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Dear Students and Parents,
We have compiled this document to guide you in making informed decisions regarding subject choices for Years 9 and 10 at Cooloola Christian College. These pivotal years focus on consolidating foundational skills and preparing students for Senior School, higher education and future career pathways.
The subjects offered during these years are designed to support students in adapting to secondary processes and structures, fostering critical thinking, independence and personal growth. It is crucial to select subjects that align with students individual strengths, interests and future goals.
For further information about our comprehensive range of subjects and how they can benefit your child’s educational journey, please feel free to contact us.
We are here to partner with you in navigating this important process.
Todd Vogler Deputy Principal | Secondary
A. 1 College Road, Southside Qld 4570
E. admin@ccc.qld.edu.au
P. (07) 5481 1000
DEPUTY PRINCIPAL - SECONDARY
JENDY SMITH
YEARS 7- 10 TEACHING & LEARNING COORDINATOR
WENDY OLIVER
YEARS 7 - 10 WELLBEING COORDINATOR
Our Graduates
Cooloola Christian College provides safe, caring and quality learning opportunities, through a Christ-centred and biblicallybased curriculum and co-curricular activities. We strive to develop students’ God-given talents and character so that our Graduates are enabled to:
• respond to the Gospel of Jesus Christ;
• be critical and creative thinkers and collaborative learners;
• be compassionate servants contributing positively to their community;
• act ethically in decision making, demonstrating good character;
• be informed and responsible global citizens;
• live healthy and fulfilling lives.
“Let
YEAR 7 & 8 SUBJECT Matrix
Our Year 7 program is specifically designed to support students as they transition from the traditional primary school environment to the more dynamic structure of secondary education. Students begin to shift from the one-teacher model to working with specialist teachers in key subject areas. However, they remain connected to a core class, spending most of their time learning alongside the same group of classmates each day.
In Year 7, our teaching approach involves teambased instruction across five core subjects: English, Mathematics, Science, Humanities, and Health & Physical Education. While students will occasionally move to different classrooms, these transitions are kept to a minimum to ease the adjustment process.
CATEGORY
Year 8 builds upon the foundations laid in Year 7, with an increased focus on the specialist teacher model that students will encounter throughout their remaining years at CCC.
During Years 7 and 8, students do not choose their electives; instead, the Secondary leadership team selects subjects aimed at broadening students’ experiences. This allows students to explore a variety of subjects before making more informed elective choices in Year 9.
YEAR 9 & 10 SUBJECT Matrix
As students transition from Year 8 to Year 9, having experienced a range of electives, they are equipped to make thoughtful decisions about their academic pathway. Year 9 introduces continuity with core subjects like English, Maths, Science, HPE and History, complemented by the freedom to choose three electives. This framework not only supports foundational learning but also prepares students for future academic pursuits including extension options in English, Maths and Science in Year 10, tailored for those planning to study these General subjects in Senior Phase.
CATEGORY
Pastoral Care & Biblical Studies
YEAR 9 PATHWAY
Pastoral Care (core)
Biblical Studies (core)
English
Mathematics
Science
Health & Physical Education
Humanities & Social Sciences
English (core)
Technologies
Mathematics (core)
The Arts
Science (core)
Health & Physical Education (core)
Outdoor Education (elective)
History (core)
Coding (elective)
STEM (elective)
Food Specialisation (elective)
Industrial Technology (elective)
Drama (elective)
Media Arts (elective)
Music (elective)
Visual Art (elective)
Year 10 PATHWAY
Pastoral Care (core)
Biblical Studies (core)
General English or
Essential English
Mathematical Methods or
General Mathematics or
Essential Mathematics
General Science or
Essential Science
Health & Physical Education (core)
Outdoor Education (elective)
History (core)
Global Citizenship (elective)
Coding (elective)
STEM (elective)
Food Specialisation (elective)
Industrial Technology (elective)
Drama (elective)
Media Arts (elective)
Music (elective)
Visual Art (elective)
Every attempt will be made to ensure that students are able to study their first choice of subjects, however, timetable and personnel constraints may mean that some students may be asked to reconsider their elective selections.
