Hillcrest Christian College - Year 10 Pathways

Forward

Hillcrest Christian College’s Curriculum Pathways follow the Australian Curriculum in P-10, underpinned with Gospel values and a Christian worldview. Students typically complete their mandatory studies of the Australian Curriculum in Term 3 of Year 10 then transition to the Queensland Certificate of Education for their final years of schooling in Term 4. The curriculum supports students in learning about themselves and their world and assists in the development of literacy and numeracy outcomes. It is also designed to develop students’ technology, information, and communication skills for the 21st Century.

To assist students, we offer personalised pathway support so that each child can develop a unique plan for their chosen learning experiences, which will maximize opportunities for them to achieve their goals. This commences in the later part of Year 9 and continues with each student through to the completion of their studies at the end of Year 12.

In Term 4 of Year 10 we welcome students into the final phase of their learning. We aim to provide each student with the opportunity to succeed in their chosen pathway. Not only do we provide a wide range of subject choices, but we have also secured partnerships with Bond University, Griffith University, QUT, Southern Cross University, where we can offer first year subjects as part of the senior years of study. We also have extensive partnerships with Vocational Education and Training providers. These partnerships equip our students with the unique ability to be able to complete their formal years of education at Hillcrest Christian College while still obtaining an additional certificate or diploma.

I would ask you to take the time to talk about the various senior pathway options with the Pathways Team while making the very important decision of subject selections and course placements. My advice is to attempt to choose, where possible, a balanced selection of subjects.

Please contact Mr. Peter Fernance - Deputy Head of Academics, Ms Nicole Cox – Head of Senior Studies, Mrs Joelle McCully – Careers and Pathways Coordinator, Heads of Faculty, subject teachers, or me if you have any questions regarding your son or daughter’s subject selections.

HEAD OF SENIOR LEARNING COMMUNITY

Hillcrest Christian College

Pathways in Years 10 to 12

Navigating the ATAR, QCE, External Assessment, university entrance, TAFE admission and entry into apprenticeships and the workforce can be complex. There are decisions that need to be made that can influence your post school pathway. At Hillcrest Christian College, we have a Pathways Team to guide you. In addition to this personalised support, we seek to provide any information that students, parents or carers require to facilitate the transition from the Australian Curriculum to QCE.

Where do I start?

In starting to look at potential pathways to the completion of Year 12, students should:

• Attend and engage in the Hillcrest Pathways evening.

• Engage in Career Education lessons where they read about and discuss possible pathways.

• Develop their Personal Pathways Plan document.

• Select a suite of subjects that:

o The student enjoys

o The student believes that they can perform well in

o Are prerequisites for further studies

• Attend a Personal Pathways Plan meeting with a member of the Hillcrest Christian College Pathways Team

How are the subjects delivered?

The following table indicates the typical pattern of study for each subject:

What does my school pathway look like?

Students in Year 10 start with six (6) Australian Curriculum subjects. In Years 11 and 12 most students study five-six (5-6) options. Some students may complete their senior curriculum across three years. Upon completion of the Australian curriculum students will usually continue with similar, QCE subjects as outlined in the subject pathway into Year 11. This is illustrated in the table on the following page. Depending on the individual pathway, students may conclude a subject and commence a School Based Traineeship, School Based Apprenticeship or a Vocational Education and Training qualification (up to Certificate III) or enrol in a different subject, or University subject. At the end of Unit 2, a student may conclude a subject and enrol in an Extension General Subject.

Subject Pathways in Years 10 to 12

What does my school pathway look like?

All students in Year 10 are required to study six (6) subjects until they complete the Australian Curriculum. These include five 40-minute lessons per week for the core subjects of Australian Curriculum English, Mathematics, and Science. Year 10 students can select three Australian Curriculum Elective subjects and will participate in Sport on Thursday afternoons. Students will also be required to attend Life Group, SaSEL, Assembly and Gathering.

Subject pathways from Year 10 Australian Curriculum to QCE Curriculum options:

Prerequisites and Assumed Knowledge

NCAA Academic Requirements

For any student athlete contemplating an athletic scholarship to a USA university, there are strict academic requirements that must be met. To be eligible for a scholarship the NCAA and the NAIA have the following academic requirements.

NCAA DIVISION 1

16 Core Courses

4 years of English

3 years of Mathematics

2 years of Natural / Physical Science (1 year of lab if offered by high school)

NCAA DIVISION

16 Core Courses

3 years of English

2 years of Mathematics

2

2 years of Natural / Physical Science (1 year of lab if offered by high school)

NAIA

High school graduation, plus two out of three of these requirements:

Achieve a minimum overall high school GPA of 2.0 on a 4.0 scale.

Graduate in the top half of your high school class.

Achieve the NAIA's minimum test score requirement:

• 18 composite score on the ACT

• 860 on the SAT (EvidenceBased Reading and Writing & Math)

1 year of additional English, Mathematics or Natural / Physical Science

2 years Social Science

4 years of additional courses (from any above, foreign language)

3 years of additional English, Mathematics or Natural / Physical Science

2 years Social Science

4 years of additional courses (from any above, foreign language)

JUNIOR / COMMUNITY COLLEGE

Successful graduation of Year 12 -QCE Certificate

Latest information provided indicates that for initial eligibility the NCAA simply considers the GPA from the relevant student's final Year 12 results, rather than taking the GPA from all four years (Years 9 through 12) This is contingent on the student still completing the required 16 NCAA Core Course. Therefore, as long as this is completed, and the GPA for the final year 12 results equate to a 2.3 or greater, this can be the only consideration. Further, if the Year 12 final results GPA is less than 2.3, the NCAA may then only consider the 'full' (Years 9-12) GPA if the student has completed a 'USA' course. This has implications for our students.

For students at Hillcrest Christian College the following subject program must be used to select subjects across Years 9 to 12 to provide every opportunity to be NCAA eligible. The priority in subject selection must be to ensure that the student athlete has the required number of course (subject) credits to be eligible for NCAA participation.

Year 9 Year 10 Year 11

English English

Mathematics Mathematics

English

Literature

General Mathematics

Mathematics Methods

Specialist

Mathematics

Year 12

English

Literature

English Extension

General Mathematics

Mathematics Methods

Specialist

Mathematics

Science Science

History History

Core Courses (Subjects)

Biology

Chemistry

Physics

Modern History

Legal Studies

Psychology

Biology

Chemistry

Physics

Modern History

Legal Studies

Psychology

This simple formula will help you meet Division I and II core-course requirements. 4x4=16

4 English courses (one per year) + 4 math courses (one per year) + 4 science courses (one per year) + 4 social science courses (one per year) = 16 NCAA CORE COURSES

Grade Point Average (GPA)

As well as requiring a minimum number of course credits (subjects) over Years 9 - 12, the NCAA also requires a minimum GPA to be eligible. For NCAA Division 1 it is 2.3 GPA, and for NCAA Division 2 it is 2.2 GPA. The NAIA requires a minimum 2.0 GPA. For each subject the allocated grade is converted into a number; A=4, B= 3, C= 2, D=l. (Note; the NCAA does not recognize + or - parts of grades). The maximum GPA is 4.0 and is calculated by taking the total score of all subjects and dividing it by the number of subjects taken.

