each student to produce a unique, playable game while developing persistence, creativity and problem-solving skills.
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Mechatronic Programming Robotics, automation and artificial intelligence are rapidly transforming workplaces and society. Students will investigate the technologies that underpin robotics and mechatronic systems by designing, constructing and programming robots using sensors, controllers, actuators and their own code. They will also explore how artificial intelligence and machine learning can be applied to real-world mechatronic problems through intelligent automation. Working in teams, students will prototype, test and refine a robot designed to complete challenges in a robotics competition environment.
Year 10 Course requirements Task 1: Algorithms to Software Project Task 2: Game Development Project Task 3: RoboDev Project Excursions As a part of their studies, the students may go to businesses, the Australian Technology Park as well as Virtual Reality studios, Google, Microsoft and/or The Powerhouse Museum.
Food Technology Leader of Learning Food Technology: Mrs Anne McDonald
Course description The study of Food Technology provides students with a broad knowledge of food properties, processing, preparation, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe working practices and legislation in relation to the production of food. Students develop food-specific skills, which can be applied in a range of contexts enabling students to produce quality food products. The course also provides students with contexts through which to explore the richness, pleasure and variety food adds to life and how it contributes to both vocational and general life experiences.
What will students learn? Students learn about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life. The major emphasis of the Food Technology syllabus is on students exploring food- related issues through a range of practical experiences, allowing them to make informed and appropriate choices regarding food. Students develop the ability and confidence to design, produce and evaluate solutions to situations involving food. They learn about Work Health and Safety issues, as well as learning to select and use appropriate ingredients, methods and equipment safely and competently.
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Students learn about food through the following focus areas: Year 9
Year 10
•
Food Selection and Health
•
Food Product Development
•
Food Trends
•
Food in Australia
•
Food for Specific Needs
•
Food for Special Occasions
•
Food Equity
•
Food Service and Catering
Course requirements Students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of equipment. During practical lessons, students are encouraged to plan, prepare and present foods for a range of recipes related to the Course Content. Assessment will be based on 40% Practical including practical lessons and practical components of assessment tasks and 60% Theory including tests and written assessment tasks. This subject can be continued in Years 11 and 12 in either Stage 6 Food Technology or the VET Hospitality Cookery Course.
French Leader of Learning Languages: Mrs Sabine Kieken
Course description: French provides students with the opportunity to explore the rich language, history, literature, and cultures of the French-speaking world. As one of the world's major international languages, French opens doors to travel, study, and future career opportunities while fostering a deeper appreciation of diverse cultures and global perspectives. Students develop the skills to listen, speak, read, and write in French with increasing confidence through authentic and meaningful communication. They build strong grammatical knowledge, expand their vocabulary, and apply their language skills in a variety of real-world contexts. Studying French also strengthens students' literacy by developing a deeper understanding of grammar, vocabulary, and language structures through comparison with English. In addition, students enhance their critical thinking, problem-solving, and intercultural communication skills, which support learning across a range of subjects. Students are taught by an experienced native French-speaking teacher who brings authentic language and cultural knowledge to the classroom. Drawing on first-hand experience of living and studying in France, the teacher provides expert guidance in pronunciation, grammar, idiomatic expression, and cultural understanding, offering valuable insights for students interested in future travel, exchange programs, or further study. French is an academically rewarding subject that equips students with practical communication skills and a global perspective, preparing them to engage confidently in an increasingly interconnected world.
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What will students learn? Below are the outlines that students will achieve during the course: Students will learn to:
Description
Develop core language skills
Learn to listen to, read, speak, and write in French
Communicate in practical situations
Engage in real-life and simulated conversations
Master grammar and sentence structure
Use grammar to express ideas confidently and accurately
Explore Francophone cultures
Understand the values, customs, and traditions of French-speaking regions
Strengthen literacy and linguistic awareness
Enhance English through the study of French
Prepare for global opportunities
Receive support and advice for exchange programs
Topics covered: Curriculum Area Home & Community
Year 9
Year 10
My Home
Paris and Its Surroundings
In Town
Travelling the World
My Friends Daily Life
My Daily Life
Health
Leisure Activities
Transport
Shopping Travel & Experiences
My Holidays
Travelling the World
Let's Go Camping
Past Events and Plans for the
Fun at the Theme Park
Future
Culture & Celebrations
Festivities
The Environment
Language Focus
Present tense, describing
Narrating past events,
routines, expressing
discussing health and
preferences, giving opinions,
environmental issues,
shopping and social
expressing future plans, travel
interactions.
and transport, and more complex communication.