YEAR 11 & 12 SENIOR PHASE Matrix
At CCC, Senior Phase learning begins in Year 11. Students explore their skills and future aspirations, developing their Senior Education & Training (SET) Plan with staff and parents. CCC offers three pathways for students: an academic pathway, a VET pathway with TAFE and external organisations and a Ministry pathway for faith development. The Independent Learning Centre (ILC) supports students undertaking distance education subjects, school-based traineeships and apprenticeships and those participating in the UniSC Headstart program.
Pastoral Care
In our Secondary College, students are enrolled in year-level Pastoral Care classes, with dedicated Pastoral Care teachers serving as their core contacts throughout the school year.
During the Middle Years, students view their Pastoral Care groups as their primary class structure, with regular timetabled core lessons (English, Maths, Science, Humanities, and HPE) each school day. Pastoral Care sessions are scheduled three times a week for all Year 7-12 classes. This time allows for building relationships, addressing concerns, reviewing routines, discussing upcoming events and laying a solid groundwork for confidence, success, and security throughout secondary education.
Parents are encouraged to contact Pastoral Care teachers via email or phone to discuss any questions or concerns they may have.
Throughout the school year, guest speakers are invited to present valuable content that aligns with our Biblical worldview in both classes and school assemblies.
Pastoral Care lessons encompass several key areas:
• Wellbeing-focused lessons cover a range of topics aimed at enhancing students’ resilience in various life situations.
• Life Skills lessons equip students with practical skills essential for success in both academic settings and beyond.
• Career Exploration sessions guide students in investigating and planning their future career pathways.
The RITE Journey (Year 9 only)
At CCC, we recognise parents as a child’s first and most important educators, advocates, and influencer’s. Through the RITE Journey, a year-long program, we partner with parents to guide students through the challenges of adolescence. This program nurtures each student’s strengths, while offering opportunities to explore faith, hope and the lasting impact of a relationship with Jesus. For more information: The RITE Journey program and video
Biblical Studies
At Cooloola Christian College, our Biblical Studies program is committed to guiding students toward a deeper understanding of God, His Son Jesus, and the Christian faith. We view this as a vital responsibility, encouraging students to explore their beliefs and consider a personal relationship with Jesus Christ. While we acknowledge that not every student may choose to follow Jesus, we trust that the seeds of the Gospel planted during their time at CCC will grow and bear fruit in their lives, now and in the future.
For students in Years 9 and 10, the Biblical Studies curriculum centres on the teachings of the Bible, with a strong focus on the Gospel message and the importance of each individual’s response to it. Through a variety of engaging lessons, students are encouraged to critically reflect on their own beliefs and explore the transformative power of the Gospel.
By nurturing a space for faith exploration, our Biblical Studies program aims to not only educate students about Christianity but also inspire them to think deeply about their spiritual journey and the impact the Gospel can have in shaping their lives.
Year Level Content Explored
Year 9
Year 10
By the end of Year 9, students will be able to distinguish between maturity and immaturity by identifying specific characteristics and behaviours that represent these qualities. They will also be able to compare various perspectives on masculinity and femininity, while explaining and reflecting on biblical viewpoints. Furthermore, students will gain a deeper understanding of their own identity and compare it with the biblical perspective of being children of God, created in His image. They will also develop the ability to locate relevant Bible verses on various topics and apply these insights to contemporary life situations.
By the end of Year 10, students will have developed an understanding of the different attributes of God as Father, Son, and Holy Spirit. They will be able to identify various forms of Christian community and articulate the challenges faced by the Church in different parts of the world. Students will also reflect on their own views about relationships, recognising the sources that have shaped these perspectives. Additionally, they will critically evaluate the Gospel accounts from both historical and theological standpoints, constructing well-founded arguments to demonstrate their understanding. Students will further show their ability to apply biblical texts effectively in supporting their arguments.
Overview
The English curriculum helps students to engage imaginatively and critically with literature and appreciate its aesthetic qualities. They explore ideas and perspectives about human experience and cultural significance, interpersonal relationships, and ethical and global issues within real-world and fictional settings. Students are exposed to literature from a range of historical, cultural and social contexts. Through the study of texts, students develop an understanding of themselves and their place in the world.
Aim
English aims to ensure that students:
• learn to purposefully and proficiently read, view, listen to, speak, write, create and reflect on increasingly complex texts across a growing range of contexts.
• understand how Standard Australian English works in its spoken and written forms, and in combination with non-linguistic forms of communication, to create meaning to develop interest and skills in examining the aesthetic aspects of texts and develop an informed appreciation of literature.