Caveat

The information and advice given in the document is constantly reviewed and updated based on the most recent and accurate advice obtained for the NCAA, NAIA and NJCAA. It is, however, general information. Each student must be taken on an individual basis, as individual colleges/universities have their own processes, expectations, and strategies to address academic eligibility of potential athletes. The information provided in no way provides guaranteed academic eligibility for student athletes aspiring to attend a US college/university.

It is recommended that students wanting to follow the NCAA pathway should register with the NCAA and maintain contact with NCAA to check their eligibility.

Senior Education Profile

Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:

• Senior Statement

• Queensland Certificate of Education (QCE)

• Queensland Certificate of Individual Achievement (QCIA). For more information about the SEP see www.qcaa.qld.edu.au/senior/certificates-qualifications/sep

Senior Statement

The Senior Statement is a transcript of a student’s learning account. It shows all QCE-contributing studies and the results achieved that may contribute to the award of a QCE.

If a student has a Senior Statement, then they have satisfied the completion requirements for Year 12 in Queensland. Students can access and download their Senior Statement via their student portal at www.myQCE.qcaa.qld.edu.au/

Queensland Certificate of Education (QCE)

Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling at HCC. Students that do not meet the QCE requirements can continue to work toward the certificate post-secondary schooling. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued. Students can monitor their progress toward QCE by logging into their MyQCE student portal at www.myQCE.qcaa.qld.edu.au/

How is the Queensland Certificate of Education calculated? Students must complete:

Queensland Certificate of Individual Achievement (QCIA)

The Queensland Certificate of Individual Achievement (QCIA) reports learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work toward a QCE post-secondary schooling. Students can access their certificate at www.myQCE.qcaa.qld.edu.au/

Australian Tertiary Admission Rank (ATAR)

Eligibility

Australian Tertiary Admission Rank (ATAR) is calculated by the Queensland Tertiary Admissions Centre (QTAC) upon completion of Year 12 based on:

• best five General subject results or

• best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET qualification.

English requirement

ATAR also requires satisfactory completion of a QCAA English subject such as: English, Literature, English and Literature Extension, English as an Additional Language, or Essential English.

While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.

Do I need to get an ATAR?

ATAR is one path for university entry. Some students choose not to get an ATAR based upon their future career pathway. Our Pathways Team can discuss these options with you.

Senior Subjects - Categories

The QCAA develops five types of senior subject syllabuses Applied, General, General (Extension), General (Senior External Examination) and Short Course. Results in Applied and General subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.

Typically, students will complete these courses across Years 11 and 12, although some students may complete their senior curriculum across a flexible, 3-year senior program. All subjects build on the P–10 Australian Curriculum.

For more information about specific subjects, schools, students and parents/carers are encouraged to access the relevant senior syllabuses at www.qcaa.qld.edu.au/senior/senior-subjects and, for Senior External Examinations, www.qcaa.qld.edu.au/senior/see

Applied and Applied (Essential) syllabuses

Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

General syllabuses

General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work.

General (Extension) syllabuses

Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the related General course.

Extension courses offer more challenge than the related General courses and build on the studies students have already undertaken in the subject.

We encourage you to meet with the Pathways team to discuss your options regarding curriculum offerings and approaches to delivery of curriculum.

General (Senior External Examination) syllabuses

Senior External Examinations require registration and are suited to:

Students in the final year of senior schooling (Year 12) who are unable to access subjects at their school. Students able to arrange tutoring in the selected SEE subject offering. For information about registering for SEE contact the Head of Senior Studies.

Short Course syllabuses

Short Courses are developed to meet a specific curriculum need and are suited to students who are interested in pathways beyond senior secondary schooling that lead to vocational education and training and establish a basis for further education and employment. They are informed by, and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A grade of C in Short Courses aligns with the requirements for ACSF Level 3.

For more information about the ACSF see www.education.gov.au/australian-core-skills-framework

Vocational education and training (VET)

Students can access our popular VET programs through our partnership with our preferred providers, or through our many opportunities for students to undertake school-based apprenticeships or traineeships. Our Vocational Education and Training Coordinator at Hillcrest, Mrs Joelle McCully, facilitates a variety of VET pathway options.

Vocational education and training (VET) enable students to gain qualifications for university pathways, employment, and for work. At Hillcrest Christian College, the educational component of VET is delivered by our partnering Registered Training Organisers (RTOs). Trainers from our preferred RTOs ensure that students are competent in the knowledge component of the qualification they have chosen to study. Students are also required to be competent in the skill component in their chosen course of study. We encourage you to speak to our Pathways Team for information specific to your student’s pathway in VET.

Completion of Diploma options or Certificate III may provide direct entry to some University courses. Alternatively, VET can lead to further education and training combined with 4 General Subjects to meet the requirements for obtaining an ATAR if the qualification is at Certificate III level or greater. Upon completion, VET study options contribute credits towards a QCE, the amount of credit applied is subject to QCE credit rules and is generally commensurate with the level of VET qualification.

School based Traineeships (SBT) and School based Apprenticeships (SBA) are a means for students to gain qualifications whilst completing their secondary studies. We encourage students and parent to discuss these opportunities with the Pathways Team before applying, to ensure they fully understand the commitment.

Opportunities in VET courses, SBTs and SBAs include, but are not limited to:

• Certificate III Christian Ministry and Theology

• Diploma of Business

• Certificate III Business

• Certificate III Retail

• Certificate III Early Childhood Education & Care

• Certificate III Fitness/ Certificate II Sport & Recreation

• Certificate II Hospitality / Certificate II Tourism

Applied and Applied (Essential) syllabuses

Course overview

Applied and Applied (Essential) syllabuses are developmental four-unit courses of study.

Units 1 and 2 allow students to begin to develop the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners.

Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.

A course of study for Applied syllabuses includes core topics and elective areas for study.

Assessment

Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.

Schools develop two to four internal assessments for Units 1 and 2 and these assessments familiarise students with the summative internal assessment techniques to be used for Units 3 and 4.

Applied syllabuses do not use external assessment.

Instrument-specific standards matrixes

For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.

Essential English and Essential Mathematics — Common internal assessment

For the two Applied (Essential) syllabuses, students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each of these subjects and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.

The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:

• developed by the QCAA

• common to all schools

• delivered to schools by the QCAA

• administered flexibly in Unit 3

• administered under supervised conditions

• marked by the school according to a common marking scheme developed by the QCAA.

The CIA is not privileged over the other summative internal assessment.

Summative internal assessment — instrument-specific standards

The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.

The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

General syllabuses

Course overview

General syllabuses are developmental four-unit courses of study.

Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE.

Students should complete Units 1 and 2 before starting Units 3 and 4.

Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.

Assessment

Units 1 and 2 assessments

Schools decide the sequence, scope, and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2.

Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit.

Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.

Units 3 and 4 assessments

Students complete a total of four summative assessments three internal and one external that count towards the overall subject result in each General subject. Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.

The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

Instrument-specific marking guides

Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments.

The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

Schools cannot change or modify an ISMG for use with summative internal assessment.

As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.

External assessment

External assessment is summative and adds valuable evidence of achievement to a student’s profile.

External assessment is:

• common to all schools

• administered under the same conditions at the same time and on the same day

• developed and marked by the QCAA according to a commonly applied marking scheme. The external assessment contributes a determined percentage (see specific subject guides assessment) to the student’s overall subject result and is not privileged over summative internal assessment.

General (Extension) syllabuses

Course overview

Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study.

Extension syllabuses are courses of study that consist of two units (Units 3 and 4).

Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners.

The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.

Note: In the case of Music Extension, this subject has three syllabuses, one for each of the specialisations Composition, Musicology and Performance.

Assessment

Units 3 and 4 assessments

Students complete a total of four summative assessments three internal and one external that count towards the overall subject result in each General (Extension) subject.

Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.

The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

General (Senior External Examination)

syllabuses

Course overview

Senior External Examinations (SEEs) consist of individual subject examinations in a range of language and non-language subjects, conducted across Queensland in October and November each year. The syllabuses are developmental courses of study consisting of four units. Each syllabus unit has been developed with a notional teaching, learning and assessment time of 55 hours.

A SEE syllabus sets out the aims, objectives, learning experiences and assessment requirements for each examination subject.

Students/candidates may enrol in a SEE subject:

• to gain credit towards a QCE

• to meet tertiary entrance or employment requirements

• for personal interest.

• Senior External Examination subjects are for Year 12 students

These are students who are:

• in the final year of senior secondary schooling (Year 12)

• enrolled in a Queensland secondary school, and

• unable to study subjects at their school because the subjects are not taught or there is a timetable clash.

Eligibility school students

Eligible Year 12 students can sit a maximum of two SEE subject examinations in their Year 12 year of schooling. Year 12 students wishing to register for SEEs must do so through registration with the Head of Senior Studies. The Head of Senior Studies will determine students’ eligibility based on information in the QCAA memorandum. For more information about Senior External Examinations, see www.qcaa.qld.edu.au/senior/see

Tuition

School students must obtain appropriate tuition in examination subjects. They must discuss tuition arrangements with school staff at the start of the school year. Tuition may be available from an afterhours language school, a teaching centre, or a tutor. It is the school’s responsibility to register their students for SEE examinations.

Assessment

Assessment for these subjects is at the end of the course and is an external examination. These examinations are conducted across Queensland in October and November of each year. Important dates and the examination timetable are published in the Senior Education Profile (SEP) calendar, available at www.qcaa.qld.edu.au/senior/sep-calendar

SEE results are based solely on students’/candidates’ demonstrated achievement in the end-of-year examinations. Work undertaken during the year (such as class tests or assignments) is not assessed.

Senior External Examination results may contribute credit to the award of a QCE and may contribute to ATAR calculations.

Note: Senior External Examinations (SEEs) are different from the external assessment component in General subjects in the new QCE system

Short Course syllabuses

Course overview

Short Courses are one-unit courses of study. A Short Course syllabus includes topics and subtopics. Results contribute to the award of a QCE. Short Courses are only studied at HCC after consultation with the Pathways Team. Results do not contribute to ATAR calculations.

Short Courses are available in:

• Literacy

• Numeracy.

Assessment

Short Course syllabuses use two summative school-developed assessments to determine a student’s exit result. Schools develop these assessments based on the learning described in the syllabus. Short Courses do not use external assessment.

Short Course syllabuses provide instrument-specific standards for the two summative internal assessments. The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the topic objectives and are contextualised for the requirements of the assessment instrument.

HCC Curriculum - QCAA senior syllabuses

English Mathematics Technologies

Applied

Essential English

General English

English as an Additional Language

Literature

General (Extension)

English & Literature Extension

Short Course

Literacy

Applied Essential Mathematics

General

General Mathematics

Mathematical Methods

Specialist Mathematics

Short Course

Numeracy

Humanities Sciences

General (Extension)

Accounting

Business

Geography

Legal Studies

Modern History

Applied Science in Practice

General

Biology

Chemistry

Physics

Psychology

Applied Hospitality Practices

General Design

Digital Technologies

Engineering

The Arts

General Drama

Film, Television & New Media

Music

Visual Art

General (Extension)

Music Extension

Health and Physical Education

Applied

Sport and Recreation

General Physical Education

English Pathways at HCC

Prerequisites and curriculum progression

Subject

Prerequisite

English C+ in Year 10 English

English as an Additional Language English must be second language at home; C+ in Year

10 English

Assumed knowledge

Australian Standard English

Australian Standard English

Literature B in Year 10 English Australian Standard English

English and Literature

Extension (Unit 3 and Unit 4) A in Units 1 and 2 English or Literature

Essential English (Applied) N/A

Pathways Map

Year 9 RISE program

* concludes end of Term 3, Year 9

Subjects offered English

Year 10

*Start Term 4 Year 9, concludes end of Term 3, Year 10

Must be completing Unit 3 and 4 of English or Literature

Year 11

*Start Term 4 Year 10, concludes end of Term 3, Year 11

Year 12

*Start Term 4 Year 11, concludes Term 4, Year 12

English

The study of English is integral to the development of all young Australians. English, students explore diverse literature and text types that are both classic and contemporary; from Australia (including the perspectives of Aboriginal and Torres Strait Islander peoples), Asia and beyond. Students learn to analyse, understand, and communicate with others and with the world.

The Year 10 curriculum develops understanding of creating written and spoken responses for public audiences in both persuasive and imaginative contexts. Through studies of a variety of text types, students develop literacy and communication. Students extend analytical skills and understanding of text structures and language features. All students study differentiated Australian Curriculum through pathway options in 10 English of English - modified, English - EAL focus, English, or English - Literature focus.

Objectives

By the conclusion of the course of study students will:

• interact with others, listen to, and create spoken and multimodal texts including literary texts.

• with a range of purposes and for audiences, they discuss ideas and responses to representations, making connections and providing substantiation.

• select and experiment with text structures to organise and develop ideas.

• select, vary, and experiment with language features including rhetorical and literary devices, and experiment with multimodal features and features of voice.

• read, view, and comprehend texts created to inform, influence, and engage audiences.

• analyse and evaluate representations of people, places, events, and concepts, and how interpretations of these may be influenced by readers and viewers.

• analyse the effects of text structures, and language features including literary devices, intertextual connection, and multimodal features, and their contribution to aesthetic qualities of texts.

• create written and multimodal texts, including literary texts, for a range of purposes and audiences, expressing ideas and making representations, making connections, and providing substantiation.

• select and experiment with text structures to organize, develop and link ideas and representations.

• select, vary, and experiment with language features including literary devices and experiment with multimodal features.