Course requirements Students will complete project-based and class-based tasks and be assessed on their ability to understand and communicate in French. Students are expected to participate actively in class, complete homework and assessment tasks, and engage regularly with vocabulary and grammar to support language development. A willingness to communicate in French and an interest in learning about the cultures of French-speaking communities will contribute to success in the course.
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Graphics Leader of Learning TAS: Mr Mark Austin
Course description The study of Graphics Technology gives students an appreciation and understanding of the importance of graphical communication as a universal language for conveying ideas and information. Graphics Technology students will develop the ability to read, interpret and produce technical drawings to communicate information both by hand and through the use of CAD software.
What will students learn? Students will learn the principles and techniques involved in producing a range of technical drawings, renderings and models. They will obtain an understanding of Australian Standards, drawing conventions and procedures useful in careers such as Architecture and Industrial Design. They will become proficient in modelling and producing technical drawings in Fusion 360 an industry leading CAD package that is widely used in contemporary industry. Topics covered include: Third-angle Orthogonal Projection, Pictorial Drawing, Rendering, Sectioning, Tangency, Developments and Perspective Drawing.
Course requirements The focus of the Graphics Technology course is for students to actively plan, develop and produce quality graphical presentations. Students will need to appreciate detail and focus on fine techniques in order to produce high quality manual drawings and CAD models in a variety of settings. Students are required to analyse graphical images in order to produce clear and concise drawings for assessment. Assessment is based on classroom drawings, homework, assignments and assessment tasks. Students will be issued with a Drawing kit in Year 9 that will enable them to complete the majority of their work. There is additional equipment provided in Year 10.
History (Elective) Leader of Learning HSIE: Mr John Griffin
Course description History is being offered as an elective subject in Stage 5, in addition to the mainstream History, Civics and Citizenship course. History (Elective) allows students who have an interest in history to explore a whole range of areas not undertaken in the mandatory course. It promotes student choice in topics, as there is more flexibility in changing what is studied within the course based on student interest and prior knowledge. In addition, the History (Elective) course will open opportunities for students to explore other civilisations and countries other than Australia, from the Ancient Romans to mysterious historical figures such as Jack the Ripper!
What will students learn? History elective aims to immerse students into history, not only by providing exciting studies into different aspects of the past, but it can also allow the possibility of going to historical sites to study, visiting museums and meeting with historical groups to make history more hands on.
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Assessment will allow students to complete historical inquiries into the past, answering inquiry questions such as ‘Who shot JFK?’ and prepare engaging presentations on a wide range of topics from ‘How history is represented through film’ to ‘Can any war be justified’. There are opportunities for unique and diverse assessment tasks to be completed, rather than standard source analysis and exams: •
Podcasting
•
Virtual Museum Exhibits
•
Archaeological Digs
•
Online Discussion Boards
•
Developing your own choice of task
Course requirements There are three units in History (Elective): Thematic Studies – Ideas and themes within history are the focus of this unit. You will get to dive into several fascinating topics and how they have spanned decades or centuries within our world across multiple different countries and civilisations. There is something for everyone in this unit, including options such as ‘Heroes and Villains’, ‘Sport and Recreation in History’, ‘War and Peace’, ‘World Myths and Legends’, ‘Crime and Punishment’, ‘Music Through History’, ‘Gangs and Gangsters’, ‘Assassinations’, ‘Graffiti’ and ‘Terrorism’. For example, you can answer the question: Which assassination had the larger impact on its people – the assassination of Julius Caesar or John F. Kennedy? Ancient, Medieval and Early Modern Societies – This unit offers the opportunity to study in depth the major features of societies from our ancient world, with focus on areas such as the archaeology and literature of the ancient world, the medieval world, the Renaissance and the early modern world, Asia, America, the Pacific and Africa. The opportunity is there to study the ancient Greeks, Persians, or Romans, all the way to the knights of Medieval Europe or the warriors of Native America. Constructing History – This unit focuses on the development of students’ understanding of the nature of history and the ways in which history can be constructed. Focusing on the use of historical sources to the portrayal of history through film, you will study how historians create their narratives about the past. Through the study of topics as diverse as ‘Biography’, ‘Film as History’, ‘Historical Fiction’, ‘Local History’ and ‘Historical Reconstructions’ it is hoped that students’ understanding of the many ways in which historical meaning can be made will be broadened.
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Industrial Technology Leader of Learning TAS: Mr Mark Austin Industrial Technology is offered through specialist focus areas Metal and Timber. Industrial Technology is a practical and engaging course that allows students to explore the design, production and evaluation of quality products while developing skills that are valued in further education, apprenticeships and the workplace. Students gain experience in solving real-world design challenges through hands-on learning, developing creativity, precision and confidence while working with a range of materials, tools and technologies. Throughout the course, they learn how products are designed and manufactured, how industries operate, and the important role that technology plays in society. The course also develops students' understanding of: •
Select appropriate materials, tools and manufacturing techniques to suit specific design requirements.
