Goondiwindi... · Pythagoras Theorem and Trigonometry Linear and Non Linear Relationships Measurement, Data and Statistics Probability, Geometry and Finance NOTE: Extension covers

Year 10 2019 Subject Selection Guide

GoondiwindiSTATE HIGH SCHOOL

Respect | Learning | Achievement

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CHOOSING JUNIOR SECONDARY SUBJECTS YEAR 10 2019

Core Subjects (all students study the Core Subjects all year) English Health & Physical Educa on Mathema cs Science Study of Society & Environment – SOSE (History and Geography) – one (1) semester each

Elec ve Subjects (Select four (4) subjects for one (1) semester each)

Agricultural Prac ces Agricultural Science Business Accoun ng Business Crea ve Art Digital Technologies Drama Food & Nutri on

Graphics Hospitality Prac ces Informa on Communica ons & Technology (ICT) Industrial Technology & Design (ITD) Music Visual Art

Delivery of elec ve classes will be subject to student interest and to the school’s ability to meet physical and human resource requirements.

Choosing Subjects in Year 10

Important decisions must be made while at school. Some of the most important involve choices of subjects to take in Year 10, and later the selec on of subjects for Years 11 and 12.

These decisions may affect the type of career or occupa on you follow when you leave school. Your course selec on also affects your happiness and success while at school.

Choosing subjects should be based on 4 criteria:

provides enjoyment

enables you to achieve success

opens up career opportuni es

develops lifelong skills, a tudes and knowledge

Steps to take when choosing subjects:

approach the task of selec on calmly.

follow the guidelines.

ask for help along the way.

produce a list of subjects that meets your needs.

Inves gate Subjects Offered: Find out as much as possible about the subjects offered in Year 10. Use the following sources to help you:

this subject selec on booklet & night

teachers and Heads of Department

talking with the Guidance Officer

think about Senior op ons

at this school, no subjects, at the senior level, require a pre‐requisite subject at the junior level. However, it is useful to study subjects in Year 10 that prepare students for similar learning and assessment in Year 11. Advanced topics in Mathema cs, English and Science would be most useful for senior study of general (ATAR Eligible) subjects.

Make a decision about subjects that suit you. Each student has individual needs and requirements for subject selec on which may be quite different from those of other students. Therefore it is unwise to choose or avoid subjects because:

someone told you that you will like or dislike it

your friends are, or are not, taking it

you like or dislike the teacher

‘all the boys or girls take that subject’ (all subjects have equal value for males and females)

Ensure that you are:

honest about your abili es and

realis c about your career aims

The Australian Curriculum is taught at Goondiwindi State High School for year 7‐10 in the areas of English, Maths, Geography, History, Science and Health and Physical Educa on. It sets consistent na onal standards to improve learning outcomes for all young Australians. It sets out, through content descrip ons and achievement standards, what students should be taught and achieve, as they progress through school. It is the base for future learning, growth and ac ve par cipa on in the Australian community.

The remaining subjects currently u lise the Queensland Curriculum, Assessment and Repor ng (QCAR) framework, but will be transi oning to Australian Curriculum by 2020. QCAR outlines Essen al Learnings, which iden fy what should be taught and what is important for students to have opportuni es to know and be able to do. They describe the ways of working, and knowledge and understanding that students need for ongoing learning, social and personal competence, and par cipa on in a democra c society.

Overview of Year 10 subject organisation:

Study 4 compulsory Core Subjects for the whole year. They are: o English (3 lessons per week) o Mathematics (Extension or Core) (3 lessons per week) o Science (3 lessons per week) o Health and Physical Education (HPE) (2 lessons per week) o Certificate II in Skills for Work and Vocational Pathways (work readiness

program) (1 lesson per week) (Students will need a USI Number)

Study 2 Core Subjects (part of the year) o Geography (1 Semester only) (2 lessons per week) o History (1 Semester only) (2 lessons per week)

Choose 4 (four) other specialist subjects from a variety of elective areas. Each elective subject is studied for 1 Semester from the list below:

CORE SUBJECTS ELECTIVE SUBJECTS

(Study four throughout the year, two per semester) (Must study all both semesters) English Agricultural Prac ces Food & Nutri on

Health & Physical Educa on Agricultural Science Graphics

Mathema cs Business Accoun ng Hospitality Prac ces

Science Business Informa on Communica on & Technology

History (1 semester) Crea ve Art Industrial Technology and Design

Geography (1 semester) Digital Technology Music

Drama Visual Art

When selecting elective subjects, also consider subjects you may wish to study in Years 11 & 12.