Pathways

Students will follow a pathway that directly leads to a Senior English subject in Term 4. A course in English promotes empathy, confident communication, imagination, critical awareness, and intellectual flexibility preparing students for local and global citizenship, and future work or study.

Structure Year 10

Term 4

Change My Mind

Creating persuasive spoken texts

Assessment

Term 1

Reboot Creating reimagined written texts

Term 2

Cutting Through Conformity

Creating conversational texts

Literature focus: Smells Like Teen Spirit

Creating creative

reimaged multimodal texts

Term 3

Walking In Their Shoes

Creating analytical written texts

In Year 10 students complete written and spoken assessments. This includes persuasive, expository, and imaginative texts such as vlogs, narrative, articles, and essays.

Humanities and Social Sciences Pathways at HCC

Prerequisites and curriculum progression

Civics and Citizenship

In Civics and Citizenship students explore ways to shape lives, value belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. This subject fosters the development of active and informed citizens with the capacity and dispositions to participate as individuals in a globalised world.

The Year 10 curriculum develops student understanding of Australia's system of government through comparison with another system of government in the Asian region. Students examine Australia's roles and responsibilities within the international context, such as its involvement with the United Nations.

Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.

Objectives

By the conclusion of the course of study, students will:

• compare the key features and values of Australia’s system of government to those of another system of government.

• describe the Australian Government’s role and responsibilities at a regional and global level.

• explain the role of the High Court of Australia.

• explain how Australia’s international legal obligations influence the law and government policy.

• identify and explain challenges to a resilient democracy and a cohesive society in Australia.

• develop and refine a range of questions and locate, select, and compare relevant and reliable information from a range of sources to investigate political and legal systems, and contemporary civic issues.

• analyse information to evaluate perspectives and challenges related to political, legal or civic issues.

• evaluate and compare the methods or strategies related to civic participation or action.

• use civics and citizenship knowledge, concepts, and terms to develop descriptions, explanations and arguments that synthesise evidence from sources

Pathways

This subject prepares students for Legal Studies in Term 4. A course of study in Legal Studies can establish a basis for further education and employment in law, law enforcement, criminology, justice studies and politics.

Structure Year 10

Term 4

Legal fundamentals

How do citizens participate in an interconnected world?

Introduction to Australia’s political and court system through mock elections.

Assessment

Term 1

Government and Democracy

Comparing Australia’s system of government to other countries and our responsibilities at a regional and global level.

Term 2

Law and Citizens

Introduction to the High Court of Australia and its role in protecting the constitution of Australia.

Term 3

Challenges of protecting democracy

How do we protect democracy in Australia and other countries in the Asia-Pacific and globally

In Year 10 students will complete a variety of written and spoken assessments This includes research investigations, multimodal presentations and written examinations.

Economics and Business

In Economics and Business students consider Australia's economic performance and standard of living. The ways governments manage economic performance to improve living standards is explored, along with the reasons why economic performance and living standards differ within and between economies. Students explore the nature of externalities and why the government intervenes to ensure that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce.

Pathways

This subject prepares students for senior Business and/or Accounting that begins in Term 4. A course in Business and Accounting can lead to further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems, accounting, banking, law, and commerce.

Objectives

By the conclusion of the course of study, students will:

• analyse how economic indicators influence Australian Government decision-making.

• explain ways that government intervenes to improve economic performance and living standards.

• explain processes that businesses use to manage the workforce and improve productivity.

• explain the importance of Australia’s superannuation system and its effect on consumer and financial decision-making.

• analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions.

• develop and modify a range of questions to investigate an economic and business issue.

• locate, select, and analyse relevant and reliable information and data from a range of sources.

• interpret and analyse information and data to evaluate trends and economic cause-and-effect relationships and make predictions about consumer and financial impacts.

• develop an evidence-based response to an economic and business issue.

• evaluate a response, using appropriate criteria to decide on a course of action.

• use economic and business knowledge, concepts, and terms to develop descriptions, explanations and reasoned arguments that synthesise research findings.

Structure

Term 4

Introduction to our Economy and Trade

with Asia

Financial risk

What is Economy?

What is causing the costof-living crisis in Australia?

Assessment

Term 1

The role of Entrepreneurs

Problem-solve, innovate, and pitch as an entrepreneur - Shark Tank competition. World of work and how to participate in it

Term 2

Entrepreneurs & the Economy

Product or service pitch

Entrepreneurs’ importance to the economy Government interventions in economy to improve economic performance and living standards in Australia

Term 3

Consumer and Financial Decisions

How to make major financial decisions

The importance of superannuation for your future

In Year 10 students will complete a variety of written and spoken assessments. This includes research investigations, mulitmodal presentations and written examinations.

Geography

Geography inspires curiosity about the diversity of the world, reflecting on the interconnections between people, places, and environments over time. It develops knowledge and respect of places, people, cultures, and environments. Students engage in real-world applications of geographical skills and thinking, including the collection and representation of data. They observe, gather, organise, analyse and present data and information across a range of scales.

Pathways

This subject prepares students for Geography which begins in Term 4 A study in Geography can lead to further education and employment in urban and environmental design, planning, management; biological or environmental science; conservation, land management; emergency response, hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology.

Objectives

By the conclusion of the course of study, students will:

• Students explain how the interactions of people and environmental processes at different scales change the characteristics of places.

• explain the effects of human activity on environments, and the effect of environments on human activity, over time.

• evaluate the implications of a distribution.

• evaluate the extent of interconnections occurring between people and places and environments.

• analyse changes that result from these interconnections and their consequences.

• evaluate strategies to address a geographical phenomenon or challenge, using environmental, social, and economic criteria.

• develop a range of relevant questions about a geographical phenomenon or challenge.

• collect, represent, and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials, using appropriate formats.

• interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships.

• draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge.

• develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts.

• use geographical knowledge, concepts, terms, and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.

Structure

Biomes and Interconnections

Food supply and security in an ever-changing complex world.

Introduction to field work techniques and how to use spatial technology software.

Assessment

Introduction to Environmental Change and Management

Protecting environments around the world. What are the implications of climate change and global warming?

Managing Change in Coastal and Marine Environments

Case study and field work on coastal, mangrove or rainforest environments. Investigate and propose a solution.

Geographies of Human Wellbeing

Focus on a country and case study of choice and work on solving a humanitarian problem.

In Year 10 students will complete a variety of written and spoken assessments This includes research investigations, multimodal presentations, and written examinations.

History

History promotes an understanding of societies, events, movements and developments that have shaped humanity. It develops knowledge, understanding and appreciation of the past and forces that shape societies. Students explore who we are, who came before us and traditions and values that have shaped societies. A study of Year 10 History covers the modern world and Australia from 1918 to the present.

Pathways

History prepares students for Modern History, which begins in Term 4. A course of study in History establishes a basis for further education and employment. Students gain transferable skills as empathetic and critically literate citizens, equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate, and sustainable future.

Objectives

By the conclusion of the course of study, students will:

• explain the historical significance of the period between 1918 and the early 21st century.