•
Safely use hand tools, portable power tools and specialised workshop equipment to manufacture quality projects.
•
Interpret working drawings and project plans to accurately measure, mark out and construct products.
•
Develop precision and craftsmanship through accurate machining, joinery and professional finishing techniques.
•
Understand how products are designed and manufactured in industry using both traditional methods and modern technologies.
•
Build confidence, independence and problem-solving skills while producing projects to a high standard.
Each focus area is structured around a 100-hour Core Module, which develops the fundamental knowledge and practical skills common to Industrial Technology, followed by a 100-hour Specialisation Module that allows students to build advanced skills within their chosen area. Student achievement is demonstrated through a combination of practical projects, design folios, theory tasks and knowledge assessments that encourage creativity, problem-solving and the application of practical skills.
Industrial Technology Metal Leader of Learning TAS: Mr Mark Austin
Course description Industrial Technology – Metal develops students' practical skills, technical knowledge and problem-solving abilities through the design and manufacture of high-quality metal projects. Students explore a range of traditional and contemporary metalworking processes while gaining an understanding of the metals and engineering industries. Throughout the course, students complete a series of authentic projects that progressively build their skills. In Year 9, students manufacture a Sheet Metal Toolbox, Camp Stool and Machined Metal Pen. In Year 10, students further develop their knowledge through the construction of a Fire Pit, Fire Pit Tongs and a Workshop Trolley, incorporating more advanced fabrication, machining and finishing techniques.
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What will students learn? Students develop knowledge and practical skills across a broad range of metalworking processes while applying safe and responsible workshop practices. Learning experiences include: •
Sheet metal fabrication, marking out, cutting, folding and assembly techniques.
•
Precision machining using industrial lathes and milling/drill machines.
•
Welding processes including MIG (GMAW) and TIG (GTAW) welding.
•
Computer-aided manufacturing through the use of CNC plasma cutting technology.
•
Metal finishing techniques, quality control and precision measurement using industry-standard measuring equipment.
•
The design process, including researching, planning, producing and evaluating practical projects.
•
Industry concepts including sustainability, recycling, material selection, manufacturing processes, workplace health and safety, and engineering career pathways.
Students have access to a wide range of industry-standard machinery and equipment, including centre lathes, milling and drill milling machines, CNC plasma cutting technology, MIG and TIG welding equipment, oxyacetylene equipment and a variety of specialist fabrication tools. These experiences provide students with authentic, hands-on learning that reflects contemporary engineering and manufacturing practices.
Course requirements Students are expected to actively participate in both practical workshop activities and theory lessons. They are required to demonstrate safe working practices while using a range of hand tools, portable power tools and fixed machinery. Throughout the course, students complete practical projects supported by design documentation, research activities and evaluation tasks. They will develop high levels of accuracy through the use of precision measuring equipment, including Vernier callipers, digital measuring systems, and machining equipment capable of producing components to fine engineering tolerances. The successful completion of practical projects requires students to demonstrate commitment, organisation, problem-solving skills and a willingness to work both independently and collaboratively within a safe workshop environment.
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Industrial Technology Timber Leader of Learning TAS: Mr Mark Austin
Course description Industrial Technology Timber is a practical, hands-on course that allows students to design, create and evaluate high-quality timber products using both traditional woodworking techniques and modern manufacturing technologies. These practical and transferable skills provide an excellent foundation for future study, apprenticeships, trades, engineering, architecture and industrial design. Practical Projects Year 9
Year 10
Veneered Timber Box with a personalised
Lathe Turned Timber Pen
Coffee
Bench Seat incorporating traditional hand-cut
Timber Bowl using open-face woodturning
laser-cut design Table
joinery featuring
student-designed
elements
techniques
Folding Camp Stool with a fabric seat
What will students learn? Students will progressively develop practical woodworking skills through the design and manufacture of a range of timber projects. As they build confidence and independence, they will learn to work safely, accurately and creatively using both traditional woodworking techniques and modern manufacturing technologies. Throughout the course, students will learn to:
Apply the design process by researching, planning, manufacturing and evaluating timber products.
Interpret working drawings and project plans to accurately manufacture projects.
Safely operate a wide range of hand tools, portable power tools and industry-standard workshop machinery.
Manufacture accurate joinery using traditional woodworking techniques and modern technologies.