Junior Secondary Curriculum (Years 7, 8 & 9) and

Senior Secondary (Year 10)

Australian Curriculum – Core Subjects

Key Learning Area

Australian Curriculum: Content Strand

English Language Literature Literacy

Mathematics – Content

Number and Algebra

Measurement and Geometry

Statistics and Probability

Mathematics – Proficiency

Reasoning Understanding Fluency Problem Solving

Science Science Understanding

Science as a Human Endeavour

Science Inquiry Skills

History Knowledge and Understanding

Historical Skills

Geography Geographical Knowledge and Understanding

Geographical Inquiry and Skills

Health & Physical Education

Personal, Social and Community Health

Movement and Physical Ac vity

Queensland Curriculum, Assessment and Reporting Framework

Essential Learnings – Elective Subjects

Key Learning Area Essential Learnings: Dimensions

The Arts Drama Visual Art

Music Describes the essential concepts, facts and procedures of the Key Learning Area

Describes the essential processethat students use to engage in learning, and to develop and demonstrate knowledge and understanding

Agriculture

Technology Business ICT Industrial Technology Home Economics

Hospitality

CORE‐English

Faculty English Additional Cost Nil

Contact Person Name: Di Dalziel Email: [email protected]

Senior Schooling Pathways Senior English Essential English

Subject Overview

The year 10 course of study is aligned to the Australian Curriculum and the units of work that are developed are drawn directly from this curriculum. Extension classes are offered to Year 10 students Students are given the opportunity to engage with a range of texts and further develop their understanding of the world in which they live.

What skills are developed? Study Expectations

Students continue to develop the skills necessary for the construction and deconstruction of a range of written, oral and aural texts. These include speaking, listening, writing, reading, viewing and creating.

It is expected that students should willingly engage in all activities undertaken during class time and when working on assignments.

Reading and comprehension are important skills and students should be reading for at least 15 minutes each night.

Topics Covered Assessment

Novel study Satire Romeo and Juliet Protest Poetry Stimulus Response Writing

Essay Imaginative Transformation Dramatic Recreation of a scene from Romeo and Juliet Composing an original poem Expository Writing Task Supervised Exam ‐ Response to Stimulus

Learning Experiences and Excursions

Students will have opportunities to explore the English language in a range of settings and text types.

CORE‐Health&PhysicalEducation

Faculty Physical Recreation Additional Cost Nil

Contact Person Name: Alison Bishop Email: [email protected]

Senior Schooling Pathways Physical Education Sport & Recreation

Subject Overview

HPE supports student development and application of strategies to maintain lifelong health for themselves and the wider community. They look at both the ongoing participation in physical activity as well as preventative health practices and optimal community health and wellbeing.

Students apply specialist movement skills and complex strategies in different practical environments. They evaluate the performance of themselves and others. Students analyse the role of physical activity in shaping culture and identity.

While the first semester is informed by the national curriculum, the second is aimed at preparing students for different pathways in senior schooling and is supported by the senior PE and Physical Recreation programs.


Evaluation and reflection on being healthy, safe and active

Communicating and interacting for health and wellbeing

Planning, implementing and reflecting on contributing to healthy and active communities

Moving the body to perform, evaluate and develop strategies

Understanding movement through implementation and analysis of movement sequence

Learning through movement in new contexts

Revising class notes ‐ One hour per week Assessment work


Theoretical: Community Health Energy Systems Motor learning Components of fitness Physical: Netball Personal Training Touch Volleyball

Physical Performance Investigation – report Project – folio Examination Multimodal


Participating in practical sporting activities

CORE‐Mathematics

Faculty Mathematics Additional Cost Nil

Contact Person Name: Julie Chapman Email: [email protected]

Senior Schooling Pathways General Maths Essential Maths

Subject Overview

Year 10 Mathematics focuses on the development of knowledge and applications of mathematical concepts and processes, in a logical and purposeful manner. It also endeavours to give students an appreciation of mathematics in our culture and its application in society.


Enhancement of mathematical techniques Application of Math to real life situations Group work skills Investigation, formulation and solving of mathematical problems

1 hour homework with independent study per week (15‐20 mins each lesson per week)


Patterns and Algebra Pythagoras Theorem and Trigonometry Linear and Non Linear Relationships Measurement, Data and Statistics Probability, Geometry and Finance

Supervised Exam (1 to 2 per Term) Problem solving & modelling task (at least 1 per semester)


CORE‐ExtensionMathematics

Faculty Mathematics Additional Cost Nil

Contact Person Name: Julie Chapman Email: [email protected]

Senior Schooling Pathways Mathematical Methods Specialist Maths

Subject Overview

Extension Math focuses on the development of knowledge and applications of mathematical concepts and processes. It develops an appreciation of the place of mathematics in our culture and its application to society. The focus of Extension Math is preparing students for Senior Math subjects (Maths A, B and C) with a focus on entry to Maths B and C. Selection for extension is based on proven ability in maths concepts and applications in Year 9.