• explain causes and effects of events, developments, turning points or movements in 20th century Australia and internationally, leading up to and through World War II, and the post-war world.

• describe social, cultural, economic and/or political aspects, including international developments, related to the changes and continuities in Australian society over this historical period.

• develop and modify a range of questions about the past to inform historical inquiry

• locate, select, and compare a range of primary and secondary sources and synthesise the information in sources to use as evidence in historical inquiry.

• analyse the origin, content, context, and purpose of primary and secondary sources.

• evaluate the accuracy, usefulness, and reliability of sources as evidence.

• sequence events and developments to analyse cause and effect, and patterns of continuity and change, connected to a period, event or movement.

• evaluate perspectives of significant events and developments and explain the important factors that influence these perspectives.

• compare and evaluate different and contested historical interpretations.

• use historical knowledge, concepts, and terms to develop descriptions, explanations and historical arguments that synthesise evidence from sources.

Structure Year 10

History Fundamentals

Elements of:

The importance of the industrial revolution on world history

World War One

Learn the skills of history how to interrogate sources.

Assessment

Second World War

Where did Australians fight and what was their experiences?

Significant events and turning points of the second world war including the Holocaust and the use of the atomic bomb

Building of Modern Australia

The effects of second world war events, ideas and developments on Australian society.

The Globalising World Changing historical perspectives over time in relation to the developments in technology, public health, how long people live and standards of living in the 20th century. Growing concern for the environment and sustainability.

In Year 10 students will complete a variety of written and spoken assessments. This includes research investigations, multimodal presentations, and written examinations.

Mathematics Pathways at HCC

Prerequisites and curriculum progression

*Start

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12 Subjects

Mathematics

Mathematics provides students with the skills to be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. All students study differentiated Australian Curriculum through pathway options in 10 Mathematics of Mathematics modified, Mathematics, or Mathematics extension.

Pathways

Students will follow a pathway that directly leads to a Senior Mathematics subject in Term 4. A course in Mathematics can lead to further education and employment in fields such as natural and physical sciences, business, health, education, and engineering.

Objectives

By the conclusion of the course of study, students will:

• recognise the effect of approximations of real numbers in repeated calculations.

• use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, quadratic, and exponential functions as appropriate, and solve related equations, numerically and graphically.

• make and test conjectures involving functions and relations using digital tools.

• solve problems involving simultaneous linear equations and linear inequalities in 2 variables graphically and justify solutions.

• interpret and use logarithmic scales representing small or large quantities or change in applied contexts.

• solve measurement problems involving surface area and volume of composite objects.

• apply Pythagoras’ theorem and trigonometry to solve practical problems involving right-angled triangles.

• identify the impact of measurement errors on the accuracy of results.

• use mathematical modelling to solve practical problems involving proportion and scaling, evaluating and modifying models, and reporting assumptions, methods and findings.

• use deductive reasoning, theorems, and algorithms to solve spatial problems.

• interpret networks used to represent practical situations and describe connectedness.

• plan and conduct statistical investigations involving bivariate data.

• represent the distribution of data involving 2 variables, using tables and scatter plots, and comment on possible association.

• analyse inferences and conclusions in the media, noting potential sources of bias.

• compare the distribution of continuous numerical data using various displays, and discuss distributions in terms of centre, spread, shape and outliers.

• apply conditional probability to solve problems involving compound events.

• design and conduct simulations involving conditional probability, using digital tools.

Structure

Exploring Probability Adventures

Students will tackle exciting challenges and solve mind-bending puzzles that involve conditional probability and compound events.

Assessment

Practical Pythagoras Solutions

Students will discover the powerful applications of Pythagoras' theorem and trigonometry in solving real-life problems.

Unraveling Data Mysteries

Students will become skilled data detectives, equipped with the tools to unlock the secrets hidden within bivariate data.

Line up with Linear Equations

From interpreting slope and intercepts to solving systems of linear equations, students will develop a deep understanding of the power and versatility of linear equations

In Year 10 students will complete examinations and a Problem Solving and Modelling Task.

Mathematics Extension Plus

Mathematics Extension Plus is an elective subject intended for students who require additional content to enrich and extend their mathematical study whilst completing Year 10 Mathematics. The subject is for those students intending to pursue Specialist Mathematics in the senior secondary years. A selection of topics from the 10 Australian Curriculum will be completed. Students must be studying 10 Mathematics Extension in Term 2 and Term 3 of Year 10 in conjunction with Mathematics Extension Plus.

Mathematics provides students with the skills to be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations both at school and in their lives outside of school. Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. This allows students to apply mathematics in their everyday lives, from managing their finances, planning building and design projects, reading diagrams tables and graphs, and to develop the numeracy capabilities that all students need in their personal, work and civic life. Students also develop reasoning and communication skills that assist them in all their subject areas.

Pathways

A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance, and economics.

Objectives

By the conclusion of the course of study, students will:

• recognise and identify mathematical concepts and relationships.

• recall and use facts, definitions, technologies, and procedures to find solutions.

• communicate using mathematical, statistical, and everyday language and conventions.

• use appropriate mathematical terminology, diagrams, conventions, and symbols.

• apply problem-solving approaches to investigate problems.

• develop mathematical models and representations in simple familiar situations.

• describe mathematical thinking and reasoning, including discussion of choices made, strategies used, proofs formulated, and conclusions reached.

Structure

Term 4

Introduction to the Language of Numbers

Discover the weird world of numbers looking at Integers, Rational and Irrational numbers.

Assessment

Term 1

Vibrant Vectors

Students will investigate how Velocity and Acceleration can be represented with arrows called Vectors.

Term 2

Proof is in the Pudding

One of the most powerful tools in mathematics is the Proof! Students will learn how to conduct Proof’s of their own

Term 3

Complex Numbers

Can numbers be imaginary? What about real? Students will learn how these two types of numbers can work together

In year 10 students will complete examinations and a Problem Solving and Modelling Task.

Science Pathways at HCC

Prerequisites and Curriculum progression

Science

In Science students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. They explore biological, chemical, and physical evidence for different theories, such as natural selection and the Big Bang.

Students develop understanding of atomic theory to understand relationships within the periodic table. They study motion and forces and apply physical laws. They learn about relationships between living, physical and chemical worlds that are applied to systems and make predictions.

Objectives

By the conclusion of the course of study, students will:

• explain scientific concepts, theories, models and systems and their limitations.

• explain the processes that underpin heredity and genetic diversity and describe evidence supporting the theory of evolution by natural selection.

• sequence events in the universe’s evolution and describe evidence for the big bang theory.

• describe trends in patterns of global climate change and identify causal factors.

• explain Newton’s laws and apply them to predict motion of objects in a system.

• explain patterns and trends in the periodic table and predict the products of reactions and the effect of changing reactant and reaction conditions.

• analyse the importance of publication and peer review in the development of scientific knowledge and analyse the relationship between science, technologies, and engineering.

• analyse the key factors that influence interactions between science and society.

• plan and conduct safe, valid investigations to test relationships or develop explanatory models.

