2021 Year 10 Curriculum Handbook...Special Interest Music or the Elective Music have specific subjects aligned to this area of study and as a result elective choices are less in number

2021 Year 10

Curriculum Handbook

Year Level Overviews

Introduction This curriculum guide provides information regarding the broad range of programs offered at Marryatville High School and specific course descriptions of subjects within these programs. It is designed to provide students the important information needed to make informed decisions about potential and preferred pathways for schooling and future pathways and careers.

At Marryatville High School, we strive to provide all students the capabilities required to be active global citizens. Students are encouraged to learn, think creatively, critically and independently and to continue to aim for personal achievements in a student-centred learning environment.

Subject Selection and Course Counselling Process Students will receive information regarding the subject selection process during Term 3. Students will have the opportunity to gain advice on potential pathways and study options with Parents, Homegroup teachers, Learning Area Leaders, Year Level Leaders, Subject Specific Staff and Course Counsellors. Engaging in conversations with as many people as possible is crucial to ensure the correct course is selected in the subject selection process.

Students currently in Year 10 and 11 will receive Subject Recommendations based on current achievements in subject areas. These recommendations are taken into consideration within the counselling process and staff will encourage students to select subjects based on future pathway as well as successful completion of the subject.

Please note that recommendations are:

• To be used as a guide for student subject choice • Indicate that a student is capable of success in that subject area • Not a “should do” that subject • Students should be discouraged from choosing against recommendations. • Please note on the selection form or in your HG folder (comments section) if a student chooses against recommendations • Subjects without recommendations = will accept any students

Parents and Caregivers of students in Year 10 and 11 will be invited to a Course Counselling meeting where Course Counselling staff will complete the selection process with students and parents/caregivers. During this meeting every attempt will be made to meet the needs of the student with specific reference to subject recommendations.

Recommendations to all Students Before selecting a subject or course there are a number of important steps to consider:

• Possible future pathways based on current levels of performance, as well as ambitions and capabilities. • Success with, and enjoyment of current subjects. • Plans and goals for the future and subjects required to achieve these goals. • Requirements of university, TAFE enrolment or employment.

Subject Availability Every effort will be made to place students into the subjects of their choice. However, the availability of subjects offered will be dependent on the number of students selecting the subject and staff availability. Students will be supported in selecting an alternative subject if needed.

Course re-counselling will occur in Term 4 for any student who may need to refine their selections as a result of the timetabling process or pathway changes. Once the timetable has been set, very little space is available to students wanting to change subjects in Term 1.

Contents Year Level Overviews ............................................................................................................................................ 2

Introduction ...................................................................................................................................................... 2

Subject Selection and Course Counselling Process .......................................................................................... 2

Year 10 Curriculum ........................................................................................................................................... 5

The Arts ............................................................................................................................................................... 11

Dance .............................................................................................................................................................. 12

Drama ............................................................................................................................................................. 13

Media Arts ...................................................................................................................................................... 14

Visual Arts ....................................................................................................................................................... 15

Year 10 Dance ................................................................................................................................................. 16

Year 10 Drama A ............................................................................................................................................. 17

Year 10 Drama B ............................................................................................................................................. 18

Year 10 Photography and Filmmaking ............................................................................................................ 19

Year 10 Theatre Technology ........................................................................................................................... 20

Year 10 Visual Arts 2D..................................................................................................................................... 21

Year 10 Visual Arts 3D..................................................................................................................................... 22

Year 10 Visual Arts - Design B ......................................................................................................................... 23

Year 10 Visual Arts-Design A ........................................................................................................................... 24

Co-Curricular Program ........................................................................................................................................ 25

English and EAL ................................................................................................................................................... 27

Year 10 English as an Alternative Language or Dialect ................................................................................... 29

Year 10 English ................................................................................................................................................ 30

Year 10 Elective Gen Z Journalism .................................................................................................................. 31

Flexible Learning Options ................................................................................................................................... 32

Humanities and Social Sciences .......................................................................................................................... 35

Geography ...................................................................................................................................................... 36

History ............................................................................................................................................................ 37

Year 10 Big Ideas ............................................................................................................................................. 38

Year 10 Economics and Business .................................................................................................................... 39

Year 10 Geography ......................................................................................................................................... 40

Year 10 Modern History ................................................................................................................................. 41

Year 10 History ............................................................................................................................................... 42

Year 10 Humanities ......................................................................................................................................... 43

International Studies ...................................................................................................................................... 44

Health & Physical Education ............................................................................................................................... 45

Year 10 Health and Physical Education .......................................................................................................... 46

Year 10 Health ................................................................................................................................................ 47

Year 10 Girls Physical Education – Wellbeing and Recreation ....................................................................... 48

Year 10 Specialist PE ....................................................................................................................................... 49

Year 10 Sports Studies .................................................................................................................................... 50

Yr 10 Boy’s PE / Skills for Life .......................................................................................................................... 51

International Programs ....................................................................................................................................... 52

Year 10 International Studies ......................................................................................................................... 53

Intensive Secondary English Course (ISEC) ......................................................................................................... 54

Languages ........................................................................................................................................................... 56

Year 10 Chinese .............................................................................................................................................. 57

Year 10 French - Continuers ........................................................................................................................... 58

Year 10 Japanese ............................................................................................................................................ 59

Mathematics ....................................................................................................................................................... 60

Year 10 General Mathematics ........................................................................................................................ 61

Year 10 Mathematical Methods ..................................................................................................................... 62

Year 9/10 Numeracy ....................................................................................................................................... 63

Music .................................................................................................................................................................. 64

Special Interest Music ..................................................................................................................................... 65

Year 10 Elective Music A ................................................................................................................................. 67

Year 10 Elective Music B ................................................................................................................................. 68

Year 10 Special Music ..................................................................................................................................... 69

PLP and RP .......................................................................................................................................................... 70

Stage 1 Personal Learning Plan ....................................................................................................................... 70

Science ................................................................................................................................................................ 71

Year 10 Science ............................................................................................................................................... 72

Technologies ....................................................................................................................................................... 73

Engineering Solutions (CAD) ........................................................................................................................... 75

Cafe Culture .................................................................................................................................................... 76

Catering and Event Management ................................................................................................................... 77

Child Studies ................................................................................................................................................... 78

Fashion Design ................................................................................................................................................ 79

Future Submarine Program ............................................................................................................................ 80

Information Processing and Publishing .......................................................................................................... 81

Jewellery Design & Entrepreneurialism.......................................................................................................... 82

Nutrition in the Kitchen .................................................................................................................................. 83

Robot Wars ..................................................................................................................................................... 84

SMART Technologies ...................................................................................................................................... 85

Wooden Furniture Design .............................................................................................................................. 86

Special Tennis Program ...................................................................................................................................... 87

Special Interest Tennis .................................................................................................................................... 88

Year 10 Tennis ................................................................................................................................................ 90

VET ...................................................................................................................................................................... 91

East Adelaide Secondary Vocation Alliance ................................................................................................... 91

Year 10 Curriculum The subjects offered in Year 10 are grouped within the learning areas of the Australian Curriculum. Students undertake a common curriculum depending on the student’s enrolment in either Special Interest Music or Tennis. The curriculum allows students to access a greater range of subjects as they progress from Year 8 to 10. Students complete the Personal Learning Plan (PLP) during Year 10 which is the start of the SACE for these students. All students must complete the PLP at a minimum ‘C’ standard to be able to receive SACE credits and be eligible to obtain their SACE at the completion of Year 12. The following table indicates the subjects offered for courses studied at Year 10 Students need to accumulate a total of 14 semesters to be enrolled as a full time student. Students who undertake Special Interest Tennis, Special Interest Music or the Elective Music have specific subjects aligned to this area of study and as a result elective choices are less in number.

Year 10 Curriculum Year 10

Mainstream Tennis Elective Music Special Music

COMPULSORY English • English OR • English as an Additional Language or Dialect

2 2 2 2

Mathematics • Mathematics (General/Methods) OR • Numeracy (Invitation Only)

2 2 2 2

Science 2 2 2 2

Humanities & Social Sciences • History Choose a second subject from: • Humanities • Geography • History Extra • Economics & Business • International Studies

1

1

1

1

1

1

1

The Arts • Elective Music A & B 2

• Special Music 4 Health and Physical Education • Health and Physical Education A 1 1 1 1 • Tennis 2

Total 9 11 11 12 CHOICE

Art & Design • Visual Arts 2D or Visual Arts 3D • Visual Arts Design A or B • Drama A or B • Photography and Film making • Theatre Technology

Technologies • Child Studies • Jewellery Business & Entrepreneurship • Metalwork - Future Submarine Program • Materials Technologies - Wooden Furniture Design

5

3 3 2

• Materials Technologies - Electronics • Engineering Solutions (CAD) • Robot Wars • Nutrition in the Kitchen • Café Culture • Catering & Event Management • Textile Technologies • Information Processing & Publishing • Smart Technologies (9-11)

English • Gen Z Journalism

Health and Physical Education • Health • Girls PE, Wellbeing and Recreational Activities • Specialist Physical Education • Sports Studies • Outdoor Education • Touch Football • Boys PE/Life skills

Humanities and Social Sciences • Humanities • Geography • Economics & Business • International Studies • Big Ideas • History Extra

Languages (full year) • French • Chinese or Chinese Background Speakers • Japanese

Cross Curriculum Innovation • Community Challenge (9-11) • STEMIE Competition (9-11) • Sustainability (9-11)

MARRYATVILLE HIGH SCHOOL YR 10 MAINSTREAM SUBJECT SELECTION 2021

Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............

COMPULSORY SUBJECTS (9) Learning Area / Subject Name My Selections

English (Select 1) • English OR • English as an Additional Language or Dialect

Mathematics (Select 1) • General Mathematics OR • Mathematical Methods OR • Numeracy (Invitation Only)

Science (Select 1) • Science

Humanities & Social Sciences • History A

(Select 1) • Humanities • Geography • History Extra • Economics & Business • International Studies • Big Ideas

History A

Health and Physical Education Health & Physical Education Choose an additional 5 subjects from the following. Please note Languages counts as two selections. HASS subject selection from above cannot be selected below. Choose a replacement subject (will be used in the event of a clash)

CHOICE SUBJECTS (5) Learning Area / Subject Name My Selections


Technologies • Child Studies • Jewellery Business & Entrepreneurship • Metalwork - Future Submarine Program • Materials Technologies - Wooden • Furniture Design • Engineering Solutions (CAD) • Robot Wars • Nutrition in the Kitchen • Café Culture • Catering & Event Management • Fashion Design • Information Processing & Publishing • Smart Technologies


Health and Physical Education • Health • Girls PE, Wellbeing and Recreational

Activities • Specialist Physical Education • Sports Studies • Outdoor Education • Touch Football • Boys PE/Life skills

Humanities and Social Sciences • Humanities • Geography • Economics & Business • International Studies • Big Ideas • History Extra



Choice #1

Choice #2

Choice #3

Choice #4

Choice #5

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 10 TENNIS SUBJECT SELECTION 2021






Tennis SACE Tennis Humanities & Social Sciences

• History A (Select 1)

• Humanities • Geography • Modern History • Economics & Business • International Studies • Big Ideas

History A

Health and Physical Education Health & Physical Education Choose an additional 3 subjects from the following. Please note Languages counts as two selections. HASS subject selection from above cannot be selected below. Choose a replacement subject (will be used in the event of a clash)







Humanities and Social Sciences • Humanities • Geography • Economics & Business • International Studies • Big Ideas • Modern History



Choice #1

Choice #2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 10 ELECTIVE MUSIC SUBJECT SELECTION 2021






Music Elective (Full Year) Music: Practical Performance and Digital Exploration Humanities & Social Sciences

• History A (Select 1)

• Humanities • Geography • Modern History • Economics & Business • International Studies • Big Ideas

History A

Health and Physical Education Health & Physical Education

Choose an additional 3 subjects from the following. Please note Languages counts as two selections. HASS subject selection from above cannot be selected below. Choose a replacement subject (will be used in the event of a clash)










Choice #1

Choice #2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice #2

MARRYATVILLE HIGH SCHOOL YR 10 SPECIAL MUSIC SUBJECT SELECTION 2021



English (Select 1) • English • English as an Additional Language or Dialect



Music Special Music Humanities & Social Sciences

• History A History A

Health and Physical Education Health & Physical Education Choose an additional 2 subjects from the following. Please note Languages counts as two selections. HASS subject selection from above cannot be selected below. Choose a replacement subject (will be used in the event of a clash).