Enhancement of mathematical techniques Application of Math to real life situations Group work skills Investigation, formulation and solving of mathematical problems

1 hour of homework and independent study per week (15‐20 mins each lesson per week)


Patterns and Algebra Pythagoras Theorem and Trigonometry Linear and Non Linear Relationships Measurement, Data and Statistics Probability, Geometry and Finance NOTE: Extension covers all content of Core topics with extension content pertaining to each topic, with introductions to some senior topics.

Supervised Exams ( 1 to 2 per Term) Problem solving & modelling task (at least 1 per Semester)


CORE‐Science

Faculty Science Additional Cost Students to wear fully covered‐in shoes for all practical lessons


Senior Schooling Pathways

Biology Chemistry Physics Agricultural Science

Subject Overview

Year 10 Science is designed to develop practical and theoretical knowledge and skills in a range of science specialty areas. It exposes students to a variety of topics and assessment techniques.


Knowledge and skills across the science specialty areas and application of these knowledges and skills Practical activities Research skills

1‐ 2 hours of homework and independent study per week


Biology Chemistry Physics Earth Sciences

Students will complete a variety of task‐based assessment activities, including: Data tests Student experiments Examinations Research investigations


Teacher‐led Demonstrations Practical Lessons ‐ individual and group investigations Use of technology to research, develop and design tasks Groupwork Activities Field work

CORE‐HistoryandGeography

Faculty SOSE Additional Cost Nil

Contact Person Name: Melissa Smith Email: [email protected]

Senior Schooling Pathways Modern History Geography

Subject Overview

Studies of Society and Environment is divided into two core components ‐ History and Geography. Students will study each component for one Semester in Year 9 and one Semester in Year 10. Students will develop a broad understanding of key historical and geographical events and issues through an inquiry based approach. In History students will study the making of the modern world from 1750 to 1918 with an emphasis on Australian perspectives. In Geography, students will focus on the impact of humans on our physical and human environments.


SOSE will focus on a number of skills including: analysis and use of sources cause and effect historical questions and research geographical questions and research chronology, terms and concepts evaluating and validating evidence identifying and locating sources identifying and analysing perspectives empathy communication

Students will be expected to spend 30 mins per night ‐ reviewing and consolidating class work and/or working on assessment tasks


HISTORY World War II Rights and Freedoms GEOGRAPHY Geographies of Human Well‐Being Environmental Change and Management

HISTORY Response to Stimulus Exam Essay Response to Stimulus GEOGRAPHY Response to Stimulus Exam Research Assignment


Students will be exposed to a wide variety of learning experiences designed to enhance their understanding of SOSE. These may include excursions to local sites and guest speakers.

CORE‐CertificateIIinSkillsforWorkandVocationalPathways(FSK20113)

Faculty Technology (Home Ec, ITD, Business, ICT)

Additional Cost Nil

Contact Person Name: Catherine Kerlin Email: [email protected]


4 x QCE Points Literacy and Numeracy

Subject Overview

Designed to allow students the opportunity to investigate careers that may be of interest to them in the future. Within this course, students will participate in two one‐week blocks of work experience (May and August).


Literacy Numeracy Communication Work Ethic Health & Safety

30 minutes per week when required


FSKDIG03 Use digital technology for routine workplace tasks FSKLRG09 Use strategies to respond to routine workplace problems FSKLRG11 Use routine strategies for work‐related learning FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work FSKNUM15 Estimate, measure and calculate routine metric measurements for work FSKOCM07 Interact effectively with others at work FSKRDG10 Read and respond to routine workplace information FSKWTG09 Write routine workplace texts FSKLRG06 Participate in Work Placement FSKRDG02 Read basic workplace signs and symbols FSKWTG01 Write personal details on basic workplace forms FSKOCM02 Engage in basic spoken exchanges at work BSBITU201A Produce simple Word Processed Documents BSBWHS201A Contribute to health and safety of self and others

Observations Portfolio of documents Assignment / Project based work Activities, quizzes and questions Role Play and Case Studies Work Experience and Log Book


Attending work experience for 10 days Optionally participate in an externally run Certificate II in Hospitality Career information and class discussion

ELECTIVE‐AgriculturePractice

Faculty Agriculture Additional Cost Nil


Senior Schooling Pathways Cert II Rural Operations Agricultural Science

Subject Overview

Agriculture Practice is designed to develop skills and knowledge essential for employment in the rural industry. Students will gain an understanding of the practical experiences and competency‐style subject to provide a base in both practical and theoretical aspects linking into senior schooling pathways.