• explain ethical and intercultural considerations when generating or using data.

• select and use equipment efficiently to generate and record replicable data with precision.

• construct effective representations to organise, process and summarise data and information.

• analyse data and information to identify and explain patterns, trends, relationships, and anomalies.

• evaluate the validity and reproducibility of methods, and the validity of conclusions and claims.

• construct logical arguments, analysing evidence to support conclusions and evaluate claims.

• select and use content, language and text features effectively to achieve their purpose when communicating their ideas, findings and arguments to diverse audiences.

Pathways

This subject prepares students for Biology, Chemistry, Physics, Psychology or Science in Practice in Term 4. Science can lead to study in fields such as Applied Sciences, Medicine, Engineering, Environmental Science, Forensics or Pharmaceuticals.

Forensic Science

Applying scientific skills to determine details about forensic crime scenes... or

Mythbusting

Applying scientific skills to determine the truth about popular myths.

Assessment

Physics

Astronomy and Energy transformations and motion

Chemistry

Trends and relationships within the periodic table and predicting chemical reactions

Biology

Genetics and inheritance

In Year 10 students will complete a variety of assessments that include research investigations and exams.

Physical Education Pathways at HCC

Prerequisites and curriculum progression

Health & Physical Education

In Year 10 HPE students consolidate content from year 9 Australian Curriculum and extend learning using an inquiry approach encompassing sports theory, practice, ethics, and community awareness. This subject prepares students for a pathway in Senior HPE or Senior Sports and Recreation.

Objectives

By the conclusion of the course of study, students will:

• propose and evaluate personal strategies to manage their identities, emotions, and responses to change.

• evaluate how attitudes and beliefs about equality, respect, diversity, and inclusion influence the nature and quality of relationships.

• propose and justify strategies to manage online and offline situations where their own or others’ health, safety, relationships, or wellbeing may be at risk.

• synthesise health information from credible sources to propose and justify strategies to enhance their own and others’ health, safety, relationships, and wellbeing.

• evaluate and refine their own and others’ movement skills and performances and apply movement concepts in challenging or unfamiliar situations.

• adapt and transfer movement strategies to unfamiliar situations to achieve successful outcomes.

• propose and evaluate community-based physical activity interventions designed to improve the health, fitness and wellbeing of themselves and others.

• apply and evaluate leadership approaches, collaboration strategies and ethical behaviours across a range of movement contexts.

Pathways

A course in 10 HPE can establish a basis for further education and employment in exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

Structure

Tactical Awareness

Students investigate various tactical strategies to improve performance while participating in the sport of Volleyball.

Assessment

The Sport and Recreation Industry on the Gold Coast Students immerse themselves in various experiences in the sport and recreation field while planning a presentation for the Gold Coast Sport and Rec expo.

Motor Learning and Touch Football

Students evaluate the stage of learning they are in and design learning experiences to improve personal performance.

Exercise Physiology and Training:

Students analyse their performance in Basketball and apply training principles to writing a training session to improve personal performance.

In Year 10 students complete a variety of assessments including practical movement and theory exams.

Technologies Pathways at HCC

Prerequisites and curriculum progression

*Start Term 4 Year 9, concludes end of Term 3, Year 10

Year 11

*Start Term 4 Year 10, concludes end of Term 3, Year 11

Year 10 Design and Technologies - Materials

Design and Technologies enables students to become creative and responsive designers through creating quality designed solutions for identified needs across a range of contexts. Students manage projects independently and collaboratively by applying design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate solutions. They develop a sense of pride, satisfaction, and enjoyment from their ability to develop innovative designed products, services, and environments.

Materials specialisation focuses on traditional, contemporary, and emerging materials and specialist areas that involve the use of technologies. Students develop confidence to make ethical, sustainable decisions about solutions and processes. They learn about and work with materials and production processes. Students develop knowledge and understanding of the characteristics and properties of materials either in the development of products or through producing designed solutions, for example, architecture, electronics, graphics technologies or fashion.

Pathways

This subject prepares students for Design which commences in Term 4. A course in Design and Technologies prepares students for future studies in: Industrial Design, Trades, Interior Design, architecture, digital media design, fashion design, graphic design, landscape architecture.

Objectives

By the conclusion of the course of study, students will:

• explain how people consider factors that impact on design decisions and the technologies used to design and produce products, services and environments for sustainable living.

• explain the contribution of innovation, enterprise skills and emerging technologies to global preferred futures.

• explain the features of technologies and their appropriateness for purpose, and create designed solutions based on an analysis of needs or opportunities.

• create, adapt and refine design ideas, processes and solutions and justify their decisions against developed design criteria that include sustainability.

• communicate design ideas, processes, and solutions to a range of audiences, including using digital tools.

• independently and collaboratively develop and apply production and project management plans, adjusting processes when necessary.

• select and use technologies skillfully and safely to produce designed solutions.

Structure

Term 4

"Container Contours: Architecting Innovative Homes"

Students explore innovations in architecture to solve the housing crisis by using shipping containers.

Assessment

Term 1

“Photon Factor”: Minimalism Lighting Solutions”

Students design unique lighting solutions for the home.

Term 2

"Clockwork Acoustics: Crafting SteampunkInspired Speaker"

Students design and create steam punk inspired Bluetooth speakers.

Term 3

"21C Chess”: The Ultimate Evolution Chess

Students use the design process to evolve chess for the 21st Century.

In Year 10 assessment types are projects and folios. Students receive an overall subject result (A–E).

Year 10 Design and TechnologiesEngineering

Design and Technologies enables students to become creative and responsive designers through creating quality designed solutions for identified needs across a range of contexts. Students manage projects independently and collaboratively by applying design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate solutions. They develop a sense of pride, satisfaction, and enjoyment from their ability to develop innovative designed products, services, and environments.

Engineering principles and systems focus on how forces can be used to create light, sound, heat, movement, control, or support in systems. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions. Students need to understand how sustainable engineered products, services and environments can be designed and produced as resources diminish. Students will progressively develop knowledge and understanding of how forces and the properties of materials affect the behaviour and performance of designed engineering solutions.

Pathways

This subject prepares students for Engineering that begin in Term 4. A course of study Engineering will establish students for future studies in varied fields such as Civil Engineering, Electronic Engineering and Mechanical Engineering.

Objectives

By the conclusion of the course of study, students will:

• explain how people consider factors that impact on design decisions and the technologies used to design and produce products, services and environments for sustainable living.

• explain the contribution of innovation, enterprise skills and emerging technologies to global preferred futures.

• explain the features of technologies and their appropriateness for purpose, and create designed solutions based on an analysis of needs or opportunities.

• create, adapt and refine design ideas, processes and solutions and justify their decisions against developed design criteria that include sustainability.

• communicate design ideas, processes and solutions to a range of audiences, including using digital tools.

• independently and collaboratively develop and apply production and project management plans, adjusting processes when necessary.

• select and use technologies skillfully and safely to produce designed solutions.