Choice #1

Choice #2

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Choice#2

The Arts The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The five Arts subjects in the Australian Curriculum are Dance, Drama, Media Arts, Music, and Visual Arts. Together they provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences. At Marryatville High School we offer five subjects of the Australian Curriculum Arts curriculum.

• Dance • Drama • Music • Media Arts • Visual Arts

Rich in tradition, the Arts play a major role in the development and expression of cultures and communities, locally, nationally and globally. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding to make sense of their world. The Australian Curriculum: The Arts values, respects and explores the significant contributions of Aboriginal and Torres Strait Islander Peoples to Australia’s arts heritage and contemporary arts practices through their distinctive ways of representing and communicating knowledge, traditions and experience. In the Arts, students learn as artists and audience through the intellectual, emotional and sensory experiences of the Arts. They acquire knowledge, skills and understanding specific to the Arts subjects and develop a critical understanding that informs decision making and aesthetic choices. Through the Arts, students learn to express their ideas, thoughts and opinions as they discover and interpret the world. They learn that designing, producing and resolving their work is as essential to learning in the Arts as is creating a finished artwork. Students develop their Arts knowledge and aesthetic understanding through a growing comprehension of the distinct and related languages, symbols, techniques, processes and skills of the Arts subjects. Arts learning provides students with opportunities to engage with creative industries and arts professionals. The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and processes with developing confidence and sophistication across their years of learning. By creating and analysing art works students develop transversal capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings This rationale is extended and complemented by specific rationales for each Arts subject.

Dance

This rationale complements and extends the rationale for The Arts learning area. Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities.

Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication.

Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.

In making and analysing dance students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Drama

This rationale complements and extends the rationale for The Arts learning area. Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and expressive potential. Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them. They are excited by exploring their imagination and taking risks in storytelling through role and dramatic action. Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures. In making and staging drama students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Media Arts

This rationale complements and extends the rationale for The Arts learning area. Media Arts involves creating representations of the world and telling stories through communications technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media Arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, both individually and collaboratively. As an art form evolving in the twenty-first century, Media Arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices. Students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and of themselves. They learn to interpret, analyse and develop media practices through their media arts making experiences. They are inspired to imagine, collaborate and take on responsibilities in planning, designing and producing media artworks. Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that shape contemporary communication through media technologies and globally networked communications. By making and analysing Media Arts works students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Visual Arts

This rationale complements and extends the rationale for The Arts learning area. Visual Arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world, and other worlds. They learn about the role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative industries. Similarly with the other art forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking. Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by utilising visual techniques, technologies, practices and processes. Learning in the Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic and appreciate and value that of others. Visual Arts supports students to view the world through various lenses and contexts. They recognise the significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks. They apply visual arts knowledge in order to make critical judgments about their own importance as artists and audiences. Learning in the Visual Arts helps students to develop understanding of world culture and their responsibilities as global citizens. In making and analysing artworks students develop transversal capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Year 10 Dance

Subject Code: 10DAN Length of course: Semester or Full year Course Outline: By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance. Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style as selected in collaboration with teacher and students. Topics Included: Technique, Composition, Performance and Dance Perspectives. Students will also learn injury prevention and safe dance practices. They will develop an understanding of how to manipulate movement to create sequences to develop dance ideas based on themes and stimuli. Students perform a class piece or they are involved in a stagecraft role. Theory tasks will involving researching Australian dance companies and reviewing performance. Students will study the history of contemporary dance development and produce a folio that evaluates and reflects on their practical skill development.

Assessment:

Technique

• Technique class • Posture and alignment • Dance injury prevention

Composition

• Group task • Folio

Performance

• Perform in a class piece OR participate in an offstage role

Dance Perspectives

• Analyse contemporary dance development • Review • Research an Australian dance company

Additional Costs: Nil

Year 10 Drama A

Subject Code: 0DRAA Length of course: Semester Recommended Background: Satisfactory completion of Year 9 Drama. Course Outline By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints. Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting in order to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action. Topics Covered: This course further develops students’ collaborative practice and begins to hone in on individual experiences. More complex, found texts are explored and performance skills built upon through:

• Interpreting and creating work influenced by different theatrical styles and genre- such as Commedia d’ell arte or Verbatim Theatre

• The creation of a whole class performance for a wider audience • The viewing and responding to work of students and others through Review Writing

Assessment:

• Class work – responding in reflection and evaluation discussions, collaborative problem solving tasks, working effectively in rehearsals

• Performance work – assessment of the final product is based on the creation and execution of the scene/role, collaboration and time management in rehearsal.

• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the correct terminology and research and investigation activities.

Additional Costs: Costs for excursions that include tickets and transport to see live performances

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Drama.html

Year 10 Drama B

Subject Code: 0DRAB Length of course: Semester Recommended Background: Satisfactory completion of Year 9 Drama Course Outline By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints. Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting in order to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action. Topics Covered: This course further develops students’ collaborative practice and begins to hone in on individual experiences. More complex, found texts are explored and performance skills built upon through:

• Interpreting and creating work influenced by different theatrical styles and genre- such as Physical theatre, Documentary Drama or Naturalism

• The creation of a whole class performance for a wider audience • The viewing and responding to work of students and others through Review Writing

Assessment:

• Class work – responding in reflection and evaluation discussions, collaborative problem solving tasks, working effectively in rehearsals

• Performance work – assessment of the final product is based on the creation and execution of the scene/role, collaboration and time management in rehearsal.

• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the correct terminology and research and investigation activities.

Additional Costs: Costs for excursions that include tickets and transport to see live performances


Year 10 Photography and Filmmaking

Subject Code: 0MAR Length of course: Semester Recommended background: Nil Course Outline By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks. Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes. Topics Covered: Analysis of media artworks from contemporary and past times Experimentation with ideas and stories that manipulate media conventions and genres Development and refinement of media production skills Planning, production and distribution of media artworks, considering social, ethical and regulatory issues Assessment:

• Analysis of media • Individual responses - oral, written, multimodal • Group responses – oral, written, multimodal • Skill development in: • Image manipulation • Film techniques • Media creation applications/software • Production of: • An individual media production • A group media production • Folio – evidence of planning, preparation and evaluation • Final media production (may include: short film, animation, webpage, series of photographic images) • Presentation to an audience, with artists’ statement

Additional Costs: Costs for excursions that include entry fees and transport.

Year 10 Theatre Technology

Subject Code: 0DRT Length of course: Semester Recommended Background: Successful completion of Year 9 Drama Course Outline By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints. Students develop and sustain different offstage roles for given circumstances and intentions. They research and develop devised and scripted drama using different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine offstage roles. They select and use the elements of drama and design and create offstage products that engage audiences. They refine design choices to convey dramatic action. Topics covered:

• Introduction to theatre (physical areas, equipment and personnel roles) • Construction techniques and safe work practice • Design process and virtual theatre • Production crew

Assessment:

• Theory - Folio of research and lecture notes on various technology applications and research for an individual of team project. Reviews of live theatre

• Practical - Various design and technology applications resulting from workshops. All students will complete an individual or team project during the year 11 or 12 production.


Year 10 Visual Arts 2D

Subject Code: 0ARTA Length of course: Semester Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B Course Outline By the end of 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. Topics Included: Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing artworks through display • Analysing and reflecting upon intentions • Responding to and interpreting artworks

With an emphasis on 2 dimensional practices, students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They build on and refine their knowledge, understanding and skills focusing on representations, practices and viewpoints. Assessment: A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of media and experimentation, practical application, analysis and responding. Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

Year 10 Visual Arts 3D

Subject Code: 0ARTB Length of course: Semester Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B. Course Outline: By the end of 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. Topics Included: Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing artworks through display • Analysing and reflecting upon intentions • Responding to and interpreting artworks

With an emphasis on 3 dimensional practices, students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They build on and refine their knowledge, understanding and skills focusing on representations, practices and viewpoints. Assessment: A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of media and experimentation, practical application, analysis and responding. Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20A.html

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20B.html

Year 10 Visual Arts - Design B

Subject Code: 0DESB Length of Course: Semester Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B Course Outline: By the end of 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. Topics Included: Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing design works through display • Analysing and reflecting upon intentions • Responding to and interpreting design works

With a focus on product and environmental design, students develop their perception of how ideas and intentions are communicated in and through visual arts - design. They build on and refine their knowledge, understanding and skills through design practices focusing on representations, practices and viewpoints. Assessment: A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of media and experimentation, practical application, analysis and responding. Additional Costs: Nil

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/.htmlYear%209%20Art%20A

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/.htmlYear%209%20Art%20B

Year 10 Visual Arts-Design A

Subject Code: 0DESA Length of Course: Semester Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B. Course Outline: By the end of 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. Topics Included: Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing design works through display • Analysing and reflecting upon intentions • Responding to and interpreting design works

With a focus on graphic communication and product design, students develop their perception of how ideas and intentions are communicated in and through visual arts - design. They build on and refine their knowledge, understanding and skills through design practices focusing on representations, practices and viewpoints. Assessment: A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of media and experimentation, practical application, analysis and responding. Additional Costs: Nil

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20A.html

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20B.html

Co-Curricular Program

Marryatville High School has an extensive Co-curricular Program. The program includes an extensive range of sporting and cultural activities which offer opportunities for students to develop skills in an individual and team environment, as well as form relationships with teachers and students outside the classroom. While parental involvement is actively encouraged, skilled coaches are also employed to develop the abilities of students in these areas. Marryatville High School belongs to the Sports Association of Adelaide Schools, Secondary School Sport of South Australia and the South Australian Catholic Secondary Schools Girls’ Sports Association Inc, which organise sporting competitions on Saturday mornings and some afternoons during the week. Marryatville High School is an active participant in the state wide Knock Out Sport competitions throughout the school year.

Cultural Co-Curricular Activities include

• Art Club • Chess Club • Debating • Drama Productions • Environment Club • Singapore Drama Tour • French Cultural Tour • Japanese Cultural Tour • Future Problem Solving

Sporting Co-Curricular Activities include

• Cricket • Tennis • Basketball • Volleyball • Touch Football • Water Polo • Softball • Athletics • Swimming • Badminton • Soccer

• Football • Hockey • Surfing • Netball • Orienteering • Cross Country • Triathlon • Cycling • Mountain Bike • Fencing

Co-Curricular Music Ensembles

Music performance skills and instrumental expertise are developed through strong involvement by students in ensembles. Our co-curricular ensembles are in great demand for community and concert performances. All students at Marryatville High School are encouraged to participate. Entry into senior ensembles is by audition.

