Year 9 & 10 Curriculum Overview 2025

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FOREWORD FROM THE COLLEGE PRINCIPAL

It is in Years 9 and 10 that students can first choose electives, whilst maintaining a focus on core learning such as History, Maths, English, Religious Education and Science. They will be beginning to discern a career pathway. Ideally, the choice of electives should be a balance of developing content knowledge and skills that can help this decision making, and a desire to do subjects that are enjoyable. Again, a broad perspective is ideal.

COURSES OF STUDY IN YEAR 9 & 10

At Mary MacKillop Catholic College, the Year 9 and Year 10 learning program is designed to enrich the learning experiences of students by offering a combination of Core and Elective subjects. Core subjects are areas of learning central to the curriculum.

Complementing Core subjects, each year, students choose four (4) Elective subjects. Students will complete two different electives per semester. Elective subjects are designed to broaden students' learning and develop and extend their skills, interests and abilities.

Elective subjects offer students the opportunity to experience learning in areas they might find interesting, enjoy, and wish to explore. Elective Subjects also expose students to learning in areas in which they have no experience, thus extending their knowledge and developing their skills and competencies. Elective subjects provide an avenue and pathway to specialist subjects in Year 11 and 12.

PROGRAM OF STUDY:

In Year 9, students participate in a course of study that includes the following common Core Subjects:

• Religion

• English

• Mathematics

• Science

• History

• Health and Physical Education

In Year 10, students participate in a course of study that includes the following common Core Subjects:

• Religion

• English

• Mathematics

• Science

• History

• Health and Physical Education

Students also study two (2) Elective subjects per semester. In total students will be studying four electives each year.

Students also study two (2) Elective Subjects each semester. In total, students will be studying four electives each year.

CORE SUBJECTS

RELIGION CORE SUBJECT

COURSE DESCRIPTION

At the heart of the Years 9 and 10 Religion Program lies the units of work written to complement the Religious Education Guidelines of the Archdiocese of Brisbane. The approach to this subject is an educational one; students are formally assessed and their progress in knowledge, process skills and communication skills is reported upon.

AIMS

To assist students to:

• Develop appropriate language and concepts for studying the Hebrew Scriptures.

• Understand the role that the Hebrew Scriptures play within the Jewish and Christian faiths.

• Apply the Three Worlds of the Text and LAaSMO analysis to Hebrew and Christian scriptures.

• Understand the role of tradition in underpinning the evolution of Catholicism.

• Explore the concept of an Australian spirituality and the way Catholicism has impacted on, and been impacted upon, by this nation.

• Understand the principles that underpin Christian morality.

• Grow in understanding of differing models of moral thought.

• Apply Christian moral principles to contemporary social/ethical issues.

• Understand the Church’s response to Challenge and Change.

• Engage in various prayer forms and understand the principles employed in creating effective ritual ; and

• Investigate the representation of God/gods in World Religions, including Judaism, Christianity, Islam, Hinduism and Buddhism.

A SSESSMENT

Students will complete a variety of assessment pieces during Year 9 and 10 including:

• Research / Inquiry assignments

• Analytical Essays

• Short Response Exams

• Projects and Multimodal Presentations

ENGLISH CORE SUBJECT

COURSE DESCRIPTION

Year 9 and 10 students will interpret, create, evaluate, discuss, and perform a wide range of literary texts as well as texts designed to analyse, inform and persuade. These include various types of media texts, including film and digital texts, fiction, non-fiction, poetry, dramatic performances, and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media and the differences between media texts.

Students will also create a range of imaginative, informative, multimodal and persuasive types of texts including narratives, performances, reports, discussions, literary analyses, transformations of texts and blogs.

AIMS

The Australian English Curriculum aims for students :

• l earn to listen to, read, write, create, and reflect on increasingly complex and sophisticated spoken, written, and multimodal texts , across a growing range of contexts , with accuracy, fluency and purpose .

• a ppreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

• a pply knowledge of context, purpose, and audience to create and reflect upon literary texts .