Course requirements Throughout the course, students complete a range of design, practical and theory tasks that progressively develop their knowledge and skills in timber technologies. Design Folio – Every practical project begins with a design folio. Students investigate design ideas, develop Computer-Aided Design (CAD) drawings, and plan the manufacture of their project. This assessable task develops the planning and documentation skills used by designers and industry professionals. Semester Practical Projects – Students apply their knowledge by manufacturing a range of high-quality timber products. These practical assessment tasks allow students to demonstrate their ability to interpret plans, accurately prepare materials, produce precise joinery and apply professional finishing techniques while working safely in the workshop. Woodturning Projects – Students develop specialised woodturning skills through a series of lathe projects. These practical experiences build confidence using industry-standard equipment while introducing shaping, finishing and precision turning techniques to create functional timber products.
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iStem Leader of Learning TAS: Mr Mark Austin
Course description Stage 5 elective course that delivers science, technology, engineering, and mathematics education in an interdisciplinary, innovative, and integrated fashion. iSTEM focuses on developing students’ skills in inquiry, critical thinking, problem-solving, and innovation through a variety of hands-on, project-based activities. The iSTEM course aims to equip students with the knowledge and skills necessary for future education and careers in STEM fields.
What will students learn? •
develop and evaluate creative, innovative and enterprising design ideas
•
use project management techniques in the completion of projects,
•
demonstrate basic 2D and 3D drawing techniques,
•
develop basic computer-aided design (CAD) skills using suitable drawing software
•
produce engineering reports or design portfolios
•
develop practical model-making and prototyping skills using appropriate tools
•
apply coding to create solutions using physical computing and robotics technologies
•
take and record accurate, repeated measurements
•
apply fundamental mathematical and statistical techniques
Course requirements Students are encouraged to bring a positive attitude towards learning, collaboration, and problem-solving. The iSTEM course is divided into core, elective and specialised topics. Each topic represents 25 indicative hours.
Lights, Camera, Action (Drama) Leader of Learning Performing Arts: Mrs Annette Rankin
Course description Skills such as working collaboratively, applying creativity, critical thinking and problem solving are all developed in Drama and are valuable assets for any career path student's wish to pursue. Lights, Camera, Action is FUN! It provides a means of increasing self-confidence and social awareness. Students are involved physically, emotionally and intellectually – they learn through doing. Drama is a cooperative process through which students develop their ability to communicate. Drama helps students learn about emotions, problem solving and relating to others. Students develop their imagination and self-confidence.
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What will students learn? Students learn to communicate clearly and develop confidence. They learn about themselves and others by creating characters and situations. Drama provides a powerful means of exploring the way people react and respond to different situations, issues and ideas. Course Content: 60% Practical 40% Written. •
Improvisation
•
Scripted drama
•
Play building
•
Mime
•
Video and film making
•
Comedy
•
Physical theatre
•
Mask
Students will develop their ability to: •
be creative
•
work collaboratively and creatively in-group situations
•
use their voice effectively
•
use methods of concentration
•
create and direct situations and characters of their own imagining
•
use and experiment with theatrical lighting, set, costumes and props
•
reflect and evaluate their work
Marine and Aquaculture Technology Leader of Learning Science: Mr Jack Lynch
Course description Marine and Aquaculture Technology develops students’ capacity to design, produce, evaluate, use and manage marine and water related environment in a sustainable way. Students study a core of 25 hours and five 15-hour optional modules. The five modules that may be covered in Year 9 include: •
Snorkelling
•
Mangroves
•
Tides & Currents
•
Fish Biology
• Dangerous Marine Creatures
The five modules that may be covered in Year 10 include: •
Navigation
•
Boat Licence & Boat Handling
•
Careers in marine
•
Model hull design & testing
• Fishing, fishing lure & rod manufacturing
What will students learn? Students learn about marine and aquatic environments. They study water safety, general first aid and the maintenance of equipment. The economical sustainability of aquaculture and marine environments is emphasized together with the preservation of wild seafood stocks. Students learn about the ethical and sustainable use, management and protection of the marine environment.
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The responsible selection and safe use of equipment in aquaculture and marine and maritime activities is emphasised. They also study a range of industries and organisations that use, manage and regulate the marine environment.
What will students learn to do? The major emphasis of the Marine and Aquaculture Technology syllabus is on practical experiences. Students learn about Occupational Health and Safety (OHS) issues and apply principles of water safety and first aid in marine situations. They also learn to responsibly select, use and maintain materials and equipment and to use appropriate techniques in the context of the modules selected for study. Students will learn to research, experiment and communicate in relation to aquaculture, maritime and marine activities and to apply ethical and sustainable practices in the use and management of the marine environment. Other learning experiences in the course are dependent on the optional modules studied.