Large Ensembles

• School Orchestra • Concert Bands I and II • Studio Strings • Guitar Ensembles I and II • Choirs • Concert Choir • Junior Choir • Chamber Choir • Girls’ Choir • Boys’ Choir • Swing Tones • Pops Vocal Ensemble

Other Ensembles

• Big Bands I, II and III • Baroque Ensemble • Recorder Ensemble • Percussion Ensemble • Chamber Music Groups • Small Jazz Combos

English and EAL

The study of English and English as an Additional Language or Dialect (EALD) is central to the learning and development of all young people living in Australia. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future. Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian Curriculum: English contributes both to nation-building and to internationalisation. English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australia’s links to Asia. At the SACE level students can choose English subjects or English as an Additional Language (EAL) subjects. To be eligible to enrol in an EAL subject, he or she must be a student for whom English is an additional language or a dialect (EALD), and who has had a total of: either

• no more than 5 years of full-time schooling where the medium of instruction was English

or

• more than 5 years of full-time schooling where the medium of instruction was English, and whose knowledge of English is restricted or the student is resident and studying in an overseas country.

For further information please read the SACE Eligibility for Enrolment Guidelines - English as an Additional Language Subjects. To meet SACE requirements students must successfully complete, to at least C level, two units (20 Credits) of English or EAL or a combination of these.

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6




Year 10 English as an Alternative Language or Dialect

Subject Code: 0EALD Length of Course: Full year Other Advice: Students must come from a non English speaking background. This includes immigrants (recently arrived or long term residents) and students born in Australia. While the course outline and the Achievement Standards are the same as for the Year 10 English course, the specific design and teaching of this course takes into account the impact of linguistic cultural and social factors on students’ engagement with society. Leads to : Stage 1 English as an Additional Language (EAL) if eligibility requirements are met or Stage 1 Essential English (EAL) Course Outline: By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects. Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts. Topics Included: This course focuses on language, literature and literacy. Students will deepen their understanding, knowledge and skills in reading, listening, viewing, speaking and writing, with an increasing emphasis on understanding the use of literary devices for particular audiences, purposes and contexts. Students will

• examine, explain and respond to shared and independently chosen literary texts, developing a more sophisticated understanding of the use of literary devices for a range of purposes and audiences

• increase their understanding of a broader range of language features and the empowering nature of their deliberate use

• create a wide range of texts, including oral, written and multimedia, articulating complex ideas and demonstrating an emerging sense of personal style. Students will select and adapt appropriate text structures, literary devices, language, structures and features for specific purposes and intended audiences

• complete a series of skills based Common Tasks

There is a focus on giving students the linguistic support needed to develop their written and oral English skills. Students will extend and deliberately use an increasing range of strategies for working with and producing their own texts. Student learning is supported through explicit modelling and construction of texts. Assessment: Written, oral and multi media text responses, writing not related to text, speaking and listening activities. Peer and self assessment strategies are included, along with Common Tasks Additional Costs: Nil

Year 10 English

Subject Code: OENG1 Length of Course: Full year Other Advice: Leads to Stage 1 English A OR Stage 1 Essential English -Pathways (Semester 1) OR Stage 1 English as an Additional Language (EAL) if eligibility requirements are met. Course Outline: By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects. Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts. Topics Included: This course focuses on language, literature and literacy. Students will deepen their understanding, knowledge and skills in reading, listening, viewing, speaking and writing, with an increasing emphasis on understanding the use of literary devices for particular audiences, purposes and contexts. Students will

• examine, explain and respond to shared and independently chosen literary texts, developing a more sophisticated understanding of the use of literary devices for a range of purposes and audiences

• increase their understanding of a broader range of language features and the empowering nature of their deliberate use

• create a wide range of texts, including oral, written and multimedia, articulating complex ideas and demonstrating an emerging sense of personal style. Students will select and adapt appropriate text structures, literary devices, language, structures and features for specific purposes and intended audiences

• complete a series of skills based Common Tasks

There is a focus on students extending and deliberately using an increasing range of strategies for working with and producing their own texts. Assessment: Written, oral and multi media text responses, writing not related to text, speaking and listening activities. Peer and self assessment strategies are included, along with Common Tasks Additional Costs: Costs for excursions that include entry fees and transport may be charged.

Year 10 Elective Gen Z Journalism

Subject Code: 0ENGJ

Length of Course: Semester

Other Advice:

This is an elective course offering. It is done in addition to a full year of English at Year 10. Students can choose Journalism as a Semester elective at Year 11 level also.

Course Outline:

This elective will have a focus on real-world application of skills, problem-solving skills, writing for publication (online, print and video) and students' interests.

Students will participate in skill –based learning which they will apply to their writing, enhancing their ability to communicate with different audiences for a range of purposes.

Students in this Year 10 elective evaluate how text structures can be used in innovative ways . They explain how the choices of language features, images and vocabulary contributes to the development of individual style.

They develop and justify their own interpretations of texts and how texts can be manipulated to achieve particular effects.

Topics Included:

This course focusses on Gen Z Journalism across a range of media platforms in the modern world.

Students will

• Act like journalists and investigate issues they care about. These issues will be school based, community based and worldwide. They will conduct interviews where possible

• Create pieces of writing ready for publication. They will learn skills needed to construct stories in different journalistic styles and use Adobe Illustrator to publish their work

• Work both independently and in groups, building on their collaborative skills • Have the opportunity to experience real world learning and start to explore a possible career pathway in

writing and investigating

Assessment:

Written, oral and multimodal responses and speaking and listening activities.

Peer and self assessment strategies are included.

Additional Costs:

Costs for excursions that include entry fees and transport may be charged.

Flexible Learning Options

Flexible Learning Options are designed to provide students with the flexibility in what is studied, the range of skills that can be developed and techniques used to assess learning. Marryatville High School’s Flexible Learning Options are contained within four broad categories:

• Vocational Education and Training (VET and ASbA) • Stage 2 Workplace Practices • Community Learning - Community Developed Programs or Self Directed Learning • Additional Programs

For further information make an appointment with the Student Wellbeing Leader for Pathways.

Vocational Education and Training (VET)

Vocational Education and Training may be completed during the senior school years of Years 11 and 12. The major benefits of these programs include:

• achievement of Industry recognised units of competency and qualifications from nationally endorsed training packages

• credit towards the SACE • credit for entry into further study. TAFE recognises completed units and provides credit towards further

study in the same area • opportunities to learn in an adult environment or real work settings • work placement provides on the job training and experience as an entry-level trainee • assisting with decisions regarding future directions • assisting a smooth direction and transition from school to work • developing enterprise and employability skills • beginning networks with employers who may offer further employment or apprenticeships

VET in the SACE

Students can gain SACE credits for the successful completion of VET qualifications, or units of competency, that make up a qualification. A student will earn 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum number of credits allocated to each qualification. All VET qualifications, or units of competency that make up a qualification, in the Australian Qualifications Framework (AQF) can contribute to the completion of the SACE. The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to each qualification. (Refer to the VET Recognition Register on the SACE Board website). Students can gain recognition for up to 150 SACE credits at Stage 1 and Stage 2 for successfully completed VET. VET can count for up to 20 credits of flexible learning as part of an ATAR calculation.

https://www.sace.sa.edu.au/subjects/recognised-learning/recognition-register

East Adelaide Secondary Vocational Alliance

The East Adelaide Secondary Vocational Alliance (EASVA) represents the collaborative partnership and regional provision of Vocational Education and Training across Department for Education schools in the East of Adelaide. The 8 alliance schools and a range of training partners, compile courses that compliment student interests, school specialisations, regional and national skill shortage areas and experiences that lead to the development of transferable employability skills. These courses are most frequently part or full certificate II or certificate III programs. The number of SACE credits awarded varies and therefore it is important to check the details of each program. For 2020 the EASVA will offer a broad range of courses across a variety of learning environments for senior students to study. The courses involve students being out of school for one or partial day a week. By agreement EASVA schools have made a commitment to hold programs on a Thursday where possible.

The range of courses can be found on the EASVA webpage at www.easva.sa.edu.au

Australian School Based Apprenticeships

In an Australian School Based Apprenticeship (ASBA) students are employed part time while being enrolled as a full time school student. The student, as part of the contract of training, gains a vocational education qualification, which is most commonly at Australian Qualification Framework (AQF) level 2 or 3. In addition, the training contributes towards SACE completion. While ideally the student should work part time to complete the apprenticeship, in most cases they will only work for one day per week and make up any extra hours on weekends, after school and during school holidays. Australian School Based Apprenticeships (ASBA) are available in a variety of industry areas.

Workplace Practices

Workplace Practices suits the following students:

• those who are involved in or select VET programs and work place learning in a specific vocational area • those who have Australian School Based Apprenticeships • have employment • play elite level sport

The subject requires a blend of course work and practical workplace involvement. Community Learning

Learning that is the result of following a structured accredited Community Developed program or the result of undertaking Self-directed community learning is considered to be Community Learning.

Self-Directed Learning

Programs or sets of activities are developed by the individual student or developed specifically for individual students by others. Examples of these programs include undertaking an independent life skills program or a personal enrichment program, care giving, taking leadership in the workplace or mentoring.

Community Developed Programs

Many community organisations develop and accredit their own programs. Examples of community organisations that develop such programs are the Australian Music Examinations Board, the Duke of Edinburgh’s Award, the Royal Life Saving Society (SA Branch), Scouts Australia and the SA Country Fire Service.

http://www.easva.sa.edu.au/

Additional Programs

For some students another option can be to study particular subjects outside the school. South Australian Secondary School of Languages

Students can enrol into language subjects that are not offered at Marryatville High School. The SASSL charges a fee for each subject enrolled. The family of the student must pay this. Students must enrol in SASSL independently; this is not handled by the school, although the forms must be signed by the Languages Coordinator at Marryatville. Students may be allowed to replace two of their selected school units. Most of these classes run in the evenings. Marden Senior Secondary College

Students can enrol into subjects that are not offered at Marryatville High School. Marden is a high-school, like Marryatville, so enrolling into two schools can only occur with the permission of both schools. Marden charges a fee for each subject enrolled. The family of the student must pay this. Students apply to enrol into Marden through our Counsellors at Marryatville. Students maybe allowed to replace one of their selected school units. Open Access College

Students can enrol into subjects that are not offered at Marryatville High School. The Open Access College works by distance education. Students do not attend lessons at the College. Instead, lessons are conducted electronically via computer or over the phone. The Open Access College charges a fee for each subject enrolled. The family of the student must pay this. Students apply to enrol into the Open Access College through the Counsellors. Students may be allowed to replace one of their selected school units.

Humanities and Social Sciences

Learning through Humanities and Social Sciences involves learners in developing knowledge, skills and values that enables them to participate, in a range of ways, as ethical, active and informed citizens in a democratic society within a global community.