Farm machinery (basic mechanic & maintenance skills) Irrigation and water use practices Livestock handling and carry out basic husbandry procedures (subject to change dependant on availability of opportunity) Chemical handling & application

Completion of theoretical booklets and classwork Review of theory each week


Occupational Health and Safety practices Tractors and farm machinery Irrigation practices

Questioning ‐ oral/written Supervised Written Responses Observations/practical ‘Assessment’


Excursions to local industry

Guest Speakers

Health & safety skills

Hands on practical experiences with animals, chemicals & engines

ELECTIVE‐AgriculturalScience Faculty Agriculture Additional Cost Nil


Senior Schooling Pathways Cert II Rural Operations Agricultural Science

Subject Overview

Agricultural Science is an interdisciplinary science subject suited to students who are interested in the application of science in a real‐world context. They understand the importance of using science to predict possible effects of human and other activity, and to develop management plans or alternative technologies that minimise these effects and provide for a more sustainable future. Agricultural Science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. A study of Agricultural Science can allow students to transfer learned skills to studies of other subject disciplines in the school environment.


• interest in Agricultural Science and their appreciation of how interdisciplinary knowledge can be used to understand contemporary issues in food and fibre production

• understanding and appreciation of agriculture as a complex and innovative system, and how it relates to sustainable production decisions now and into the future

• understanding that agricultural science knowledge is used in a variety of contexts and is influenced by social, economic, cultural and ethical considerations

• ability to conduct a variety of field, research and laboratory investigations involving collection and analysis of qualitative and quantitative data, and interpretation of evidence

• ability to critically evaluate agricultural science concepts, interpretations, claims and conclusions, with reference to evidence

• ability to communicate understandings and justify findings and conclusions related to agricultural production systems, using appropriate representations, modes and genres

Review class notes ‐ One hour per week Assessment Work as required


Animal production

Plant production

Data test

Student experiment

Research investigation

Examination


Excursions to local industry Guest Speakers

ELECTIVE‐BusinessAccounting


Additional Cost Nil



Accounting Certificate II Business

Subject Overview

Business Accounting is a Junior Accounting subjects that covers a range of accounting units that relate to the Senior Accounting program. It also aims to give students a basic understanding of bookkeeping and stocktake so students understand the basics of working in an office.


Communication using journals Reconciling accounts Report writing Stocktake for a business

1 hour of homework or independent study per week. During assignment time, students will be required to work on this at school and at home.


General Journal, Ledger, Trial Balance Bank Reconciliation Stockcards Ratio

Practical Exam Practical Exam and short written response Practical Assignment Practical application and report writing


Analyse source documents to prepare a general journal. From this, students will complete a ledger and extract a trial balance. Students will also reconcile the accounts of a hypothetical business by completing a bank reconciliation Conduct a stocktake and prepare stockcards using FIFO and Weighted Average methods Calculate financial ratios to help decide if businesses are financially viable and help them make valuable business decisions about the future. Prepare a written financial report.

ELECTIVE‐BusinessStudies(BCT/LEGAL)


Additional Cost Nil


Senior Schooling Pathways Business Cert II Business Legal Studies

Subject Overview

Business Studies is a Junior course in Business and Legal Studies. Junior BCT covers a broad range of administrative, legal and organisational skills that a business relies upon to run an efficient business office. With emphasis placed on both theory and practical aspects, students will develop skills in relation to running a business.


Communication Question & Research Interpretation and Analysis Economic reasoning, decision‐making & application Reflection

1 hour of homework or independent study per week. During assignment time, students will be required to work on this at school and at home.


Australia’s economy Living standards Economic performance Improved productivity

Assignment Short response exam


How to measure the performance of Australian economy

How well does Australia perform compared to other economies

Living standard variations

Innovation in business

ELECTIVE‐CreativeArt Faculty The Arts (Art, Drama, Music) Additional Cost

Students are asked to supply some materials specific to their own art work

Contact Person Name: Mrs Lesley Hawker Email: [email protected]

Senior Schooling Pathways Visual Art

Subject Overview

Year 10 Creative Art engages students in creative thinking, critical analysis and problem solving processes involved in producing (making), displaying and appreciating (appraising) artworks. The inquiry model of researching, developing, resolving and reflecting is used. Students are given teacher developed focuses from which they develop visual concepts and ideas. Students go beyond content based learning and mere acquisition of facts to metacognition and development of concepts and focuses. Self esteem is enhanced through the development of intrinsic motivation which encourages students to take responsibility for their own learning. The Creative Art strand is more skill based and less theory oriented than the Visual Art strand.