Music Leader of Learning Performing Arts: Mrs Annette Rankin
Course description The study of Music offers students the chance to perform, create and explore music in a dynamic, practical and engaging learning environment. Whether you are an aspiring performer, songwriter, producer or simply a music enthusiast, this course develops valuable creative and analytical skills while fostering a lifelong appreciation of music. Stage 5 Music is also the perfect stepping stone to Stage 6 Music and the HSC. The students at St Edward’s College who have achieved Stage 5 in Music have an understanding of music as an art form through engagement in performing, composing and listening across a range of styles, periods and genres. They develop meaningful connections with a wide range of music, recognising its significance across different stylistic traditions and cultural, historical, and social contexts.
What will students learn? Students engage in a range of increasingly sophisticated musical experiences through the core learning experiences of performing, composing and listening. They develop an understanding of the elements of music and how composers, performers and audiences engage with music across a broad range of styles, periods and genres: •
Performing: Students develop technical and expressive performance skills through both solo and ensemble experiences. They perform a diverse repertoire relevant to the topics studied, demonstrating increasing confidence, musicality and stylistic understanding. Most students elect to focus on a principal instrument or voice throughout the course.
•
Composing: Students explore, improvise, and construct musical compositions/songs. They are able to explore the capabilities of instruments and how musical elements can be manipulated for various effects. They notate their own work, choosing notational forms and conventions appropriate to the style, period or genre being explored - utilising industry standard music software.
•
Listening: Students aurally analyse and evaluate the repertoire studied. They engage in discussion of style and interpretation, with an awareness of the social, cultural and historical contexts of the music being studied. Students begin to explore music through a range of listening and score-reading activities. Through focused listening and analytical activities students build an informed understanding of music and its significance across different times, places and cultures.
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Course requirements No prior study of Music is required to undertake Stage 5 Music; however, at least basic skills on an instrument/voice are highly recommended as practical music making forms a significant component of the course. Time dedicated to the development of technical skills on a selected instrument or students' voice is an implied component of regular home study to support classroom activities. Whilst private tuition on an instrument is not a requirement, it may support some students in developing technical proficiency and assist in building confidence. Stage 5 Music is designed to cater for a diverse range of student interests, experiences and abilities. Teaching and assessment tasks provide opportunities for students with a passion for music to engage meaningfully with the course, fostering creativity, musical growth and the development of increasingly sophisticated knowledge and skills. Through differentiated learning experiences, students are supported to achieve success in the areas of performing, composing and listening.
Photographic and Digital Media Leader of Learning Visual Arts: Miss Lana Lewis
Course description Photography 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.
What will students learn? Students learn about the pleasure and 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 how photographers, videographers, filmmakers, computer/digital and performance artists make photographic and digital media works. Students learn about the creative aspects of photographic practice including composition, viewpoint, depth of field and visual elements. Students learn about how photography and digital media is shaped by different beliefs, values and meanings by exploring photographers and works 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 making and critical and historical studies.
What will students learn to do? 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 develop their research skills, approaches to experimentation and how to make informed personal choices and judgements. They learn to record procedures and activities about their making practice in their Photography and Digital Media journal.
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Students learn to investigate and respond to a wide range of photographic and digital media artists and works in making, critical and historical studies. Students will engage with the components of content-the Conceptual Framework, the Frames and Practice. Students will develop skills using a digital camera and its manual functions, Photoshop, setting up and using a studio to shoot subjects such as portraits, still-life, creating magazine cover designs, gel release transfer of images and wet darkroom photography. They will also learn to create images through scanning objects and create a video using Adobe Premier.
Course requirements •
Student will have access to College cameras, but if they wish to use their own, a functioning Digital camera (at least 9 megapixel) that is no older than five years would be suitable.
•
Students are required to have a 16 - 32GB memory stick specifically for this course.
•
Students are required to produce a Photography and Digital Media portfolio and keep a Photography and Digital Media journal (supplied by the College).
Physical Activity & Sports Studies (PASS) Leader of Learning PDHPE: Mrs Vanessa Henderson
Course description Physical Activity and Sports Studies aims to build on the positive values and attitudes towards sport, exercise, fitness and health, gained in the PDHPE 7-10 Course. It also aims to enhance students’ capacity to participate effectively in physical activity and sport, leading to improved quality of life for themselves and others. Students explore various modules by engaging in a wide range of theory and physical activities in order to develop key understandings about how and why we move and how to enhance quality and enjoyment of movement. Students who may be interested in a career associated with the sporting industry, such as a physiotherapist, gym instructor, sports trainer, sportswriter or recreation officer, as well as those students who desire to improve their knowledge and skills for their own personal use are encouraged to consider this elective.