Geography

Geography is a not just capital cities! Geography is a highly relevant and meaningful subject that involves exploring, analysing and understanding the places that make up our world and how and why they change. Human geography explores population patterns as well as health and wealth around the world. Physical geography explores the natural environment and the relationship between people and places and how humans interact within their landscapes. We incorporate both streams of geography to explore our world and the issues affecting it. Geography integrates knowledge from the natural sciences, social sciences and humanities in fun and interesting ways. Students will reflect on their relationships with and responsibilities in the world, and propose actions designed to shape a socially just and sustainable future. Geography uses an inquiry approach to assist students to make meaning of their world. They conduct fieldwork, map and interpret data and use spatial technologies. Students develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, a capacity for teamwork and an ability to think critically and creatively. These skills can be applied in everyday life and at work. Geography is always relevant a current.

History

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively. The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society.

Year 10 Big Ideas

Course description

This is a new subject for 2021. Duration: 1 Semester

Rather than focusing on specific events, this subject will have a theoretical focus on the ideas that have influenced our societies and underpinned social, historical and political events and movements throughout history to the present day.

Ideas covered may include Individualism, Religion, the Protestant Ethic and the spirit of Capitalism, Socialism and Communism, Ethics including Freedom, Rights and Responsibilities and Social Contract Theory and the limits of Moral Relativism/multiculturalism, Feminism, Racism, Liberalism/Libertarianism, Utilitarianism.

This subject will help students understand some of the fundamental ideas that underpin history, economics, legal studies, society and culture, philosophy and many aspects of English and the Arts in the senior years.

Students will not only develop their critical thinking and communication skills but gain a greater awareness of the ideas that have shaped societies. Many of these ideas are still being grappled with in current events.

Assessment

Profile of an influential thinker and their work

Essay

Discussion/Debates

Individual research task

Year 10 Economics and Business

Subject Code: Length of course: Semester

Course Outline:

Students explain why and how governments manage economic performance to improve living standards. They give explanations for variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance.

When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or business issue or event. They gather and analyse reliable data and information from different sources to identify trends, explain relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple perspectives. They use cost-benefit analysis and appropriate criteria to propose and justify a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments incorporating different points of view. They use appropriate texts, subject-specific language, conventions and concepts. They analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions.

Topics:

• An Introduction to the Australian Economy • Consumer Literacy • An Introduction to Role and Management of Business

Assessment:

• Report • Oral presentation • Data analysis • Investigation • Test

Year 10 Geography

Subject Code: 0GGY Length of course: Semester Course Outline:

What is life like on $1.25 per day? Why are some countries always poor? Could I live in a remote community? Am I rich or poor? Can we really save the environment? Can the world support a bigger population? The answers to these questions might surprise you!

Year 10 Geography consists of two main streams and topics – Human Geography thorough the topic "Geographies of Human Wellbeing" and Physical Geography through the topic "Environmental Change and Management"

Geographies of Human Wellbeing explores health, wealth and poverty around the world through comparative data and indicators to understand how wellbeing can be understood, measured, monitored and changed. Students will consider what it takes to have a 'good life' and ways to improve the wellbeing of people, populations, cities and communities.

Environmental Change and Management explores how humans interact with their natural environment. A range of topics can be explored including coastal and urban environments, forests, waterways, mountains and deserts to understand the relationship and impact that humans and nature have on each other, why these environments change and how we can manage and protect them.

Fieldwork (excursions) are an essential part of Geographical assessment. Assessment:

• Fieldwork reports • Investigation • Data/ mapping collection, representation and analysis • Inquiry report

Additional Costs: Cost for excursions that include entry fees and transport may be incurred.

Year 10 Modern History Subject Code: 0MHS Length of course: Semester Advice: This is an elective semester of Modern History, over and above the compulsory semester of history that all Year 10 students undertake. It is designed to especially benefit those students who have an interest in pursuing Modern History at Stage 1 and/or 2. Course Outline: History Extension continues the study of History in the modern era in more depth and detail than usual with two main topics of study. Assessment tasks are rich and interesting and the course aims to relate the study of history to current affairs wherever possible. Topics Included:

• The Cold War • A thematic study • A negotiated Research topic (student choice)

Assessment may include:

• Explanations • Empathy tasks • Historical essays • Oral Presentations • Sources Analysis • Research and presentation of findings in a range of formats, oral presentations, videos, posters and creative

responses • Tests

Additional Costs: Cost for excursions that include entry fees and transport

Year 10 History

Subject Code: 0HIS Length of course: Semester Course Outline:

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

Topics Included: The course explores the Modern World and Australia. Topics include a study of

• Australia’s Involvement in WWII • Rights and Freedom • The Migration Experience

Assessment:

• Explanations • Empathy tasks • Historical essays • Oral Presentations • Sources Analysis • Research and presentation of findings in a range of formats, oral presentations, posters and creative

responses • Tests


Year 10 Humanities

Subject Code: 0HUM Length of course: Semester

Course Outline: This course draws on the Geography and Economics and Business Australian Curriculums.

Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion. Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal. Students also explain why and how governments manage economic performance to improve living standards. They give explanations for variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance. When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or business issue or event. They gather and analyse reliable data and information from different sources to identify trends, explain relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple perspectives. They use cost-benefit analysis and appropriate criteria to propose and justify a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments incorporating different points of view. They use appropriate texts, subject-specific language, conventions and concepts. They analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions. Topics Included:

• Developmental Geography – with a focus on Africa • Economics and Business – an overview of the Australian economy and an investigation into how the share market

works

Assessment: • Collection, representation and analysis of data • Research Reports • Explanations and arguments

• Oral Presentations


Year 10 International Studies

Subject Code: 0AS Length of course: Semester

Course Outline

International Studies is a subject designed to help students understand the interconnected nature of the modern, globalised world and our place in it. The subject topics change according to current global events but recent topics of study have included the US election, terrorism, international diplomacy, The United Nations and a range of geopolitical issues such disputed borders, pariah states and international law.

Students are encouraged to explore current affairs, consume political and news media and discuss major global events and issues to help make sense of their world. Students will enhance their understanding of the pros and cons of globalisation, power, change, economics, politics, alliances, ideologies and trade. They will develop their general knowledge and their ethical awareness, well as their skills in analysis, interpretation and communication.

In addition to the class topics, students will explore a topic of their own choosing to research and

Topics Included: The course explores the following:

• Current affairs • International Diplomacy and Conflict • Personal Research Task

Assessment:

May include:

• Essay • Report • Multimodal presentation • Group task • Source Analysis • Individual research task


Health & Physical Education

Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. The Health and Physical Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what we understand about healthy, safe and active choices. The Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and for the communities with which they identify and to which they belong. Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills. Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing. Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.

Year 10 Health and Physical Education

Subject Code: 0HPEA Length of course: Semester Course Description: By the end of Year 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. Topics Included:

• Court Sports • Diamond Sports • Field Sports • Fitness and conditioning activities • Sport in Society • Drugs • Lifestyle components • Coping with change • Mental Health & Wellbeing • Relationships & Sexual Health • Sexuality

Assessment:

• Peer assessment and self reflection • Performance checklists and observation • Analysis and response- written, oral and multimodal


Year 10 Health

Subject Code: 0HEA Length of course: Semester Course Description: By the end of Year 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. Topics included:

• Stress & Coping strategies • Understanding Mental Health & Wellbeing • Relationships & Sexual • Health • Life Choices & Risk Taking

Assessment:

• Text production and response- written, oral and multimodal • Critical analysis and responses of a variety of primary and secondary sources • Peer assessment and self reflection


Year 10 Girls Physical Education – Wellbeing and Recreation

Subject Code: 0PEDC Length of course: Semester Course Description: By the end of Year 10, students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. Topics may included:

• Aquatics • Rock Climbing • Fitness Activities • Self Defence – Potential to obtain a blue belt • Yoga

Activities from each of the following Sport Topics: • Target • Court • Hitting • Kicking

Recreational activities with focus on community facilities Women in Sport Sports Performance Healthy Lifestyles Assessment:

• Text production and response- written, oral and multimodal • Peer assessment and self reflection • Performance checklists

Additional Costs: Cost would be approximately $60-80

Year 10 Specialist PE

Subject Code: 0PEDB Length of course: Semester Course Description: By the end of Year 10, students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. Topics included:

• Archery • Badminton • Cricket • Football Sports • Handball • Indoor Hockey • Lawn Bowls • Volleyball • Fitness Activities, components and analysis • Issues Analysis • The Body in Motion

Assessment:

• Peer assessment and self reflection • Performance analysis • Observation checklists • Analysis and response- written, oral and multimodal


Year 10 Sports Studies

Course Code: Course Length: Semester Course Outline: By the end of Year 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. Topics Include:

• Recreational Activities including use of community facilities eg. Croquet, billards, ten pin bowling • Aquatic activities • Football sports • Golf • Hockey sports • Korfball • Lacrosse • Tennis • Fitness Activities, components and analysis • Recreation and Leisure studies

Assessment:

• Peer assessment and self reflection • Performance and observation checklists • Analysis and response- written, oral and multimodal

Additional Costs: Cost would be approximately $60-80

Yearr 10 Boy’s PE / Skills for Life

Length of Course: Semester Credit Points: 10 Recommended Background: Nil Course Outline:

Boys PE/Life Skills is a subject created to cater for the specific interests of Year 10 Boys at Marryatville High School. The subject acts under the banner of the SACE Subject Community Studies, hence when students complete this course they will have gained 10 SACE Credits.

The subject includes a wide range of activities which will be determined by student interests.

Possible inclusions are;

• Practical activities with a focus on developing health and fitness - Participation in aerobic and anaerobic training sessions and developing an understanding of what

contributes to aerobic and anaerobic fitness - Participation in resistance training sessions and developing an understanding of what contributes to

muscular strength and endurance - Participation in and recognition of sporting activities that cater for life long involvement and

understanding the importance of participating in similar activities throughout life - Excursions to; Gyms, Recreational Facilities, Sporting Complexes, etc. - Group building/team cohesion activities or a camp

• Practical activities driven by student choice - Participating in sports or activities that students have a particular interest and want to develop their skills

and techniques in. While understanding the importance of following interests and passions. • Engagement with people from and excursions to various Workplace Environments

- Personal Trainer/Gym Instructors - Physiotherapists - Mechanics - Varying Trades

• Practical activities with a focus on developing skills that can be used throughout life such as; - Cooking - Changing a tyre - Tying a tie

• Working with mentors and role models from both inside and outside the Marryatville High School Community - Potential to work on projects and tasks with ex MHS students - Potential to work with people from elite Sporting Organisations (depending on Covid19 restrictions) - Potential to work with people from various workplace environments

Definite inclusion;

• Completion of the Community Project - 10 Credit SACE Stage 1 Community Project (see below)

Assessment • Assessment Type 1: Contract of Work • Assessment Type 2: Reflection. • For a 10-credit subject, students should provide evidence of their learning through the completion of a contract of work, which involves each of the two assessment types.

International Programs

As a leader in International Study Programs, Marryatville High School offers an extensive international program for international fee paying students. These students can participate in a range of study programs which include:

Intensive Secondary English Courses (ISEC) Program

The ISEC Program consists of intensive English classes designed to improve the students’ English communication and formal language skills when they first arrive in Australia.

High School Graduate Program

This program is for students who wish to complete the SACE (South Australian Certificate of Education) and enter university or other tertiary institutions e.g. TAFE (Technical and Further Education). The High School Graduate Program provides international students with the opportunity to live and study alongside Australian students. Marryatville High School offers a variety of programs to cater for the individual academic needs of each student. Students can make a choice of subjects at senior high school level that will complement their own interests and ambitions for tertiary study. Students are assisted in deciding on the most appropriate tertiary course for them.