Term 1: Students will apply techniques of metamorphosis, hybridising, transferring, abstraction, transforming, visual paradox, incongruous imagery, juxtaposition

investigate the concept and focus through making art in a variety of media areas: drawing, painting, photomontage, sculpture, printmaking, mixed media

Visualize, plan, design,compose, and exhibit visual works to express a variety of focuses and concepts

Term 2: Visual coordinates Distortion of perspective Realism Abstraction Deconstruction/reconstruction

Students will: Be required to complete both short term and long term homework in order to resolve experimental process work begun in class Students will be required to complete between 2.5 and 3 hours of homework per week Students are offered non‐mandatory use of after school studio time to use specialised equipment and access resources required to complete artworks


Term 1: Fantasy and Illusion Students manipulate and alter reality using a variety of focuses: Interior, exterior, impossible realities, altering reality

Term 2: Machines Students explore the influence of the industrial age and mechanisation on the twenty first century Investigate and experiment with mechanical objects as a source for visual design and imagery Objects and aesthetics ‐ explore principles of stylisation, repetition, unity Introduction to perspective, drawing in the third dimension to create illusions Found object design

Term 1: Making Folio (experimental and resolved work) Visual Journal (experimental and developmental work, stimulus response writing, documentation of resolved work) Term 2: Practical folio Visual Journal


Making (practical experiences, experimenting, developing and resolving), exhibition practice (participating in art shows, public/community projects, displaying own and others' art work), access to professional art workers through events such as Expressive Arts Week, Public Art, Gallery visits (where and when appropriate)

ELECTIVE–DesignTechnology


Additional Cost Nil



Engineering Skills Industrial Technology & Design (Manufacturing) Visual Art

Subject Overview

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three‐dimensional representations using a range of technical drawings and sketches. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.


Develop confidence as critical users of technologies and designers and producers of designed solutions Investigate, generate and critique innovative and ethical designed solutions for sustainable futures Use design and systems thinking to generate design ideas and communicate these to a range of audiences Produce designed solutions suitable for a range of technology contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes Evaluate processes and designed solutions and transfer knowledge and skills to new situations Understand the roles and responsibilities of people in design and technology occupations and how they contribute to society.

Design folios and workbooks are completed both in class and at home


Product Design Built Environment Design

Design Folio Exam


Develop skills in the design process Enhance skills in Computer Aided Drafting (CAD) Use 3D printing technology to realise designs.

ELECTIVE–DigitalTechnologies


Additional Cost Nil



Digital Solutions

Information & Communication Technology

Subject Overview

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems. In this Year 10 course, students will be introduced to the exciting world of coding.


Process & Production Skills o Investigating and defining o Generating and designing o Producing and implementing o Evaluating o Collaborating and managing

1 hour of homework and independent study per week

Topics Covered Assessment Techniques

Term 1: Databases Term 2: Data‐Driven Website Design

Individual projects

Learning Experiences

Learning to code using an industry‐standard programming language

Knowledge and understanding of digital systems

Problem solving

Exploring ideas and opportunities

Evaluation of ideas

Generating and creating solutions

Critical and creative thinking

ELECTIVE‐Drama

Faculty The Arts (Art, Drama, Music) Additional Cost Nil

Contact Person Name: Carolyn Stuart Email: [email protected]

Senior Schooling Pathways Senior Drama

Subject Overview

Involves creating, presenting and responding to drama as an art form ‐ specifically Clowning and Physical Theatre. Students learn through acting workshops and improvisation, the elements of drama and the fundamentals of clowning and physical performance.


Through drama, learners can explore and understand:

their own social contexts, relationships, emotions and experiences.

Their encounters with the natural world

Other learning from across the curriculum including language education, social education, human relationships education.

This can also assist and promote:

A sense of personal, communal and cultural identity

Functional competencies including physical movement and literacy

Social competencies such as teamwork, communication skills, the ability to empathise with others, group problem solving and decision‐making skills.

Students are expected to revise lessons learnt and prepare for assessment at home by way of scaffolding designs and preparing scripts for performance.


Elements of Drama: Script & review Clowning Live performance & elements of drama

Scripted performance & directing Written review Clowning – dramatic concept & performance


Clowning performance for authentic audience. Live performance.