What will students learn? The course includes modules selected from each of the following three areas of study: Foundations of Physical Activity
Physical Activity and Sport in Society
Enhancing Participation and Performance
Body systems and energy for physical
Australia’s sporting identity
Promoting active lifestyles
Physical activity for health
Lifestyle, leisure and recreation
Coaching
Physical fitness
Physical activity and sport for specific
Enhancing performance – strategies
groups
and techniques
Fundamentals of movement skill
Opportunities and pathways in physical
Technology, participation and
development
activity and sport
performance
Nutrition and physical activity
Issues in physical activity and sport
Event management
activity
Participating with safety
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Throughout the course students develop knowledge, understanding and skills that develop their ability to: •
work collaboratively with others to enhance participation, enjoyment and performance in physical activity and sport
•
display management and planning skills to achieve personal and group goals in physical activity and sport
•
perform movement skills with increasing proficiency
•
analyse and appraise information, opinions and observations to help make informed decisions regarding physical activity and sport decisions.
Course requirements The PASS course will address all outcomes and include a minimum 20 hours’ study of a Board-developed module from each of the THREE Areas of Study with all content from these modules being taught. Schools can include TWO school-developed modules to address an area not covered in the Board-developed Physical Activity and Sports Studies modules. School-developed modules should be of a minimum 15 hours and maximum 30 hours duration.
Visual Arts Leader of Learning Visual Arts: Miss Lana Lewis
Course description This elective subject, studied in Year 9 and 10, can be continued in Years 11 and 12 as a 2 Unit subject. Visual Arts encourages students to meet the growing trends in the creative and employment markets. Careers in such areas as Web Design, Gaming, Animation, Marketing and Advertising, Graphic Design and Architecture are getting more and more popular. Visual Arts teaches students to develop the critical and creative skill set that will assist them be competitive in an emerging contemporary workforce. Visual Arts also helps students to develop a positive self-concept and to participate more fully in the cultural life of the community.
What will students learn? Students will discover and learn that their own personal environment is an infinite source of visual images and can be used for developing ideas for making artworks. They will also learn that images and artworks have a powerful influence on people’s lives. Students use process and learning experiences which stimulate observation, imagination and expression and develop fluency in expressing themselves using a wide range of materials and technologies. Students will learn about Australian Art and the art of other cultures, past and present is studied and related to the student’s own creative artmaking. Students will learn to express themselves orally and in written form via presentations, essays, creative writing and case studies. They will also investigate and respond to a wide range of artists and artworks in making, critical and historical studies and will engage with the components of content the Conceptual Framework, the Frames and Practice. Work in many 2D and 3D expressive forms such as: • • •
Painting Drawing Sculpture
• • •
Design Printmaking Ceramics
• • •
Digital Imagery Graphics Photography
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Students will document and develop their artmaking and historical and critical study by keeping a Visual Art Process Diary (VAPD) where they record their ideas, imaginings, experimentations, and investigations.
Course requirements The college will provide a Visual Arts diary as well as the material used for each artmaking experience. The possibilities for a career in this area are excellent and varied. Students learn the employability skills associated with animation, software development, advertising, graphic design, computer graphics, industrial design, and film and television.
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Compulsory Subjects Religious Studies Leader of Learning Religious Education: Mrs Francesca Palmer-Brown
Course description In this subject, in alignment with the Catholic Schools Office and EREA, students study religion, with an emphasis on Catholic Social Teachings. The aim is to provide students with opportunities to reflect on their own beliefs and values through an appreciation of the Christian Religious traditions, particularly our Catholic story.
What will students learn? Topics covered over the two years are: Year 9
Year 10
•
Living a Loving Life
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Ecumenism and Interfaith Dialogue
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The Search for Meaning
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Sacraments of Healing
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The Church in Australia and the changing
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Catholic Social Teaching
Church
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Conscience and Decision Making
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Biblical Writings and The Gospels
Course requirements Assessment: Class assessments will include exams, analytical essays, action projects, research assignments, class and home tasks. Common assessments will be an action project, a research project and common exams. Compulsory Retreat Days: Year 10 concentrate on relationships with others and God, participating in an extended day retreat. Opportunity is provided for all students to participate in the creation and experience of liturgy at a class and whole school level.
English Leader of Learning English: Mr Daniel Kent
Course description Language and text shape our understanding of ourselves and our world. This allows us to relate with others, and contributes to our intellectual, social and emotional development. In Stage 5 English students study language in its various textual forms, which develop in complexity, to understand how meaning is shaped, conveyed, interpreted, and reflected. Through interrelated practices and experiences in understanding and creating texts, students learn about the power, purpose, value and art of English. The development of these interconnected skills and understandings supports students to become confident communicators, critical and imaginative thinkers, and informed and active participants in society.