High School Study Abroad Programs

The Study Abroad Program provides international students with an exciting opportunity to experience the Australian way of life whilst studying alongside Australian students. Study Abroad Programs are available for one, two, three or four terms at all year levels. French, Chinese and Japanese can be studied at Marryatville High School while other languages can be studied off campus at the South Australian School of Languages. Marryatville High School has a widely acclaimed music and tennis program and entry into these programs is considered on an individual basis. Entry is on merit selection based on set criteria. At Marryatville High School, International Students are supported by an International Coordinator and support teachers who are dedicated to ensuring that international students are successful learners who will reach their potential and feel comfortable in our safe school environment. School Counsellors, a student life program responsive to cultural needs, as well as orientation programs, ensure that students make a successful transition into our school community and have a good understanding of the teaching and learning methodology used to ensure they are successful in their studies. International students are individually supported, at each year level, with their subject choices.

http://www.schooloflanguages.sa.edu.au/

Year 10 International Studies

Subject Code: Length of course: Semester

Advice:

This course is an excellent foundation for Studies of Society and Culture and Legal Studies at Stage 1 and 2. This course is based on the Civics and Citizenship subject, but has been designed with a strong international focus. Students will develop civics and citizenship knowledge and understanding, and civics and citizenship skills in relation to contemporary international issues.

Course Outline:

Students compare and evaluate the key features and values of systems of government, and analyse the Australian Government’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.

When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.

Topics:

• Students will be involved in negotiating topics. These could include issues such as poverty, inequality, the role of the United Nations, Australia’s role as a global citizen, environmental issues as global issues, human trafficking, the role of religion in conflicts, education, gender

• Students will investigate and analyse the social, economic, political and legal dimensions of these issues

Assessment: Students will complete a variety of assessment tasks. There will be scope for student negotiation of assessment mode. The range of assessment tasks could include, but is not restricted to:

• Class work • Media monitoring • Comparative Study • Source Analysis • Investigation

Intensive Secondary English Course (ISEC)

The ISEC program consists of intensive English classes designed to improve students’ English communication skills when they first arrive to study in South Australia. The program supports students in developing their learning and creative capacities. This course enables students to:

• Develop both oral and written communication skills • Increase their knowledge of Australian culture • Acquire subject specific language • Receive content support • Develop study skills • Learn skills for living and studying in Australia.

Courses are available for ten, twenty, thirty and forty weeks, depending on the time of year of enrolment and the English language proficiency, reading and writing skills of each student.. All teachers are subject specialists and are highly experienced in teaching International students. Contact Person: Ms. S Goldfain The subjects taught in the ISEC program are as follows. AUSTRALIAN STUDIES

Length of Course: Semester Course Outline: Participation in this course improves student understanding of Australian lifestyles and Australian schooling practices. Students develop skills in the following areas: research, note taking, paraphrasing information, paragraphing, essay writing, report writing, small group work and in developing oral presentations. ENGLISH AS AN ALTERNATIVE LANGUAGE OR DIALECT

Length of Course: Semester Course Outline: English as an Alternative Language or Dialect will provide opportunities for students to develop their skills in listening, viewing, speaking, writing and using technology. Students will read view and listen to a range of texts and discuss topics of interest. They will communicate both orally and in writing for a variety of purposes, audiences and situations. Students will develop skills in organising ideas logically in both written and oral language tasks. HEALTH AND PHYSICAL EDUCATION

Length of Course: Semester Course Outline: Health and Physical Education aims to develop, in students, a positive approach to ongoing participation in regular physical activity. Students will participate in a number of sporting activities to enhance co-operation and collaboration skills. They will complete a research task and be involved in problem solving activities

INTEGRATED STUDIES

Length of Course: Semester Course Outline: Students investigate information and ideas from a variety of sources, working both individually and collaboratively. Using technology, they develop skills in communicating ideas and opinions which assists in building relationships with others and the world around them. Students will develop:

• language skills and strategies to learn independently and collaboratively • critical and creative skills to meet the demands of current and future studies • the ability to participate confidently and effectively in Australia’s diverse cultures

MATHEMATICS

Length of Course: Semester Course Outline: The Mathematics Program has been specifically designed to meet the needs of ISEC students at Marryatville High School. It will assist them in developing the language specific to mathematics as well as provide them with the appropriate mathematical background necessary for their eventual transition into mainstream. Topics are studied through carefully designed, graded worksheets to meet each student’s specific needs.

PERSONAL LEARNING PLAN

Lengthy of Course: Semester Course Outline: This course will support students in planning their personal and learning goals for the future. It will assist them in making informed decisions about their personal development, future study pathways and career options. Developing goals for the future will engage students in activities such as:

• selecting subjects, courses, and other learning relevant to pathways through and beyond school • investigating possible career choices • exploring personal and learning goals • communicating and interacting with others to explore and present ideas and plans for current and future

learning goals

SCIENCE Length of Course: Semester Course Outline: This course develops students’ scientific skills and knowledge as well as English vocabulary and expression within the Science context. Students will learn how to write scientific reports as well as complete practical experiments within well-equipped laboratories. The Science course will include topics from Physics, Chemistry and Biology.

Languages

Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of humanity, to reflect on their understanding of human experience in all aspects of social life, and on their own participation and ways of being in the world. Learning languages broadens students’ horizons to include the personal, social, and employment opportunities that an increasingly interconnected and interdependent world presents. The interdependence of countries means people in all spheres of life have to be able to negotiate experiences and meanings across languages and cultures. It has also brought the realisation that, despite its status as a world language, a capability only in English is not sufficient. A bilingual or pluri–lingual capability is the norm in most parts of the world. Learning languages:

• extends the capability to communicate and extends literacy repertoires • strengthens understanding of the nature of language, of culture, and of the processes of communication • develops intercultural understanding • develops understanding of, and respect for, diversity and difference, and an openness to different

perspectives and experiences • develops understanding of how culture shapes world view and extends the learner’s understanding of

themselves, their own heritage, values, culture, and identity • strengthens intellectual and analytical capabilities and enhances creative and critical thinking

Learning languages also contributes to strengthening the community’s social, economic, and international development capabilities. Language capability contributes to the development of rich linguistic and cultural resources through which the community can engage socially, culturally, and economically in all domains. These include business, trade, science, law, education, tourism, diplomacy, international relations, health, and languages.

Year 10 Chinese

Subject Code: 0CIE1 Length of course: Full year Recommended Background: Satisfactory completion of Year 9 Chinese. Course Outline: By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal sources to convey different perspectives to different audiences. They select and organise ideas, adapting language, style, register and textual features to mediate these ideas for a range of audiences who speak Chinese or English or both. They respond to authentic texts and create a range of persuasive, informative and imaginative texts. Students apply features of prosody in their own speech. They apply understanding of character components and morphemes to their own writing. They reflect on their own experiences of interacting across diverse linguistic and cultural contexts, and move readily between languages and cultures. Students demonstrate metalinguistic awareness across Chinese and English and identify similarities and differences in the structure and framing of both languages. They make and justify choices on how they present themselves and their ideas to audiences who speak either language. They analyse how language features and devices are used to achieve different purposes. Students explain how language and languages vary with time and according to situation and context. They identify evidence showing how texts reflect the cultural background and values of the author and different perspectives. Topics Covered: Communication skills in listening, speaking, reading and writing acquired in Years 8 and 9 are further developed. Students develop a deeper understanding of Chinese society and culture. Writing and reading Chinese script is a major focus in preparation for SACE. Assessment: Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding strands of the Australian Curriculum. Additional Costs: Nil

Year 10 French - Continuers

Subject Code: 0FRE1 Length of course: Full year Recommended Background: Satisfactory completion of Year 9 French. Course Outline: By the end of Year 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (such as family, friends, interests), and some broader social and cultural issues (such as health, social media, international experience, the environment). They approximate rhythms and intonation patterns of extended and compound sentences, using syllable combinations, and building fluency and accuracy in pronunciation, pitch and stress. They use the passé composé tense of regular verbs with avoir and être, noticing that the participe passé form of verbs with être involves gender and number agreement. They identify the form and function of reflexive verbs (such as se laver, se lever) and use appropriate forms of possessive adjectives in own language production. They locate, interpret and analyse information from different print, digital and community sources, and communicate information, ideas and views in a range of contexts using different modes of presentation. They use expressive and descriptive vocabulary to talk about feelings and experiences. They create imaginative and performative texts for a range of purposes, such as entertaining or persuading. They use French to narrate and describe, matching modes of presentation to context and intended audience. They create bilingual texts (such as guides, event commentaries, cultural glossaries), and interpret observed interactions in terms of cultural practices and comparisons. Students identify differences between spoken and written forms of French, comparing these with English and other known languages. They identify the importance of non-verbal elements of communication, such as facial expressions, gestures and intonation. They make distinctions between familiar text types, such as greetings, instructions and menus, commenting on differences in language features and text structures. They use metalanguage for talking about language (such as formal and informal language, body language) and for reflecting on the experience of French language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and stems of words (such as préparer, préparation; le marché, le supermarché, l’hypermarché). Students identify the validity of different perspectives, and make comparisons across languages and cultures, drawing from texts which relate to familiar routines and daily life (for example, la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural practices (such as bon appétit, bonne fête). They reflect on their own cultural identity in light of their experience of learning French, discussing how their ideas and ways of communicating are influenced by their membership of cultural groups. Topics Covered: Communication skills in listening, speaking, reading and writing acquired in Years 8 and 9 are further developed. Extended texts are read and students respond orally and in writing expressing their opinions. Topics may include: Family Life, Celebrations, Careers, Outings and Holidays. Integrated background studies cover topics such as school in France, French-speaking Countries, Customs and Beliefs. Assessment: Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding strands of the Australian Curriculum. Additional Costs: Nil

Year 10 Japanese Subject Code: 0JPE1 Length of course: Full year Recommended Background: Satisfactory completion of Year 9 Japanese. Course Outline: By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education, travel, sport, teenage life and popular culture. When collaborating in shared tasks and activities, they use set phrases and modelled language to transact and make arrangements, for example, 来週らいしゅうの土曜日にサッカーをしませんか。土曜日はちょっと…。 Students ask and respond to questions, such as どのぐらい、いくつ、 using spontaneous language. They provide explanations, opinions and reasons, for example, by using ～と思います、～からです. They maintain and extend interactions by requesting repetition or clarification and by using あいづち. They apply appropriate conventions of pronunciation, rhythm and phrasing in speech to allow for others’ use of あいづち. Students read and write hiragana and known kanji, read katakana, and write familiar katakana words, including elongated vowels, double consonants and contractions. They analyse and extract information from a range of spoken and written texts and multimodal sources. They understand gist and predict the meaning of unfamiliar words and expressions from context, grammatical and vocabulary knowledge. Students create and present informative and imaginative texts, taking into account audience and purpose, such as by using て form (～てはいけません、～てもいいです、～ています), and the plain form (～たり～たりします、～と思い

ます、～つもり). They extend or qualify their message by using adverbs such as とくに、時々ときどき、 and link ideas by using conjunctions, such as それに、だから、けれども. Students translate and interpret texts, explaining words and expressions that are difficult to translate and those with embedded cultural meanings, such as ただいま, おか