• appreciate, enjoy, analyse, evaluate, adapt and use the richness and power of the English language in all its variations to evoke feelings, form ideas and facilitate interaction with others.
Structure
Curriculum content is organised under 3 interrelated strands, each with sub strands:
9
1. Language: for interacting with others; text structure and organisation; for expressing and developing ideas.
2. Literature: literature and contexts; engaging with and responding to literature; examining and creating literature
3. Literacy: text in context; interacting with others; analysing; interpreting and evaluating; creating text; phonic and word knowledge.
Year 10 English Pathway
In Year 10, students have 2 subjects available, based on the Year 10 English curriculum. The 2 options are to better prepare students for the subjects available in the senior phase of learning. A subject recommendation will be made by the College for each student based on performance in Year 9, teacher observation and parental discussion. The subjects available are:
General English
Essential English
This course is a prerequisite to study English (a General subject) in Years 11 and 12 (ATAR eligible). This subject is recommended for all General subjects in Years 11 and 12.
This course is aimed at students intending to study Essential English in Years 11 and 12.
Overview
Mathematics provides students with essential mathematical knowledge, skills, procedures and processes in number, algebra, measurement, space, statistics and probability. It develops the numeracy capabilities that all students need in their personal, work and civic lives, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.
Aim
Mathematics aims to ensure that students:
• become confident, proficient and effective users and communicators of mathematics, who can investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens.
• develop proficiency with mathematical concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability.
• make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines.
• foster a positive disposition towards mathematics, recognising it as an accessible and useful discipline to study.
• acquire specialist mathematical knowledge and skills that underpin numeracy development and lead to further study in mathematics and other disciplines.
Structure
Curriculum content is organised under 6 interrelated strands:
1. Number
2. Algebra
3. Measurement
4. Space
5. Statistics
6. Probability
Year 10 Mathematics Pathway
CATEGORY
MATHEMATICS
YEAR 9 core
Mathematics
YEAR 10 core
Mathematical Methods or
General Mathematics or
Essential Mathematics
Australian Curriculum Links
Year 9
Year 10
In Year 10, students have 3 subjects available, all based on the Year 10 mathematics curriculum. The 3 options are to better prepare students for the subjects available in the senior phase of learning. The College will make a subject recommendation for each student based on performance in Year 9, teacher observation and parental discussion. The subjects available are:
Mathematical Methods
General Mathematics
Essential Mathematics
This course is a prerequisite to study Mathematical Methods (or Mathematical Methods and Specialist Mathematics) in Years 11 and 12 (ATAR eligible).
This course is aimed at students intending to study Essential Mathematics or General Mathematics in Years 11 and12 (ATAR eligible) and is a prerequisite for Chemistry, Biology or Physics.
This course is aimed at students intending to study Essential Mathematics in Years 11 and 12.
Overview
Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world. Through science, we explore the unknown, investigate universal phenomena, make predictions and solve problems. Science gives us an empirical way of answering curious and important questions about the changing world we live in.
Aim
Science aims to ensure that students have:
• an interest in science as a way of expanding their curiosity and willingness to explore, ask questions about, and speculate on, the changing world they live in.
• a solid foundation of knowledge of the biological, earth and space, physical and chemical sciences, including being able to select and integrate scientific knowledge and practices to explain and predict phenomena and to apply understanding to new situations and events.
• an understanding of scientific inquiry and the ability to use a range of scientific inquiry practices, including questioning; planning and conducting experiments and investigations based on ethical and interculturally aware principles; generating and analysing data; evaluating results; and drawing critical, evidence-based conclusions.
• an ability to communicate scientific understanding and findings to a range of audiences, to justify claims with evidence, and to evaluate and debate scientific explanations and arguments.
CATEGORY
YEAR 9 core
YEAR 10 core
General Science or Essential Science
Australian Curriculum Links
Year 9
Year 10
• an ability to solve problems and make informed decisions about current and future uses of science while taking into account ethical, environmental, social and economic implications of decisions.
• an understanding of the dynamic nature of science knowledge including historical and global contributions, and an understanding of the relationship between science and society including the diversity of science careers.