ELECTIVE–Year9/10EnrichmentHunterGatherer…TrailblazerMe…MyVoice

Faculty n/a Additional Cost Nil

Contact Person

Name: Lesley Hawker Email: [email protected] Name: Bernie Hawker Email: [email protected]

Senior Schooling Pathways All Authority Subjects

Subject Overview

The enrichment program will give students an opportunity to build on and extend the knowledge & skills acquired in core subjects. Through a range of multi‐modal extension activities students will expand their critical thinking and analysis skills in order to make individual and collaborative responses. There will be a criteria and selection process attached to this elective – this process will be finalised and communicated with students and parents before selections are made. All interested students are encouraged to apply. UNIT DESCRIPTION In this unit, students will be exploring big issues and big ideas that have implications for their futures. The learning experiences will be constructed across four focus areas: 1.What’s the Big Idea? 2. Searching for Meaning, 3.Real or Virtual and 4.Altering and Disrupting Viewpoints. Students will be required to engage in a variety of problem solving activities using a range of higher order thinking skills using individual and group inquiry models. Their knowledge will be synthesised across three tasks aimed at demonstrating their ability to: 1. Gathering information (Points of Reference) and evolving knowledge reflecting challenges relating to teacher directed stimuli centred around the notion of Big Ideas and How to live well in a world worth living in. 2. Challenge others to think deeply and discriminatively. 3. Collectively find their voice in a resolved collaboration using time based media.


Students will: Develop their core knowledge of the Cognitive Verbs (Acarra) Experiments, develop, resolve and reflect across a variety of multi modal texts. Be introduced to, higher order thinking skills such as figurative language and synectic design triggers in order to develop non‐literal (symbolic) understanding in across a range of concepts, focusses, contexts and media. Should develop their ability to synthesise information in order to disrupt and produce alternate viewpoints. Receive formalised instruction regarding the skills required to communicate effectively and richly using time based media (film).

Students will be required to work digitally in Ed Studio. Weekly challenges will be given and students will need to gather Points of Reference and develop Points of Departure to respond in a variety of modes. The inquiry model will require students to work independently and collectively to respond conceptually to teacher directed challenges. They should develop an understanding of the nature of the knowledge and effective synthesis of information emphasising the interrelationship between chosen focuses; contexts; and modes relevant to concepts. Students should demonstrate Independent and informed viewpoints sustained by comprehensive research, development, resolution and reflection. Students will be encouraged to become intrinsically motivated, resilient and confident risk takers in the learning process as they define and solve complex problems relevant to a range of concepts aimed to disrupt normative thinking. disrupt normative perspectives through alternate viewpoints.


Big Ideas and Questions in the world which in turn may influence how they may live well in a world worth living in. Eg Waste, Resilience, Chaos, Belonging etc. Figurative language skills such as Irony, Satire, Metaphor, Historical Referencing, Appropriation, Juxtaposition, Parody Synectic Design Triggers: Transferring, Metamorphosing, Fantasising, Hybridising, Prevaricating, Animating, Symbolising, Empathising, Analogising, Contradicting, Mythologising etc. The language of film: storyboarding, videoing, lighting, sound, editing etc. Exhibition practice: The role of the audience through the investigation of the triad of the: Student, the Media/Techniques and the Audience.

Student as Hunter Gatherer: Digital Journal (experimental and mini tasks)

Trailblazer Me: Students expand on points of reference in Digital Journal to resolve a Multi Model Response

Student finds their voice and collaborates to produce a Short Film.


Teacher Directed learning: (Demonstrations, role Plays, Extrapolation of Challenges) Student Focussed responses to individual, group and collaborative challenges Researching and Documenting of experimental and resolved responses in Ed Studio Making and Creating in a variety of modes relating to teacher directed and student focussed challenges Exhibition practice (participating in displaying, and or performing though both live and video modes)

ELECTIVE–FoodandNutrition


Additional Cost

Provide all ingredients for weekly practical cookery lessons Wear fully covered‐in shoes for all prac lessons

Contact Person Name: Louise Dyer Email: [email protected]


Senior Food and Nutrition ‐ General Hospitality Practices ‐ Applied

Subject Overview

Year 10 Food and Nutrition is a new course of study which is designed to enhance students’ knowledge, practical skills and understanding of food technology and nutrition. This course investigates eating habits and nutrition concepts, food selection models, individual dietary needs, the science of baking, Indigenous and multi‐cultural food selection. Students will also study a range of specialist cookery techniques to reflect the cuisines and trends being studied. Assessment will include both practical and theoretical elements.