えり. They describe their reactions to intercultural experiences and reflect on how their own assumptions and identity influence and are influenced by their language use. Students identify the functions of different scripts within texts: how hiragana is used for particles, conjunctions, and verb and adjective endings; katakana for borrowed words and some onomatopoeia; and kanji for nouns and verb and adjective stems. They apply their understanding of kanji to identify word boundaries and know its role in assisting with the identification of linguistic elements. They distinguish between おくりがな and ふりがな、 and recognise that kanji can be pronounced differently using 音 (on) or 訓 (kun) readings. Students understand the function of verb stems, and of て form and plain form verbs, and conjugate a range of verb tenses and forms. They apply their understanding of conjugation to produce negative and past adjectives. Students identify and use a range of case particles such as か (or), より、で (purpose/by) and に (location). They use metalanguage to describe and compare language features and rules of sentence construction. They choose between using です/ますor plain form based on age, relationship, familiarity, context and text type, such as using plain form in a personal diary. They understand that languages change over time through contact with other languages and cultures, and identify the particular impact of technology and media on contemporary forms of communication, for example, the widespread adoption of English terms into Japanese, such as コピペ. Students explain how Japanese cultural values such as the importance of community, 内うち/外そと、 respect, and consideration for others are embedded in language and behaviours such as がんばりましょう。だいじょうぶ？。 Topics Covered: Communication skills in listening, speaking, reading and writing acquired in Years 8 and 9 are further developed. Hiragana and katakana scripts and a number of kanji are used in reading and writing tasks. Students are introduced to informal and polite speech in topics including Travel, Weekends, Visiting Hiroshima, Technology in Japan, My Future and Things you want. Assessment: Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding strands of the Australian Curriculum. Additional Costs: Nil

Mathematics

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration and invention. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. The Australian Curriculum: Mathematics ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear. Mathematics is composed of multiple but interrelated and interdependent concepts and systems which students apply beyond the mathematics classroom. In science, for example, understanding sources of error and their impact on the confidence of conclusions is vital, as is the use of mathematical models in other disciplines. In geography, interpretation of data underpins the study of human populations and their physical environments; in history, students need to be able to imagine timelines and time frames to reconcile related events; and in English, deriving quantitative and spatial information is an important aspect of making meaning of texts. The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The mathematics curriculum provides students with a carefully paced, in-depth study of critical skills and concepts. It encourages teachers to help students become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences.

Year 10 General Mathematics

Subject Code: Length of course: Full year Course Outline: The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level: • understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas

after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two- and three-step experiments

• fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets

• problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events

• reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.

Topics Covered: The course is developed on the curriculum content strands of Number and Algebra:

• Money and Financial Mathematics • Patterns and Algebra • Linear and non-linear relationships

Measurement and Geometry • Using units of measurement • Pythagoras and Trigonometry

Statistics and Probability • Data Representation and Interpretation

Assessment: Teachers will use a range of assessment practices, including tests, assignments and investigations. Additional Costs: Casio Calculator fx-82AU Plus II

Year 10 Mathematical Methods

Subject Code: 0MTH1 Length of course: Full year Mathematical Methods intended for students who require additional content to enrich and extend their mathematical study whilst completing the common Year 10 curriculum. Completing Mathematical Methods is advantageous for those intending to pursue Mathematical Methods. The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level: • understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas

after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two- and three-step experiments

• fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets

• problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events

• reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.

Topics Covered: The course is developed on the curriculum content strands of Number and Algebra:

• Money and Financial Mathematics • Patterns and Algebra • Linear and non-linear relationships • Real Numbers

Measurement and Geometry • Using units of measurement • Pythagoras and Trigonometry

Statistics and Probability • Data Representation and Interpretation

Assessment: Teachers will use a range of assessment practices, including tests, assignments and investigations. Additional Costs: Casio Calculator fx-82AU Plus II Casio Calculator FX-CG50AU

Year 9/10 Numeracy

Subject Code: Length of course: Full year Recommended Background: Invitational Only Course Outline: This course is designed for students in either Year 9 or 10 that have experienced significant difficulties with Year 8 or 9 Mathematics. The subject gives students the confidence, skills and abilities required to be successful in the workplace and everyday life. It will have a greater focus on the numeracy capability in the Australian Curriculum and problem-solving regarding numeracy rather than a focus on mathematics. This subject will help students to recognise and understand the role of mathematics in the world and improve their dispositions and capacities to use mathematical knowledge and skills purposefully and to transfer these to areas outside the classroom. Students will use a variety of hands on, practical mathematics, as well as coursework.

Other Advice: In the second semester this course becomes Stage 1 Essential Mathematics for Year 10 students. Students will acquire 10 SACE credits for this subject and with a C grade or better in semester 2 will meet the stage 1 numeracy requirements of the SACE.

This subject is designed so that students will not need to complete mathematics in Year 11, however, if students desire, they can study Essential Mathematics in Year 11 with a teacher recommendation.

Topics Covered: There will be a wide range of topics covered over the two semesters. These topics vary from year to year and are based off the cohort of the classroom. The topics potentially covered over the two semesters may include;

• Use of mental arithmetic for calculations with whole numbers and making estimations • Conversion of time, mass and distance • Using ratio and scale in measurement • Earning and spending (calculation of wages, profit and loss, GST and budgeting) • Using and interpreting statistics • Using perimeter, area, surface area and volume in context • Investing money (simple and compound interest)

Assessment: A range of assessment including short tests and investigations Additional Costs: Nil

Music

This rationale complements and extends the rationale for The Arts learning area. Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and define these sounds as music. Music exists distinctively in every culture and is a basic expression of human experience. Students’ active participation in music fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music learning, students listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to music, students have access to knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation. Learning to read and write music in traditional and graphic forms enables students to access a wide range of music as independent learners. Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through participation in music learning allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal competencies of students. As independent learners, students integrate listening, performing and composing activities. These activities, developed sequentially, enhance their capacity to perceive and understand music. As students’ progress through studying Music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In this way students develop an aesthetic appreciation and enjoyment of music.

Special Interest Music

The Special Interest Music Program offers a broad music education, performance opportunities, as well as an intensive study of music. It has an enviable reputation as a centre for outstanding music education, a tradition of excellence and achievement in all endeavours, and a program that is vibrant, innovative and highly regarded nationally and internationally.

Underlying principles of Special Interest Music Centres in Public Schools.

• To cater for students who demonstrate the strongest motivation and greatest aptitude for development in music. • To develop self-confidence and achievement of personal excellence in music, enabling confident participation in music within the school and the wider community. • Successful applicants will pursue their music studies until the completion of Stage 2.

Special Music Entry (Special Interest Music) Entry to this course is through application and successful completion of a practical musicianship test, audition and interview. Although usual entry is for Year 7s enrolling into Year 8, entry to higher year levels is possible but with musical and academic prerequisites. Special students are passionate and committed to a musical education. SIMC Candidate selection criteria and application forms and the information brochure outline the process for enrolment and entry into this course. Special Interest Music students receive a scholarship to support private instrumental/vocal tuition and travel grants are available for students meeting specific criteria.

Special Music Curriculum (Years 8 to 10)

In Years 8 to 10, areas of study for Special Music students include Theory, Aural, Composition and Arrangement, Concert Practice, Solo and Ensemble Performance, Choir, Score Reading and Listening, History, Analysis, Early Music, Music Pathways and Music Technology.

Special Music Curriculum (Senior Music)

The Senior Music Program offers students a broad and comprehensive musical education. Four music subjects are offered as part of Stage 1 and all eight music options are offered in Stage 2 of the SACE. The school provides pathways to music studies at tertiary level.

Orchestral Program

Marryatville High School has four orchestras: School Orchestra, Studio Orchestra, Chamber Orchestra and the Junior Orchestra. The School Orchestra has travelled to Japan and Europe, as well as many regional and national tours.

Concert Band

Marryatville High School has a strong band program at junior and senior level. The development of ensemble skills is nurtured through the classroom program in Years 8 to 10, as well as after hours as a co-curricular activity.

http://www.marryatvillehs.sa.edu.au/_r2662/media/system/attrib/file/384/SIMC%20APPLICATION%20FORM%202015%20September.pdf

http://www.marryatvillehs.sa.edu.au/_r2495/media/system/attrib/file/275/SIMC%20Brochure%202015.pdf

Jazz

Through the Jazz program the Big Bands have had success in local and national competitions, namely the Generations in Jazz National Stage band Awards associated with James Morrison. Big Band One has toured to England, USA and Canada. Choral

As singing is the most important part of a child’s musical development, it is an integral part of the music program at Marryatville High School. Every music student sings in a class choir. Students may also choose to participate in Co-curricular ensembles: Concert Choir, Chamber Choir, Junior Choir, Boys’ Choir, Girls’ Choir and the Pops Vocal Ensemble. Small Ensembles

Our extra curricular ensembles include many smaller groups such as: Double Bass Ensemble, Flute Ensemble, Baroque Ensemble, Senior and Junior Recorder Ensembles, Senior and Junior Guitar Ensembles, Percussion Ensembles, Jazz Combos, Instrumental trios and quartets and other ensembles depending on student needs. Specialist Areas

Expertise is available in the highly specialised area of Composition. Students may access contemporary music technology through the music computer laboratory and recording studio.

Special Music Expectations

Special music students:

• are committed to the intensive study of music within the context of a balanced musical education. • are committed to the Special Interest Music program from Years 8 to 12. • intend studying music to SACE Stage 2 (Year 12). • participate in the SIMC’s co-curricular ensembles (lunchtime and/or after school), attend rehearsals and performances outside of school hours. (If a conflict with outside interests arises, the preference must be given to the SIMC.).

http://www.marryatvillehs.sa.edu.au/_r524/media/system/attrib/file/245/MHS%20Expectations%20for%20Music%202.pdf

Year 10 Elective Music A

Subject Code: 0MU11 Name of the Subject: Year 10 Elective Music (Semester One) Year level: 10 Length of course: Semester One Recommended Background: Satisfactory completion of Year 9 Elective Music and at least 2 full years of tuition on their chosen instrument. Other Advice: It is a requirement that the students undertake instrumental tuition, with either the Instrumental Music Service or a private teacher. A course outline: Students explore different composition mediums, such as; creating a backing track, film music, electronic music (EDM and sampling) and arranging for mixed ensembles. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.