Structure

Term 4

“Icarus”: The Light Seeking Robot

Students study electronical engineering and design and create a robot that follows a light source.

Assessment

Term 1

Shakin’ Tower of Power Students study civil engineering to design and create an earthquake-proof tower.

Term 2

Downforce Racer Students study mechanical engineering to create a remotecontrolled car that uses downforce to increase performance.

Term 3

Making Waves: Students study Naval Architecture in the design and creation of a remotecontrolled boat.

In Year 10 assessment types include projects, folios and an examination. Students will receive an overall subject result (A–E).

Year 10 Design and Technologies – Food

Design and Technologies enables students to become creative and responsive designers through creating quality designed solutions for identified needs across a range of contexts. Students manage projects independently and collaboratively by applying design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate solutions. They develop a sense of pride, satisfaction, and enjoyment from their ability to develop innovative designed products, services, and environments.

Food specialisation applies nutrition principles (as described in Health and Physical Education) and knowledge about the characteristics and properties of food-to-food selection and preparation; and contemporary technology-related food issues. There are increasing community concerns about food issues, including the nutritional quality of food and the environmental impact of food manufacturing processes. Students learn the importance of a variety of foods, sound nutrition principles and food preparation skills when making food decisions to help better prepare them for their future. Students learn about the nature of food and food safety, and how to make informed and appropriate food preparation choices when experimenting with and preparing food in a sustainable manner.

Pathways

This subject prepares students for Hospitality which begins in Term 4. A course of study in Hospitality will establish students for future studies in varied fields such as food and beverage, catering, accommodation, and entertainment.

Objectives

By the conclusion of the course of study, students will:

• explain how people consider factors that impact on design decisions and the technologies used to design and produce products, services and environments for sustainable living.

• explain the contribution of innovation, enterprise skills and emerging technologies to global preferred futures.

• explain the features of technologies and their appropriateness for purpose, and create designed solutions based on an analysis of needs or opportunities.

• create, adapt and refine design ideas, processes and solutions and justify their decisions against developed design criteria that include sustainability.

• communicate design ideas, processes and solutions to a range of audiences, including using digital tools.

• independently and collaboratively develop and apply production and project management plans, adjusting processes when necessary.

• select and use technologies skillfully and safely to produce designed solutions.

Structure

“The Science of Food” Properties of food in commercial and domestic food preparation, functional properties of ingredients and reactions during chemical processes.

Assessment

“The Perfect Pie” Baking techniques in desserts Chemical reactions during the cooking/baking process. Dessert design and presentation.

“The World on a plate” Food cultures and cuisines around the world, and influence on Australian modern Cuisine.

“Nuts about Nutrition” Nutrition and our health from inside out.

Foods, body image and health

Food, diseases, and health related issues.

In Year 10 assessment types include projects and folios. Students will receive an overall subject result (A–E).

Year 10 Digital Technologies

Technologies develop the capacity to create innovative solutions that improve the lives of people and societies globally, using traditional, contemporary, and emerging technologies to meet current and future needs. Technologies aid students to be confident and responsible when individually and collaboratively creating solutions, by making informed and ethical decisions when investigating, designing, planning, managing, and evaluating for a sustainable economy, environment, and society.

Digital Technologies more specifically aims to develop digital knowledge, understanding and skills collaboratively and individually for sustainable and innovative digital solutions to meet and redefine current and future needs. Students learn to use computational thinking and the key concepts of abstraction; data collection, representation, and interpretation; specification, algorithms, and implementation to create digital solutions. They apply systems thinking and consider the interactions and impact of systems on individuals, societies, economies, and environments. Students of Digital Technologies learn to apply protocols and legal practices that support safe, ethical, and respectful communications and collaboration with audiences.

Solutions may be developed using readily available hardware and software applications, and/or specific instructions through programming. Some examples are instructions for a robot, an adventure game, products featuring interactive multimedia including digital stories, animations, and websites.

Pathways

This subject prepares students for Digital Solutions in Term 4. A course of study in Digital Solutions can establish students for future studies or careers in varied fields such as Gaming Design, Animation, 3D Modelling, Website Design, App Design.

Objectives

By the conclusion of the course of study, students will:

• develop and modify innovative digital solutions, decompose real-world problems, and critically evaluate alternative solutions against stakeholder elicited user stories.

• acquire, interpret, and model complex data with databases and represent documents as content, structure, and presentation.

• design and validate algorithms and implement them, including in an object-oriented programming language.

• explain how digital systems manage, control and secure access to data; and model cyber security threats and explore a vulnerability.

• use advanced features of digital tools to create interactive content, and to plan, collaborate on and manage agile projects.

• apply privacy principles to manage digital footprints.

Structure

Robots are taking over! Students will learn about the laws that govern robotics and try their hand at designing, building, and programming their own autonomous robot.

Assessment

There’s an app for that! Students will use markup language and style sheets to design and create a prototype datadriven webpage to solve an identified problem.

Working with Data

Create relational databases and perform searches using SQL. Value of data and how computer systems can be used to turn it into meaningful information for users

Design a Solution

Explore social, ethical and sustainability factors, that impact on designed solutions for global preferred futures. Design and produce an item that meets a need or opportunity.

In Year 10 assessment types include projects and folios. Students will receive an overall subject result (A–E).

Arts Pathways at HCC

Prerequisites and curriculum progression

*Start

Dance

Dance is an 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. 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.

Pathways

Dance can establish a basis for further education and employment in the field of dance, and to creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research, and science and technology.

Objectives

By the conclusion of the course of study students will:

• analyse how and/or why the elements of dance, choreographic devices, genre- or style-specific techniques, production elements, and/or technical and expressive skills are manipulated in dance they create and/or experience.

• evaluate how dance works and/or performances in a range of styles and/or from across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning.

• evaluate how dance is used to celebrate and challenge perspectives of Australian identity.

• select and manipulate the elements of dance, choreographic devices and/or structure to choreograph dances.

• demonstrate safe dance practice when choreographing and performing dance.

• employ technical and expressive skills and genre- or style specific techniques to enhance communication of ideas, perspectives and/or meaning when performing dance for audiences.

Structure Year 10

Term 4

Introduction to Dance

Moving their way. How is dance created for a specific intent and style?

- Choreography

Assessment

Term 1

Introduction to Dance

Moving our way. An exploration of how dance is created to celebrate and challenge perspectives of Australian Identity.

Term 2

Moving Narratives

How is dance used as a means of expression and storytelling?

View and respond to a live Dance

Term 3

Moving Narratives

How is dance used as a means of expression and storytelling?

- Choreograph and perform in a dance work

In Year 10 assessment types include making, responding and performing tasks across the units of study. Students will receive an overall subject result (A-E)

Drama

Drama is the expression and exploration of personal, cultural, and social worlds through roles and situations that engage, inspire, entertain, and challenge while encouraging students to reach their creative potential. Students create meaning as drama makers, performers, and audiences, and analyse their own and others’ stories and points of view. 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.