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What will students learn? Students learn to develop clear and precise skills in writing, reading, listening, speaking, viewing and representing. For example, in developing writing skills, students learn about sentence structures, grammar, punctuation, vocabulary and spelling. Students engage with literature from Australia, including the rich voices of Aboriginal and Torres Strait Islander Peoples, and from across the world. These texts communicate in distinctive ways and are shaped by lived experiences, knowledge, cultures, and connections. By exploring historic and contemporary texts, representative of a range of cultural and social perspectives, students broaden their experiences and become empowered to express their identities, personal values and ethics. In Year 9, students study units which explore the characterisation of villains in a variety of literature (including Shakespeare), Speculative Fiction and Speech Writing. They have access to enrichment activities throughout the course and are encouraged to read widely. Students also study texts that give experience of cultural heritages, popular cultures and youth cultures, picture books, every day and workplace texts, and a range of social, gender and cultural perspectives. Students develop their skills, knowledge and understanding so that they can use language and communicate appropriately, effectively and accurately for a range of purposes and audiences, in a range of contexts. They learn to think in ways that are imaginative, interpretive and critical. They express themselves and their relationships with others and the world and reflect on their learning in English.
Course requirements In the subject of English our syllabus must be studied substantially throughout Years 7–10. By the end of Year 10, 400 hours need to be completed.
Mathematics Leader of Learning Mathematics: Mr Tim Woodbine
Course description Mathematics is used to identify, describe and apply patterns and relationships. It provides a precise means of communication and is a powerful tool for solving problems both within and beyond mathematics. Mathematical ideas are constantly developing, and mathematics is integral to scientific and technological advances in many fields of endeavour. Digital technologies provide access to new tools for continuing mathematical exploration and invention. In addition to its practical applications, the study of mathematics is a valuable pursuit, providing opportunities for originality, challenge and leisure. Mathematics in Years 7–10 focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, communication, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing strategies to make informed decisions and solve problems relevant to their further education and everyday lives. Students develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication, and reasoning.
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Mathematics is studied as a compulsory subject in Years 7–10. Stage 5 Mathematics (Years 9 and 10) is divided into three connected course titled Core, Core and Standard Pathway, and Core and Advanced Pathway. Each pathway continues to build on the concepts developed in Stage 4 Mathematics. Testing and assessment processes are carried out regularly within and between pathways so that comparisons can be made between students at a given level. In Year 9 and 10 movement can and will happen between pathways at the end of each semester. Solid and sustained progress in Stage 5 Mathematics will allow students options when selecting a course in Stage 6 Mathematics (Years 11 and 12).
What will students learn? Core: Students in this pathway will undertake study of various concepts that involve topics such as Indices, Equations, Geometry, Statistics, Financial Mathematics, Trigonometry and Probability. Core + Standard Pathway: Students in this pathway will undertake the study of all core concepts and options such as introduction to networks; similar figures; proportion and further trigonometry (non-right-angled triangles). Core + Advanced Pathway: Students in this pathway will undertake the study of all core concepts and options such as polynomials; surds; congruent and similar figures; quadratic equations and the parabola.
Course requirements The mandatory curriculum requirements for eligibility for the award of the RoSA include students that: •
study the Board developed Mathematics syllabus substantially in each of Years 7–10, and
•
complete at least 400 hours of Mathematics study by the end of Year 10.
Science Leader of Learning Science: Mr Jack Lynch
Course description The Science 7–10 Syllabus supports the development of scientific literacy through the Working scientifically processes and provides students with the scientific knowledge required to investigate phenomena, make predictions and solve problems. Making connections across scientific disciplines and other subject areas develops students’ conceptual understanding of science and its relationship with the world. This enables students to recognise the role of science in solving existing and emerging real-world problems. Students learn to apply their knowledge and understanding to solve familiar and unfamiliar problems. The Science 7–10 Syllabus provides opportunities for students to participate in experiences that develop their scientific knowledge and capabilities, and that engage them as scientifically literate citizens. By studying science, students develop an understanding of the social and cultural contexts of science. This provides a basis for students to make reasoned, evidence-based and ethical decisions. The Science 7–10 Syllabus encourages students to find innovative solutions to science-related, social and global issues, including sustainable futures.
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Classes in Years 9 and 10 are partially streamed, with at least one extension class and two diverse learning classes. Year 9 cover the following Modules: •
Energy
•
Disease
•
Materials
•
Waves & Motion
Year 10 cover the following Modules: •
Genetics & Evolutionary Change
•
Reactions
•
Environmental Sustainability
•
Data Science 2
Assessment: This is carried out using a variety of assessment styles which include tests, exams, research, model building and practical work. During each year of Stage 5, students will undertake a Research Project that may be assessable.