Structure
Curriculum content is organised under 3 interrelated strands:
1. Science understanding: biological sciences, earth and space sciences, physical sciences, and chemical sciences.
2. Science as a human endeavour: nature and development of science, use and influence of science.
3. Science inquiry: questioning and predicting, planning and conducting, processing, modelling and analysing, evaluating, and communicating.
Year 10 Science Pathway
In Year 10, students have 2 subjects available, based on the Year 10 Science curriculum. The 2 options are to better prepare students for the subjects available in the senior phase of learning. The College will make a subject recommendation for each student based on performance in Year 9, teacher observation and parental discussion. The subjects available are:
General Science
Essential Science
This course is a prerequisite to study either Physics, Chemistry, Biology or a combination of these General subjects in Years 11 and 12 (ATAR eligible).
This course is aimed at students not intending to study science subjects in Years 11 and 12.
Overview
Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen.
Aim
Health and Physical Education aims to ensure that students:
• access, evaluate and synthesise information to make informed choices and act to enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation.
• develop and use personal, social and cognitive skills and strategies to promote self-identity and wellbeing, and to build and manage respectful relationships.
• acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in various physical activity settings.
• engage in and create opportunities for regular physical activity participation as individuals and for the communities to which they belong.
• analyse how varied and changing personal and contextual factors shape opportunities for health and physical activity.
Structure
Curriculum content in Health and Physical Education is organised under 2 strands:
CATEGORY
1. Personal, social and community health: identities and change, interacting with others, and making healthy and safe choices.
2. Movement and physical activity: moving our bodies, making active choices, and learning through movement.
Focus Areas of the Health & Physical Education curriculum: 1. Alcohol and other drugs 2. Food and nutrition 3. Health benefits of physical activity 4. Mental health and wellbeing 5. Relationships and sexuality 6. Safety
7. Active play and minor games
8. Challenge and adventure activities
9. Fundamental movement skills
10. Games and sports
11. Lifelong physical activities
12. Rhythmic and expressive activities
Overview
At CCC, we believe that the most profound learning occurs when students engage in rich, shared experiences within authentic contexts. That is why the Outdoor Education program is committed to offering students the opportunity to immerse themselves in hands-on learning experiences that leave a lasting impact.
Aim
Outdoor Education equips students for life by building a wide range of experiences, skills and knowledge upon a foundation of relationship with:
• Self: Facing challenges head on, learning new skills, developing resilience and dealing with adversity.
• Community: Learning to live, work and play together, and understanding the biblical principles behind each of these skills.
• Environment: God gave us the role of caretaker when he created the world. In order to look after it we must first understand and value it.
• Our Creator: Through our experiences we have opportunity to develop and deepen a relationship with God and his Son, Jesus Christ.
CATEGORY
NB: The subject is designed over 2 years ensuring all units are completed by a student who chooses it as an elective in Year 9 and 10.
Camps, Excursions & Safety
It is expected that there will be two course camps planned for each year. The cost of these camps is included in the subject levy (see above). These camps are compulsory for assessment purposes and the highlight of the year. There are also excursions in class time and sometimes optional additional excursions. Students are expected to fully participate in camps, excursions and learning experiences.
Outdoor Education activities inherently involve risk. These risks are managed by our experienced staff. If students do not follow safety instructions and put themselves and others at risk, students will be removed from the Outdoor Education program.
Equipment Requirements
CCC provides basic camping gear, such as a tent, cooking stoves and a backpack. Quality camping equipment that is compact, light and durable is recommended. A raincoat, sleeping bag, polar fleece and thermals are considered basic requirements for safe activities. Much of this equipment will last for over 20 years with care, and without them, students may not be allowed to participate.
Overview
The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic, business, legal and political contexts. This learning area has a historical and contemporary focus, from personal to global contexts, and considers the challenges that may occur in the future, playing an important role in assisting students to understand global issues.
Aim
Humanities & Social Sciences aims to ensure that students have:
• a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and present, and an interest in and enjoyment of the study of these phenomena.
• key historical, geographical, civic, business and economic knowledge of people, places, values and systems, past and present, in local to global contexts.
• an understanding and appreciation of historical developments, geographic phenomena, civic values and economic factors that shape society, influence sustainability and create a sense of belonging.
• an understanding of the key concepts applied to disciplinary and/or cross-disciplinary inquiries.
• the capacity to use disciplinary skills, including disciplinary-appropriate questioning, researching using reliable sources, analysing, evaluating and communicating.