Students actively use body, gesture, movement, voice, and language, taking on roles individually and collaboratively 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. Students learn to think, move, speak, and act with confidence. In making and staging drama, they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations. They explore their imagination and take risks in storytelling through roles and dramatic action.

Pathways

This subject prepares students for Drama in Term 4. A course of study in Drama will establish students for further education and employment in fields such as: creative industries and cultural institutions, arts administration/management, education, public relations, science, and technology.

Objectives

By the conclusion of the course of study students will:

• analyse how and why the elements of drama, performance skills and/or conventions are manipulated in drama they create, perform and/or experience.

• evaluate how drama in a range of styles and/or from a range of contexts communicates ideas, perspectives and/or meaning.

• evaluate how drama is used to celebrate and challenge perspectives of Australian identity.

• work individually and/or collaboratively to shape and manipulate use of the elements of drama, conventions and/or dramatic structures to communicate ideas, perspectives and/or meaning.

• use performance skills relevant to style and/or form to sustain belief, roles and characters in performances of improvised, devised and/or scripted drama for audiences.

Structure Year 10

The Original Origins of theatre Theatre as a tool to educate, empower and entertain audiences. Collaborative performance, incorporating staging, props, costumes, technical and the elements of drama to make meaning.

Assessment

The Non-Traditional Contemporary and modernised theatre concepts and techniques - physical theatre and multimedia staging practices. Live theatre and devising own works around a social issue using modern and contemporary staging conventions.

The Reframed Directing – creating, writing, shaping, and devising modernised drama to keep theatre interesting. Photography, stage design and technicals to pitch and create a production that suits individual style as an artist.

The Finale Devise, stage and perform a modern work for young people

Manipulate the dramatic languages to create meaning and realising creative and expressive potential.

In Year 10 assessment types include making, responding, and performing tasks. Students will receive an overall subject result (A–E).

Media Arts

Media Arts creates representations of the world and telling stories through communications technologies such as television, film, video, newspapers, radio, video games, internet, and mobile media. Media Arts connects audiences, purposes, and ideas, exploring concepts and viewpoints through creative use of materials and technologies. Students explore and interpret diverse and dynamic cultural, social, historical, and institutional factors that shape contemporary communication through media technologies and globally networked communications. Media Arts inspires 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, individually and collaboratively. Students use existing and emerging technologies to 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 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, plan, design and produce media artworks.

Pathways

A course in Media Arts can establish a basis for further education and employment in the fields such as: information technologies, creative industries, cultural institutions, advertising, communication, design, education, film and television, and public relations.

Objectives

By the conclusion of the course of study students will:

• analyse how and why media arts concepts are manipulated to construct representations in media arts works they produce and/or experience.

• evaluate how and why media artists across cultures, times, places and/or other contexts use media arts concepts to represent and/or challenge ideas, perspectives and/or meaning.

• evaluate how media arts are used to celebrate and challenge perspectives of Australian identity.

• use media arts concepts to construct representations and communicate ideas, perspectives and/or meaning.

• use responsible media practice and production processes to create media arts works in a range of genres/styles and/or forms, for specific audiences.

• present their work to an audience.

• plan where and how they could distribute their work and the relationships they could develop with their audiences, using responsible media practice.

Structure Year 10

Shaped by the Media

Creating animated media arts works for the purpose of advertising

Assessment

Cover Story

Creating graphic design images and text for a specific audience

1-Minute Flicks

Creating a 1-minute film for the ATOM 1-Minute Flicks Competition

Believe Me

Creating a persuasive micro-documentary

In Year 10 assessment types include making, responding, and presenting tasks. Students will receive an overall subject result (A–E).

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. 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 inspires and engages students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through music learning allow students to manipulate, express and share sound as listeners, composers, and performers. Music learning develops 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 Music, they develop an aesthetic appreciation and enjoyment of music.

Pathways

A course of study in Music can establish a basis for further education and employment in arts administration, communication, education, creative industries, and public relations.

Objectives

By the conclusion of the course of study students will:

• analyse ways composers and/or performers use the elements of music and compositional devices to engage audiences.

• evaluate how music and/or performances in a range of styles and/or from across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning.

• evaluate how music is used to celebrate and challenge perspectives of Australian identity.

• demonstrate listening and aural skills relevant to the styles and/or contexts in which they are working.

• manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meanings in compositions in selected style/s, form/s and/or using selected instrumentation.

• notate, document and/or record their music.

• apply knowledge of styles and/or forms when performing their own and/or others’ music.

• demonstrate appropriate vocal and/or instrumental techniques and performance skills when performing music for audiences.

Structure Year 10

Term 4

It’s ElementalIntroduction to Music Elements

Performing covers of music and exploring the elements of music. How Music elements are used to establish contexts, genres and styles when performing, composing, and responding to music

Assessment

Term 1

Cover Me!

Composing and analysing covers of music across different genres.

Term 2

Film and Video game Music

Composing and exploring film and videogame music.

Term 3

Music as Social Commentary

Performing and analysing music that provides commentary on social issues.

In Year 10 assessment types include making, responding, and performing tasks. Students will receive an overall subject result (A–E).

Visual Art

Visual Arts include art, craft, and design. Students create visual representations to 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 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. Visual arts engage and inspire students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative, and innovative thinking.

Through Visual Arts, students make and respond to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Students recognise the significance of visual arts histories, theories, and practices, exploring and responding to artists, craftspeople and designers and their artwork and apply visual arts knowledge to make critical judgements.

By using visual techniques, technologies, practices, and processes Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Learning in the Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic and appreciate and value that of others.

Pathways

Visual Art establishes a basis for further education and employment in arts practice, design, craft, and information technologies, creative industries and cultural institutions, advertising, arts administration, communication, design, education, galleries and museums, film and television, and public relations.

Objectives

By the conclusion of the course of study students will:

• analyse how and why visual conventions, visual arts processes and materials are manipulated in artworks they create and/or experience.

• evaluate how and why artists from across cultures, times, places and/or other contexts use visual conventions, visual arts processes, and materials in their visual arts practice and/or artworks to represent and/or challenge ideas, perspectives and/or meaning.

• evaluate how visual arts are used to celebrate and challenge perspectives of Australian identity.

• draw on inspiration from multiple sources to generate and develop ideas for artworks.

• document and reflect on their own visual arts practice.

• use knowledge of visual conventions, visual arts processes, and materials to create artworks that represent and/or communicate ideas, perspectives and/or meaning.

• curate and present exhibitions of their own and or/others’ artworks and visual arts practice to engage audiences.

Structure Year 10

What’s my art media?

Creating a folio of practical skills and techniques to discover what you are good at.

Assessment

Water and Air

Creating visual art experiments to explore how artists respond to issues and ideas surrounding water and air.

Water and Air

Creating a major artwork to communicate a social comment. Students’ choice of media and techniques.

Contemporary Monster

Creating a ‘contemporary monster’ to express viewpoints about today’s society and culture. Students’ choice of media and techniques.

In Year 10 assessment types include making, responding, and presenting tasks. Students will receive an overall subject result (A–E).