Course requirements The mandatory curriculum requirements for eligibility for the award of the RoSA include students that: •
study the NESA developed Science syllabus substantially in each of Years 7–10, and
•
complete at least 400 hours of Science study by the end of Year 10.
HSIE (Geography and History) Leader of Learning HSIE: Mr John Griffin
Geography Course description The study of Geography prepares students for adult life by developing in them an informed perspective on local, regional, national and global issues. In so doing, it forms a basis for active participation in community life and a commitment to ecological sustainability, a just society, intercultural understanding, informed and active citizenship and lifelong learning.
What will students learn? Students will learn to embrace the global interaction and the role humans play in the overall development and sustainability. Geography is an essential part of lifelong education because it provides citizens with a means to plan for the future and to create policies that guide how to best use and manage the planet’s precious resources. It also provides citizens with a means to make socially just and ecologically sustainable environmental decisions.
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Course requirements Geography is studied over two years. In year 9 the topics of investigation in Australian food security and changing Australian environments are covered. For example, at present there is a detailed examination into sustainable land management. In year 10 issues in Australian environments and Australia in its regional and global context are covered. The Year 9/10 course examines: •
Sustainable Biomes – an examination of global food security
•
Changing Places – population geography
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Environmental Change and Management
•
Human Wellbeing
History Course description History in Years 9 and 10 forms a major element of the civics and citizenship education commenced in Year 7. Through the study of history, students explore people’s experiences, using the past to inform and reflect on the present, and how they may take an active role in shaping a more equitable society.
What will students learn? Students will study Australian history with regards to its place in the modern world. It will cover the period of movements of people to the recent role played by Australia in the global world. The particular topics are Australia’s relations with Asia, Australians at war, rights and freedom, popular culture and global links. The skills that students will develop over Years 9 and 10 involve the use of historical terms and concepts in appropriate context; interpretation of historical sources; inquiry; research; recognising perspectives; communication; and empathy.
Course requirements The following areas are covered during Years 9 and 10: •
Depth Study 1: Making a Better World?
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Depth Study 2: Australia and Asia - China 1750-1918
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Depth Study 3: Australians at War: World Wars I and II (1914–1918, 1939–1945)
•
Depth Study 4: Rights and Freedoms (1945–present)
•
Depth Study 6: Australia in the Vietnam War era
•
Topic 5a Popular Culture (1945–present)
History in Years 9 and 10 is a very relevant, highly participative and interesting course. It explores the incredible events that have occurred over time, including disasters, discoveries, scandals, explorations and invasions. It helps us search through time for the changes that have influenced the world of today and that are shaping the world of the future.
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Personal Development, Health and Physical Education (PDHPE) Leader of Learning PDHPE: Mrs Vanessa Henderson
Course description The Personal Development, Health and Physical Education (PDHPE) K–10 syllabus provides a strengths-based approach towards developing the knowledge, understanding and skills students need to enhance their own and others’ health, safety, wellbeing and participation in physical activity in varied and changing contexts. The syllabus provides opportunities for students to develop self-management, interpersonal and movement skills to help students become empowered, self-confident and socially responsible citizens.
What will students learn? The following three strands should be studied in an integrated manner with a practical application: Health, Wellbeing and Relationships
Movement Skill and Performance
Healthy, Safe and Active Lifestyles
•
Building respectful relationships
•
•
•
Enhancing personal strengths
•
Exploring personal identity
•
Promoting health, safety and
range of movement contexts •
wellbeing of themselves and others • •
Active participation in a broad
•
competence to engage in physical activity
•
Empowerment to make healthy
Developing an understanding of
•
Taking action to promote the
the features of planned and
challenges, power, abuse, violence
improvised movement composition
others
•
between health and physical activity concepts
Developing confidence and
Strategies to manage change, How to protect themselves and
Focusing on the interrelationship
and safe choices health, safety and wellbeing of their communities •
Creating and composing
Identifying strategies to keep them healthy, safe and active.
movement to achieve specific purposes and performance goals •
Striving for enhanced performance and participation in a lifetime of physical activity.
Course requirements PDHPE is a mandatory course that is studied throughout Years 7–10. This is a requirement to be eligible to be awarded the RoSA. All three strands must be taught in each year, providing opportunities to develop the knowledge, understanding and skills equally in both health and physical education concepts. Students should be provided with the opportunity to participate in physical activity on a weekly basis as a minimum part of the PDHPE syllabus.
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