YEAR 9 & 10 CORE
YEAR 9 & 10
Global Citizenship
Australian Curriculum Links
Year 9/10 History
Year 9/10 Civics Citizenship
• dispositions required for effective participation in everyday life, now and in the future, including the ability to problemsolve critically and creatively, make informed decisions, be a responsible and active citizen, make informed economic and financial choices, and reflect on ethics.
Subject Overview
Questioning & research; Using historical sources; Historical perspectives and interpretations; Communicating.
Evidence Perspectives; Interpretations & contestability; Continuity & change; Cause & effect; Significance.
Geography: Biomes and Food Security
Geography: Geographies of Interconnections Economics and Business: Real Wealth
Geography: Human Wellbeing
Geography: Environmental Change & Management Civics & Citizenship: Systems of Justice
Civics & Citizenship: Influences on democracy
and Business: Maintaining a Health Economy
Questioning & research; Analysis, evaluation & interpretation; Civic participation & decision-making; Communicating.
Active Citizenship; Democracy; Global Citizenship; Legal Systems; Identity & diversity.
Overview
Technologies ensures that all students benefit from learning about and working with the traditional, contemporary and emerging technologies that shape our world. Students have opportunities to consider the impact of technological solutions on equity including unconscious bias, ethics, and personal and social values.
Aim
Digital Technologies aims to ensure that students:
• use design thinking to design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs.
• use computational thinking (abstraction; data collection, representation and interpretation; specification; algorithms; and implementation) to create digital solutions.
• confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings.
CATEGORY
• apply protocols and legal practices that support the ethical collection and generation of data through automated and nonautomated processes and participate in safe and respectful communications and collaboration with audiences.
• apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.
Structure
Curriculum content in Digital Technologies is organised under 2 strands:
1. Knowledge and understanding: the information system components of data and digital systems (hardware, software and networks).
2. Processes and production skills: the skills needed to create digital solutions.
Subject Overview
Investigating and defining; Generating and designing; Producing and implementing; Evaluating; Collaboration and managing; Privacy and security.
Digital systems; Data representation; Data acquisition; Data interpretation; Abstraction; Specification; Algorithms; and Programming.
Overview
Technologies ensures that all students benefit from learning about and working with the traditional, contemporary and emerging technologies that shape our world. Students have opportunities to consider the impact of technological solutions on equity including unconscious bias, ethics, and personal and social values.
Aim
Design Technologies aims to ensure that students:
• develop confidence as critical users of technologies, designers, and producers of designed solutions.
• investigate, generate, iterate and analyse ethical and innovative 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 technologies contexts by selecting and manipulating a range of tools, equipment, materials, systems and components creatively, competently and safely; and managing processes.
• evaluate processes and designed solutions, transferring knowledge and skills to new situations.
CATEGORY
TECHNOLOGIES
YEAR 9 & 10 ELECTIVES
Food Specialisation (Levy $100)
Industrial Technology (Levy $60)
Australian Curriculum Link
• understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.
Structure
Curriculum content in Design Technologies is organised under 2 strands:
1. Knowledge and understanding: technologies and society, engineering principles and systems, food and fibre production, food specialisations, materials and technologies specialisations.
2. Processes and production skills: need to create designed solutions.
Subject Overview
Investigating and defining; Generating and designing; Producing and implementing; Evaluating; Collaboration and managing; Privacy and security.
THE ARTS Overview
Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming.
Aim
Drama aims to develop students’:
• confidence and self-esteem to explore, depict and celebrate human experience, take risks, and challenge their own creativity through drama.
• knowledge and understanding in controlling, applying and analysing the elements, processes, forms, styles and techniques of drama to engage audiences and create meaning.
• sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences.
• knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.
Drama Structure
Curriculum content is organised under 4 interrelated strands:
CATEGORY
1. Exploring and responding: students learn as artists and as audience as they explore drama works and contexts, and respond using practices and forms, imagery and sounds, movement, language and/ or digital tools.
2. Developing practices and skills: for creating, performing and responding to drama. Students develop knowledge, skills and understanding of these practices through play, imagination, experimentation, and creative and critical thinking.
3. Creating and making: as artists, students apply drama and/or multi-arts creative processes. As audience, they reflect on their work as it develops; for example, through observation, analysis, reflection and evaluation.