Student driven exploration of practical music making. They form ensembles of their own choosing, arrange and perform repertoire in a range of styles. Students interpret, rehearse and perform as a soloist. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music. Provides pathways to Stage 1 Music and Stage 2 Music subjects. It is strongly suggested that students who wish to continue music in stage one or two complete Year 10 Elective Music (Semester Two). Topics Included: These will be used for Assessment & Reporting and Learning & Assessment Plans for students and parents

Class Ensemble - concert band - string ensemble - orchestra - guitar ensemble

Composition

Class Choir Music History and Analysis

Concert Practice Music of other Cultures

Music Theory and Aural Music Technology

Assessment: These should come from your curriculum map and should provide a wide range of strategies that allow a student to demonstrate their level of achievement against the achievement standard Students shall be assessed formally and informally through creative tasks, research projects, oral presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will reflect and analyse personal work and that of their peers. Additional Costs: Nil

Year 10 Elective Music B Subject Code: 0MU12 Length of course: Semester 2 Year level: 10 Length of course: Semester Two Recommended Background: Satisfactory completion of Year 10 Elective Music (Semester One) and at least 2 full years of tuition on their chosen instrument. Other Advice: It is a requirement that the students undertake instrumental tuition, with either the Instrumental Music Service or a private teacher. A course outline: Students are able to choose one of two focus areas: (a) Music Technology or (b) Musical Styles. Music Technology: Students will study music through a technology based approach. They will study topics such as sound reinforcement, Loops and Waves, Recording and Sound manipulation. By engaging in musical activities such as performing, composing, arranging, researching, and developing and applying music technologies, students appreciate the value of working collaboratively and present musical works. Musical Styles: Students will also analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions. Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music. Provides pathways to Stage 1 Music and Stage 2 Music subjects. Topics Included: These will be used for Assessment & Reporting and Learning & Assessment Plans for students and parents

Class Ensemble - concert band - string ensemble - orchestra - guitar ensemble

Composition

Class Choir Music History and Analysis

Concert Practice Music of other Cultures

Music Theory and Aural Music Technology

Assessment: These should come from your curriculum map and should provide a wide range of strategies that allow a student to demonstrate their level of achievement against the achievement standard Students shall be assessed formally and informally through creative tasks, research projects, oral presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will reflect and analyse personal work and that of their peers. Additional Costs: Nil

Year 10 Special Music

Subject Code: 0MU21 Length of course: Full year (Double Subject) Recommended Background: Satisfactory completion of Year 9 Special Music or selection through audition process in the previous year. Other Advice: It is a requirement that the students undertake instrumental tuition on at least 2 instruments, with either the Instrumental Music Service or a private teacher. Course Outline By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions. Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music. Topics Included • Class Choirs • Class ensemble • Concert Practice • Music Theory and Aural • Composition • History and Analysis • Music of other Cultures • Music Technology • Co-curricular ensembles Assessment: Students shall be assessed formally and informally through creative tasks, research projects, oral presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will be involved in peer assessment and participation in group activities. Additional Costs: Nil

Personal Learning Plan

Stage 1 Personal Learning Plan

Subject Code: 1PLP10 Length of Course: Year Credit Points: 10 Stage 1 Recommend Background: NIL Course Outline The Personal Learning Plan (PLP) is a compulsory subject at Stage 1, normally undertaken at Year 10. The PLP helps students to plan for their future and assists them in choosing the subjects they will study in Years 11 and 12. Students must achieve a C grade or better to successfully complete the subject. At Marryatville High students commence PLP Task 1 at Year 9 and complete Tasks 2, 3 & 4 at Year 10. The course is delivered and studied during the Student Life Program and home group time. ASSESSMENT TYPE 1: Folio

Task 1: My Capabilities Students explore the seven capabilities and how they can each be applied to their life in the classroom and in society as a whole, both now and in the future. Students complete a resume with application of some of the capabilities. Task 2: My Learning Plan Students investigate a career pathway that will assist with selection of an appropriate SACE course for Year 11 and 12. Students will access careers information sources and interact with people with relevant expertise to explore, develop and identify ideas and plans for present and future learning goals. Task 3: Work and employment skills Snow Tour or Work Experience - Students evaluate and document their personal development in a work context as they participate in either the Snow Tour or Work Experience placement. There are two sections to this task: the ‘Work Preparation’ and the ‘Reflection’. ASSESSMENT TYPE 2: Review Task 4: My Learning Reflection Students reflect on the development of the seven capabilities during the course of year 10, given all the activities they have been involved in. Students also will reflect back on their development through years 8 and 0 and comment on how their goals have changed with experience. Assessment ASSESSMENT TYPE 1: Folio 75% ASSESSMENT TYPE 2: Review 25%

Science

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises. The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers. In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including giving students the capability to investigate the natural world and changes made to it through human activity. The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view of the world and which can be applied to many of the areas of scientific understanding. These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy.

Year 10 Science

Subject Code: 0SCIA Length of course: Full Year Curriculum Scope: The three interrelated strands of the Australian Curriculum in Science are:

• Science Understanding • Science as a Human Endeavour • Science Inquiry Skills

Science Understanding is divided into 4 main sub-strands: Biological sciences, Chemical sciences, Earth

and Space sciences and Physical sciences. Within each of these sub-strands are integrated the strands of Science as a Human Endeavour and Science Inquiry Skills. Course Outline: By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes. Topics Included: Science is organised into four conceptual strands based on earth and space science, physics, biology and chemistry. The processes involved in working scientifically are interwoven into each of the strands. Students cover the following topics, Periodic Table and Ions, Genetics, Global Systems.

Then in Semester 2 the do the following topics Biology (Evolution), Chemistry (Reactions) and Physics (Motion). Assessment:

• Tests 50% • Practical Work 25% • Research Assignments 25%


Technologies

Technologies enrich and impact on the lives of people and societies globally. Societies need enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies and natural, managed, and constructed environments. Technologies subjects at Marryatville high school come in a variety of options but can be broadly separated into two areas:

• Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities focusing on either Material or Digital solutions.

• Food and Textile Technologies, where the focus on producing designed solutions is through the medium of hospitality or fashion design.

All classes follow either the Australian Curriculum or South Australian Certificate of Education Curriculums where: Technologies will ensure that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. This learning area encourages students to apply their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, that meet current and future needs. The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas. All young Australians should develop capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies. Students need opportunities to consider the use and impact of technological solutions on equity, ethics, and personal and social values. In creating solutions, as well as responding to the designed world, students consider desirable sustainable patterns of living, and contribute to preferred futures for themselves and others. Please find more detailed information for each Technologies subject hereafter

Engineering Solutions (CAD)

Subject Code: 0TAM SACE Credits: 10 points Length of course: Semester Recommended Background: Nil Course Outline: A recently refreshed course, where students will learn and utilise Digital Design and Advanced Manufacturing knowledge and skills. Students will learn and utilise Fusion 360 to design digital items for manufacture and testing.

Students will develop 3D solutions to several exercises before developing their own design brief and solution to a problem.

Once students have the applicable skills they will develop their own 'product' and test it via both digital analysis tools and rapid prototyping methods (3D printing).

They will use the design realisation process to develop the solution to the best of their ability taking into consideration;

• Manufacturing methods & tools, • Material characteristics and properties • Legal responsibilities • Economic considerations • Sustainability • Ethical Applications • Target Audiences • Innovation and Creativity

Topics Included:

• How to design in 3D with a focus on manufacturing • Designing, testing and creating machine parts based on the science of materials. • Using simulation tools to test designed parts • Creating technical drawings to communicate ideas • Changing 3d printing parameters to affect changes in printed objects • Designing a tool path to operate a CNC to manufacture a final product

Assessment

• Skills Tasks 40% (CAD activites including 3D Printing and Laser Manufacturing) • Design Process and Evaluation 30% (Folio) • Designed Solution (product) 30% (physical or digital product)

Additional Costs

Nil

Cafe Culture

Subject Code: 0TCC Length of course: Semester Recommended Background: Nil A course outline: This course in an introduction to the art of coffee making and café culture. Students will be provided with hands on training and experience in the preparation of black and milk coffees, develop skills and knowledge in the operation of industrial espresso machines. Students will investigate, design and create a small café business and will engage in customer service skills through small business enterprise. Students will investigate current service trends in the café sector of the food and hospitality industry and develop food products and design solutions for café service.

Topics include:

• WHS: Service safety • Coffee types and Bean origins • Service Skills and operations • Small Business enterprise

Assessment:

Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology, with emphasis on strands Technologies and Society and Creating Design Solutions.

Additional Costs: School fees cover basic materials and ingredients. Students who wish to use additional or alternative ingredients need to supply their own.

Catering and Event Management

Subject Code: 0TCEM Length of course: Semester Recommended Background: Nil A course outline:

Students work collaboratively to investigate, design, plan and prepare a range of foods suitable for catering events. Students develop practical skills in cake decorating techniques, food presentation and service in real life situations. Topics Included: Students will take part in a range of serviced events within the school community This course will introduce pathways into the Hospitality, Tourism and Event Management streams. Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology, with emphasis on strands Technologies and Society and Creating Design Solutions. Subject Costs: School fees cover basic materials and ingredients. Students who wish to use additional or alternative ingredients need to supply their own.

Child Studies

Subject Code: 0TCS Length of course: Semester Recommended Background: Nil Course Description This practical course will investigate and analyse the stages of pregnancy and child growth and development. Students will analyse the impact and importance of play and evaluate educational toys. Students will apply knowledge and skills for caring for a child to a simulator baby. This course may include an excursion to a local Child Care centre.

Topics Included:

• Stages of Pregnancy, the pregnancy suit and caring for the simulator baby • Milestones - Ages and stages of child growth and development • Investigate the importance of Play and educational toys • Active children, active communities, importance of physical activity • Conversation and speech skills, early reading matters, impact of technology and media • Ready for school, social, physical, emotional and cognitive readiness • Explore occupations that care for children

Assessment Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology with the following items;

• Access, synthesise and apply health information to create a pregnancy pamphlet for first time parents

• Plan, prepare and research baby needs and evaluate the outcomes after the Baby Simulator experience

• Research presentation, stages of play, growth and development • Journal entries about learning


Fashion Design

Subject Code: 0TFD Length of course: Semester Recommended Background: Nil

Course Description: Both beginning and advanced students are welcome in this course. Students will investigate sustainable fibre and fabric properties and construction processes to develop skills to safely use Bernina machines and create formative pieces. The design process underpins all practical applications and each student will problem-solve and demonstrate techniques to produce textile items and marketing to suit design brief parameters. Students investigate local textile designers work, study opportunities and contemporary textile design occupations related to clothing, business and fashion markets.

Topics Included:

• Clutch purse, • design a bag, printed textile mods • Solve textile problems in the community

Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology with the following items;

• Individual Design Solution with planning notes. • Individual Evaluation Report • Collaborative Design Solutions with Production Plan • Evidence of Practical success • Investigation and critical analysis about a contemporary fashion matter • Folio of work

Additional costs: Nil

Future Submarine Program

Subject Code: 0TMIM Length of course: Semester Recommended Background: Nil Course Outline: In FSP (Future Submarine Program) students are looking to how metal manufacturing and design plays a role in the 21st century. Students will engage with many forms of technology and be driven to create solutions both digitally and physically.

Students learn to design, shape and weld metals to construct solutions to problems and challenges. They will engage with different production methods and develop skills using machinery, welders and hand tools. There will a focus for design and creativity by making a personalized major product using the skills learnt and negotiating with the staff member on the final product.

Links and time will be devoted to understanding how submarines are built and the possible career pathways to be involved in SA with the Australian Submarine Corporation.

Topics Include:

• Fabrication and research associated with metals. • Technical drawing skills and project costing. • Material fabrication processes and associated equipment technology • Designing in Digital workspaces and analysing different production methods • Use of appropriate Computer Aided Design (CAD) will also be covered.

Assessment:

• Skills Tasks 40% • Design Process and Evaluation 30% • Designed Solution (product) 30%


Information Processing and Publishing

Subject Code: 0TIPP Length of course: Semester Recommended background: Nil Course Outline A entrepreneurial and ICT based course where students use industry standard desktop publishing software Adobe Creative Cloud, and modern design techniques to develop a range of publishable products for both print and digital publication.

Students also take part in the innovative 20% Project where they are given time each week to work in a group or individually on a passion project creating a product or service of their choice. As part of this process a brand identity is created for the production of marketing materials.