Students will: Develop knowledge and understanding of the science of cooking, nutrition, cookery skills Critical and creative thinking Analysis of nutritional information and diets Plan, monitor and manage resources Make products to specifications and standards Understanding of consumer responsibilities Processes and production skills Reflect on and evaluate products and processes

2 hours of homework and independent study per week


Nutrition and Lifestyle related diseases

‐ Dietary analysis ‐ Influences on food selection ‐ Cookery skills specific to dietary needs ‐ Food marketing and smart consumerism ‐ Nutrients and their functions in the body

Food Science and Technology

‐ Functional properties of food ‐ The science of baking

Demonstration of Practical Cookery Skills Process Journal responding to a design brief Evaluation & Reflection of Activities Research Assignment Objective Theory Exam


Teacher‐led Demonstrations Weekly Practical Lessons Use of technology to research, develop, and design products Groupwork Activities Investigations Experimental Work with Food

ELECTIVE‐Hospitality


Additional Cost

Students are required to provide all ingredients for weekly cookery lessons Students to wear fully covered‐in shoes for all practical lessons * Hospitality Black and Whites are required for ALL function work

Contact Person Name: Louise Dyer Email: [email protected]

Senior Schooling Pathways Hospitality Practices ‐ Applied

Subject Overview

Year 10 Hospitality is designed to enhance students' knowledge and understanding of the Hospitality Industry and Catering Process with emphasis placed on both theory and practical components. Activities are linked with the Industry to make learning relevant, hands‐on and real‐life.


Students will: Develop knowledge and understanding of the Hospitality Industry Generate and communicate ideas Plan, monitor and manage resources Make products to specifications and standards Organise, prepare and serve food and beverages Reflect on and evaluate products and processes

2 hours of homework and independent study per week

Topics Covered Assessment The Catering Cycle Management Safety & Hygiene Menu Planning & Compilation Basic Principles of Cookery basic skills of food production & service of restaurant quality dishes Production and Service of Non Alcoholic Beverages Industry specific equipment Sustainable practices in the hospitality industry Customer Service Function Planning International Cuisines, customs and celebrations Inigenious Food and Flavour

Students will complete a variety of task‐based assessment activities, including: Demonstration of Practical Skills Practical Function demonstrating planning, preparation and productions Evaluation & Reflection of Activities Multi Modal Presentations Practical planning journal


Safety and Hygiene Procedures Food Production and Presentation Teacher‐led Demonstrations Weekly Practical Lessons Use of technology to research, develop, design and produce invitations and menus Groupwork Activities Visits/Demonstrations by Guest Speakers & Chefs Practical Functions Possible participation in SeaWorld H.O.T.E.L school study tour (if eligible)

ELECTIVE‐InformationCommunicationTechnology‐Programing(ICP) Faculty

Technology (Home Ec, ITD, Business, ICT)

Additional Cost Nil


Senior Schooling Pathways Digital Solutions Information Communication and Technology

Subject Overview

Students will develop their knowledge and skills in programming through the gaming genre. They will design, develop and evaluate 2 types of games, a maze game and a platform game. Late in Term 2, students will learn to program using Java ‐ utilising codeacadamy.org lessons to create a portfolio of small programs.


Basic computer programming: Gamemaker and/or scratch Java or Visual Basic Designing graphics

Weekly homework tasks ‐ no more than half an hour


Game genres and classifications Program Development Cycle Game briefs and story‐boards Using Gamemaker Program Sprites and animation Advanced game aspects Visual Basic/Java programming syntax

Three assessment pieces for the semester: Maze Game ‐ due late Term 1 Platform Game ‐ due early Term 2 Programming Exam end Term 2


Youtube clips Mindmaps Storyboard Game reviews ‐ written and multimedia Drawing sprites Writing instructions and user help Creating animated sprites Programming in Gamemaker codeacadamy.org or khanacadamy.org lessons and practice sessions

ELECTIVE‐Information&CommunicationTechnology


Additional Cost Nil


Senior Schooling Pathways Information & Communication Technology

Subject Overview

The subject Information and Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology. The subject Information and Communication Technology is concerned with skills in applying knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts. Through practice in problem‐solving in a variety of contexts, both individually and collaboratively, it promotes adaptable, competent and self‐motivated users and consumers of ICT who can work with clients and colleagues to identify issues and solve problems.