4. Presenting and performing: students use acting and, as appropriate, take on creative and/or technical design/production roles to share drama and ideas with audiences, using available materials and technologies.
Overview
Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming.
Aim
Media Arts aims to develop students’:
• enjoyment and confidence to participate in, experiment with and interpret the media-rich culture and communications practices that surround them.
• creative and critical thinking skills through engagement as producers and consumers of media.
• aesthetic knowledge and a sense of curiosity and discovery as they explore images, text and sound to express ideas, concepts and stories for different audiences.
• knowledge and understanding of their active participation in existing and evolving local and global media cultures.
Media Arts Structure
Curriculum content is organised under 4 interrelated strands:
CATEGORY
1. Exploring and responding: students learn as artists and as audience and explore media arts works and media contexts in the lives of individuals and groups across cultures, times, places and communities, and respond using practices and forms, imagery and sounds, movement, language and/or digital tools.
2. Developing practices and skills: for producing and responding to media arts. Students will develop skills through play, experimentation and creative and critical thinking.
3. Creating and making: as artists, students apply media arts and/or multi-arts production processes. As audience, they reflect on their work as it develops; for example, through observation, analysis, reflection, evaluation and considering the relationships their work creates with audiences.
4. Presenting and performing: students share (exhibit/screen/publish/distribute) their media arts work using available spaces and resources. Students may also work collaboratively to produce multi-arts works.
THE ARTS Overview
Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming.
Aim
Music aims to develop students’:
• confidence to be creative, innovative, thoughtful, skillful and informed musicians.
• knowledge and skills for listening with intent and purpose, composing and performing.
• aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions.
• understanding of music as an aural art form as they acquire skills to become independent music learners.
Music Structure
Curriculum content is organised under 4 interrelated strands:
CATEGORY
1. Exploring and responding: students learn as listeners, composers and performers and respond using practices and forms, imagery, sounds, movement, language and/or digital tools.
2. Developing practices and skills: for listening to, composing, performing and responding to music. They develop knowledge and understanding through play, imagination, experimentation, creative and critical thinking, and practice.
3. Creating and making: students apply music-specific or multi-arts creative processes to compose music and to interpret music or performance. As audiences, they reflect on their work as it develops; for example, through observation, using aural skills, analysis, reflection and evaluation.
4. Presenting and performing: students perform their compositions and interpretations of music composed by other people in informal and/or formal settings in available physical or virtual spaces. Some performances will be refined; others will be presentations/demonstrations of work-in-progress.
Overview
Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming.
Aim
Visual Arts aims to develop students’:
• conceptual and perceptual ideas and representations through design and inquiry processes.
• knowledge and skills in using visual conventions, visual arts processes and materials.
• critical and creative thinking skills through engagement with and development of visual arts practice.
• respect for and acknowledgment of the diverse roles, innovations, traditions, histories and cultures of artists, craftspeople and designers; visual arts as social and cultural practices; and industry as artists and audiences.
• confidence, curiosity, imagination and enjoyment.
• personal expression through engagement with visual arts practice and ways of representing and communicating.
Visual Arts Structure
Curriculum content is organised under 4 interrelated strands:
CATEGORY THE ARTS
1. Exploring and responding: students learn as artists and as audience and explore visual arts practices in community, studio and/or industry settings across local, regional, national and global contexts and respond using visual arts practices, materials and forms, imagery, sounds, movement, language and/or digital tools.
2. Developing practices and skills: for exploring, creating and responding to visual arts. Students develop knowledge and understanding through play, imagination, experimentation, and creative and critical thinking.
3. Creating and making: students use visual conventions, visual arts–specific and/or multi-arts creative processes, and visual arts materials. As audience, they reflect on their work as it develops; for example, through observation, analysis, reflection and evaluation.
4. Presenting and performing: students present visual artworks to audiences.
Subject Selection Overview
When making your subject selections for Year 9 and 10, it’s important to plan carefully.
Year 9 students will study five core subjects and need to nominate their three elective preferences. You will be asked to choose your 1st and 2nd preferences for electives on Lines 1, 2, and 3.
In Year 10, you’ll also study five core subjects and three electives, but there are additional opportunities to extend your learning. Year 10 offers extension options in English, Mathematics, and Science, and you will need to select which strand of these core subjects you would like to study.
of Year 10 Subject Selection Form