Various tools and skills are used including:

• Adobe Photoshop • Adobe Illustrator • Adobe InDesign • Adobe Premiere • HTML5 & CSS • SharePoint Blogging

Topics Covered: This course provides students with skills necessary to continue on to Stage 1 and Stage 2 Information Processing and Publishing. During the course students will:

• Produce Published documents; like posters, newsletters, magazine covers • Design a brand Identity and produce a range of business documents. • Learn basic web design skills using HTML • Write a Blog • Participate in the 20% Project

Assessment: Practical and Theoretical tasks Additional Costs: Nil

Jewellery Design & Entrepreneurialism

Subject Code: 0TJDE Length of course: Semester Recommended Background: Nil Course Outline: Ever wanted to know how Pandora charms are made? Ever thought about creating your own jewellery to sell for profit? This course is for you!

Throughout the semester, we will investigate various production techniques including Laser cutting, 3D printing and pewter casting, working with software such as Fusion 360 and the Adobe suite. We will also look at some examples of online business platforms, and how to set up your very own online store.

The major assessment for this course is for you to design, develop and generate a piece which you can sell for a profit. Besides some scaffolding and material price constraints, what you make is up to you.

Topics Include:

• Fabrication and research associated with metals, timber, plastics in jewellery. • Technical drawing skills and project costing. • Jewellery Fabrication processes and associated equipment technology • Designing in Digital workspaces and analysing different production methods • Business models and digital businesses. • Development of a brand, and selection of goods.

Assessment:

• Skills Tasks 40% • Design Process and Evaluation 30% • Designed Solution (product) 30%


Nutrition in the Kitchen

Subject Code: 0TNIK Length of course: Semester Recommended Background: Nil Course outline:

Nutrition concepts are explored through a variety of hands on cooking experiences in the kitchen. Students investigate key concepts of nutrients and food groups by using the Australian Guide to Healthy Eating, analysing nutrition information panels, and understanding how to make suitable choices when modifying recipes at home.

Topics Included:

Students may investigate adolescent nutrition, breakfast alternatives and compare home made versus pre-prepared meals through a variety of cooking practicals. Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology, with emphasis on strands: Technologies and Society, Food Specialisation and Creating Design Solutions. Additional Costs: Nil

Robot Wars

Subject Code: 0TRW Length of course: Semester Recommended Background: Nil Course Outline: By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation. In this dynamic, technology based subject Students develop the ability to design, build, and program robots to compete in the school’s Robot Wars Championship. Using highly advanced Arduino processors, 3D Printers, Laser cutters and traditional constriction techniques students will work in groups to design and build their perfect battle-ready robot. Topics Include: An introduction to problem solving and object-oriented programming. Emphasis is on basic programming concepts and techniques and their application to software development. Assignments focus on creating and experimenting with interactive applications using object-oriented programming environment. Students learn to write, review, document, share, and demonstrate object-oriented programming applications. Students participate in pair programming, team work, and collaborative learning throughout the course. Assessment: Digital solution(s) Skills tasks Design folio Additional Costs: Nil

SMART Technologies

Subject Code: 0TSMART Length of course: Semester Recommended Background: Nil Course Outline: Students will work collaboratively to design, engineer and test solutions to a practical real-world problem. Solutions will involve smart technologies – this will include the use of Arduino and/or Raspberry Pi microprocessors, together with a variety of sensors and actuators. The focus initially will be Smart technologies for home and garden. Examples of possible solutions include: digital weather station; automated garden watering system; climate controlled seed raising beds; pH controlled worm farm; and temperature controlled composter.

Topics:

Students will work through a development lifecycle from initial problem identification; feasibility study; design; engineering of a prototype and finally testing. The development of the final prototype will include aspects of coding, electronics, material technologies, digital design and marketing. Students will work in groups and will be required to prioritise and allocate tasks to individual students in the group. Assessment will be based on both overall group outcomes and individual contributions.

Assessment Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products.

• Investigation • Design and Planning • Project Work • Evaluation • Knowledge and Understanding


Wooden Furniture Design

Subject Code: 0TWFD Length of course: Semester Recommended Background: Nil Course Outline: By the end of Year 10 students will construct a timber End table complete with a solid timber top and functioning drawer. Students get the opportunity to work independently and collaboratively, applying sequenced production methods to allow them to complete a designed solution suitable for the intended purpose. They will adjust plans when necessary, problem solve and use appropriate technologies to safely produce high quality solutions. There is an emphasis on skill development and students will have the opportunity to evaluate techniques and processes and their appropriateness for purpose.

Students will utilise Fusion 360 CAD software to visually communicate specific techniques used with timber, assemble models in 3D and use simulation to graphically represent how they function.

They will investigate characteristics and properties of materials, tools and equipment used in this learning environment and undertake safety modules to support a safe working environment. They will produce project plans and develop technical writing skills in the form of a product record of the steps involved in construction. Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products.

• Design and Theory assignments • Project work • CAD • Evaluation


Special Tennis Program

Tennis as a subject is offered from Year 8 to 10 and to those Year 11 students (National High Performance Academy (NHPA) squad members with Tennis SA) who are able to meet specific criteria regarding skill level and playing ability. There are two different practical coaching groups operating within the curriculum. Group 1 Recommended for students involved in NHPA squads with Tennis SA

• 2 x 1 hour coaching sessions per week for 8 weeks each term. • 1 theory lesson per week. • International students may apply for entry to this group - acceptance will depend on playing ability.

Group 2 – Extended Program

• 3 x 1½ hours coaching sessions per week for 8 weeks each term. • Physical program to be completed in own time • 1 theory lesson per week.

It is an expectation that students will play tennis for the school in the Saturday morning school competitions and participate in any tournaments conducted by the South Australian Secondary Sports Association as part of their course. They will also be expected to participate in at least three other tournaments at some stage during the year - these may be at a local, state or national level. Students are assessed in their practical skill development and acquisition of tennis knowledge and will receive accreditation for 20 SACE credits at the successful completion of Year 10. Students involved with National High Performance Academy squads with Tennis SA may be able to attain extra SACE credits with Tennis at Year 11. Students can apply for Self Directed Learning credits for Stage 1. This can be done through the Pathways Counsellor. SACE accreditation will apply. Tennis Contact Person: Mr Tony Byles

http://www.tennis.com.au/play/become-a-pro/national-academies

http://www.tennis.com.au/play/become-a-pro/national-academies

http://www.tennis.com.au/sa/

Special Interest Tennis

Marryatville High School’s Special Interest Tennis Program was established in 1995 to enable students who are training for tennis at a high level to be able to combine their school studies and tennis coaching with minimal disruption to their school work. The tennis program offers a broad academic education, specialist tennis coaching during school hours, acquisition of theory knowledge related to tennis and the opportunity to represent Marryatville High School at school, state and national levels. The Special Interest Tennis Program has the following compulsory elements:

• specialist coaching squads. • coaching from accredited coaches during school time. • theoretical knowledge in areas such as anatomy and physiology, fitness, diet and nutrition,

relationships, sports injuries, drugs in sport and psychology of winning. • participation in tennis teams involved in the Saturday morning school competition, SSSSA team and

individual tournaments and at a national level in the School Sport Australia Tennis Teams Challenge from Years 8 - 12.

Program Entry Criteria

Applicationsfor entry to the Special Interest Tennis program are made directly to the school and applicants must meet the following criteria:

• boys - Australian ranking of less than 2000. • girls - Australian ranking of less than 1000. • be committed to representing the school in tennis teams and competitions (Years 8 - 12).

Benefits to Students

Marryatville High School has an enviable tradition of excellence and achievement in all endeavours and there is a strong sense of community support for this ethos in the school. In particular, the tennis program gives students the:

• opportunity to study and specialise in tennis with students of similar interests and abilities. • support for academic studies. • coaching at school to minimise disruption to schooling. • cooperation between the school and Tennis SA to maximise student opportunities. • opportunities to develop skills. • access to tournaments and competition play at local, state and national levels. • opportunity to take a tennis pathway through scholarships at USA colleges. • development of individual coaching skills.

Facilities Marryatville High School has four hard courts and two synthetic courts. To complement their school tennis coaching, international students are able to avail themselves of coaching packages at the Next Generation Tennis Complex whose facilities include hard, synthetic and grass tennis courts, a swimming pool, gymnasium and squash courts.

http://www.marryatvillehs.sa.edu.au/_r1608/media/system/attrib/file/279/Special%20Interest%20Tennis%20Application.pdf

Achievements (1996-2013)

The school's Drive Tennis teams have been premiers in Division 1 for twelve years, and runners up on five other occasions. At the State Knockout Championships:

• Open Boys - state winners 16 years • Open Girls - state winners 16 years • Junior Boys - state winners 10 years • Junior Girls - state winners 12 years

At the National Schools Teams Challenge:

• Boys - national winners 1996, 1997, 2000, 2001, 2006 and National runners up 2013. • Girls - national winners 1998, 2004 and National runners up 2002, 2005

At the International School sports Tennis Event – 2013 Boys (9th). From a parent of a Year 8 tennis student:

“Students have the opportunity to develop their skills and knowledge among other like-minded students of similar abilities”. “Theory work is invaluable, providing a well-rounded program”.

From a Year 9 tennis student:

“This school was recommended to me by a number of coaches and I think that being able to do tennis as a subject is both a rare and valuable experience”.

Year 10 Tennis

Subject Code: 0TEN1 Length of course: Full year Credit Points: 20 points Recommended Background: Entry by merit selection Course Outline: Students apply their knowledge and skills to a real-world task, event, learning opportunity, or context, which leads to a specific purpose, product, or outcome. The subject draws links between aspects of students' lives and their learning. Students develop and demonstrate their collaboration, teamwork, and self-awareness, and evaluate their learning. Topics Covered: Theory units include: Fitness-Pilates, Coaching for children, Tennis tournament planning and organization, Practice and matchplay evaluations. This course will enable students to achieve 20 credits of Integrated Learning towards SACE. Assessment:

• Practical tasks and evaluation booklets 60% • Theory tasks 20% • Attitude/Participation 20%


VET

East Adelaide Secondary Vocation Alliance

The East Adelaide Secondary Vocational Alliance (EASVA) represents the collaborative partnership and regional provision of Vocational Education and Training (VET) across secondary schools in the East of Adelaide. Comprising of 9 schools and a range of training partners, the EASVA compile courses that compliment students interests, school specialisations, regional and national skill shortage areas and experience that lead to the development of transferable skills. For 2021 the EASC continues to offer a broad range of courses across a variety of learning environments for senior students to study.

Students wishing to apply for any of these courses need to make an appointment to meet with Mrs Laura Hudson, Student Wellbeing Leader- Pathways. Parents must attend this course selection meeting. Go to www.easva.sa.edu.au for 2021 course offerings. The SACE credits earned from VET courses are determined by SACE Board's VET Recognition Register. The actual number of SACE credits granted to an individual student is dependent on the units of competency undertaken, and their associated nominal hours, that are completed by the student towards the qualification. Students will earn 5 SACE credits for the completion of 35 nominal hours of VET and 10 SACE credits for the completion of 70 nominal hours of VET, up to the maximum credit allocation, for the qualification. Further information is available on the VET Recognition Register Information Sheet and more detailed information will be available to students in term 4 of 2020. Students who successfully gain a place in a VET course for 2021 will be re-counselled in term 4 to ensure the credits and their subject pattern are considered in their overall SACE plan.

http://www.easva.sa.edu.au/

https://www.sace.sa.edu.au/web/vet/vet-recognition-register/access-the-vet-recognition-register

Documents

2021 Year 10 Curriculum Handbook...Special Interest Music or the Elective Music have specific subjects aligned to this area of study and as a result elective choices are less in number