Graphic Design Game Design

1 hour of homework and independent study per week


Game Design Graphic Design

Individual Projects

Learning Experiences

Knowledge and understanding of digital systems

Problem solving

Evaluation of projects

Generating and creating solutions

Critical and creative thinking

ELECTIVE‐IndustrialTechnologyandDesign(ITD)


Additional Cost Nil

Contact Person

Name: Jake Friis Email: [email protected] Name: Joel Bensley Email: [email protected]

Senior Schooling Pathways Engineering Skills Industrial Technology & Design

Subject Overview

Learning in ITD builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. In Year 10 students use design and technology knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem‐solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study


Develop confidence as critical users of technologies and designers and producers of designed solutions Investigate, generate and critique innovative and ethical designed solutions for sustainable futures Use design and systems thinking to generate design ideas and communicate these to a range of audiences Produce designed solutions suitable for a range of technology contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes Evaluate processes and designed solutions and transfer knowledge and skills to new situations Understand the roles and responsibilities of people in design and technology occupations and how they contribute to society.

Students are expected to complete online safety training Powerpoint Presentations are completed both in class and at home Practical Projects are completed in class time only.


Wood Technologies Metal Technologies

Practical Projects Powerpoint Presentation


Understanding and practice of safe workshop procedures Develop skills with a wide range of hand tools Use workshop machines to fabricate various materials Develop skills in the design process

ELECTIVE‐Music

Faculty The Arts (Art, Drama, LOTE) Additional Cost Nil

Contact Person Name: Leia Jensen Email: [email protected]

Senior Schooling Pathways Distance Education ‐ Music

Subject Overview

Superheros and Villains ‐ Students will explore the musical elements that create music for the superhero and the villian. Music is an important part of society and culture. It allows students to develop creativity and self‐expression while fostering self‐discipline, concentration, listening skills and fine‐motor skills. It also develops interpersonal skills and teamwork. Music at Goondiwindi State High School offers students an enjoyable and hands‐on learning experience as they compose music, study musical styles and express themselves through performance


Effective Communication Listening Skills Self‐Discipline Fine Motor Skills Interpersonal Skills

1 hour of homework and independent study/practice per week


Cultural Significance of Music Song Structure/Composition Performance Etiquette and Technique Genres of Western Music Technology in Music

Assessment in Music focuses on three core elements of musicianship: Performance Composition Analysis (Exam)

Our assessment tasks strive to offer authentic learning experiences and help each student to become a well rounded musician.


Exploring new music, performing to a live crowd, stagehand experience (setting up sound equipment), special selection for music workshops when avaliable in the school, option to enter eisteddfod.

ELECTIVE‐VisualArt

Faculty The Arts (Art, Drama, LOTE) Additional Cost

Generic materials are supplied, students may be required to supply some materials for their own art work

Contact Person Name: Mrs Lesley Hawker Email: [email protected]

Senior Schooling Pathways Senior Art

Subject Overview

Year 10 Visual Art engages students in creative thinking, critical analysis and problem solving processes involved in producing (making), displaying and appreciating (appraising) artworks. The inquiry model of researching, developing, resolving and reflecting emphasises processes of investigation as well as the production of an image or an object. Students are given teacher developed focuses from which they develop visual concepts and ideas. Students are encouraged to develop their higher order thinking skills which contribute to their abilities in creative problem solving using aesthetic processes. Students go beyond content based learning and mere acquisition of facts to metacognition and development of concepts and focuses. Self‐esteem is enhanced through the development of intrinsic motivation which encourages students to take responsibility for their own learning. The Visual Art strand creates a platform for Senior Art by increasing student experience in appraising artworks through researching, short response writing and oral discussions.


Investigate the concept and focus through making and appraising art Develop visual language and expression through short response stimulus response writing Analyse, evaluate and justify a variety of artists' work as well as their own using processes both linguistic and non‐linguistic to develop visual literacy Demonstrate increased knowledge, skills, techniques and processes in making, in a variety of areas such as: drawing, painting, printmaking, 3 dimensional studies, performance art, installation and digital imaging Visualise

Be required to complete both short term and long term homework in order to resolve experimental process work begun in class Students will be required to complete between 2.5 and 3 hours homework and independent research per week Students are offered non‐mandatory use of after‐school studio time to use specialised equipment and to access resources required to complete artworks


Term 1: Putting You In the Picture (Australian Art) Term 2: Unconventional (Wearable Art) Application of painting techniques: graffito, impasto, wash, glazing, hard edge and layering Meanings and symbols in Australian Art Repurposing and recycling of found objects and materials Challenging function to redefine meaning and contexts

Term 1: Making Folio Appraising/research Visual Journal Term 2: Practical folio Appraising/ research Visual journal


Teacher directed learning (demonstrations etc) Making (practical experiences, experimenting, developing and resolving) Appraising Artworks (researching, investigating, analysing, evaluating, justifying) Exhibition practice (participating in art shows, public/community projects, displaying your own and others' art work) Access to professional art workers through events such as Expressive Arts Week Individual student directed research and development Group work (public projects) Gallery visits (where and when appropriate)