• u nderstand how Standard Australian English works in its spoken and written forms and in combination with non - linguistic forms of communication , to create meaning .

• e xplore the aesthetic aspects of texts to develop an informed appreciation of literature.

ASSESSMENT

Assessment is an integral part of teaching and learning. It is the purposeful collection of evidence about students' achievements. Assessment is used for a variety of purposes, but its most important use is in supporting student learning.

Students are assessed using the following criteria:

• l istening, speaking and creating.

• r eading and viewing.

• writing and creating.

The types of assessment, across spoken and written modes, include:

• informative.

• persuasive

• imaginative.

• analytical.

MATHEMATICS CORE SUBJECT

COURSE DESCRIPTION

The Australian Curriculum based Mathematics course will provide students with essential mathematical skills and knowledge in the content strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

The proficiency strands within the curriculum are Understanding, Fluency, Problem Solving, and Reasoning. Content will be organised in such a way that unnecessary repetition is avoided, but will recognise that within mathematics, concepts or skills do need to be revisited, strengthened, and extended from year to year.

All Year 9 and 10 students will be working to the Australian Curriculum with the normal content and proficiency strands being applied.

In Year 9, the cohort is again divided into one larger extension class and two smaller mixed ability classes. Movement between these groups is possible but usually limited to the end of Semester 1. All students sit the same assignments and exams.

In Year 10, the subject will be offered as Core Level Mathematics and Extension Level Mathematics. Both these courses have their own level-appropriate textbook, supported by extensive online support material.

• Students who are not intending to choose Mathematical Methods and/or Specialist Mathematics in Year 11 can choose Core Level Mathematics in Year 10 where all aspects of the Year 10 Australian Curriculum will be studied, aiming for understanding and competence at this level. Curriculum topics will

be the foundation work for Essential Mathematics and General Mathematics course s in Year 11 and 12 .

• Students who achieved a B grade or above and are looking to do further higher order mathematics in senior and beyond, are advised to study Extension Level Mathematic s where all aspects of the Year 10A Australian Curriculum will be studied. Curriculum topics will be foundation work for Mathematical Methods and Specialist Mathematics courses in Year 11 and 12. It is not necessarily expected that all students who choose Extension Level Mathematics in Year 10 will choose Mathematical Methods in Year 11.

AIMS

The curriculum provides students with carefully paced, in depth study of critical skills and concepts. It aims to encourage students to become self-motivated and confident learners of mathematics.

ASSESSMENT

Each semester will consist of:

• One Modelling and Problem-solving task per semester.

• End of t erm test s.

There will be extended learning experiences and activities that may or may not be used for summative assessment purposes.

SCIENCE CORE SUBJECT

COURSE DESCRIPTION

The Australian based curriculum provides opportunities for students to develop understandings about science and its processes, the scope of its contributions to our culture and society, and its applications in our daily lives. The curriculum addresses the diverse needs of Australian students by providing them with scientific knowledge, understandings, and skills. Our goal is that students make informed and responsible personal, social, technological, and environmental decisions that impact at the local, national and global levels and to participate, if they so wish, in science-rich careers. The curriculum encompasses the three interrelated areas of: science inquiry (incorporating skills and understanding of science as a way of knowing and doing); science as a human endeavour (incorporating knowledge and understanding of the

personal, social, environmental, cultural and historical significance and relevance of science), and science understanding (incorporating knowledge and understanding of the biological, physical, earth and space sciences).

AIMS

Years 9 and 10 students involved in the Junior Science Program will be prepared to study the Senior Science subjects offered at Mary Mackillop Catholic College in Years 11 and 12 Biolog y , Chemistry, Physics and Agricultural Science.

ASSESSMENT

Based on t hree criteria:

• Science Understanding

• Scien ce In quiry

• Science as a Human Endeavor

Information regarding these t hree criteria is gathered through written examinations, extended response tasks, and extended experimental investigations. A significant component of the course is spent developing practical skills through laboratory work and the writing of scientific reports.

HISTORY CORE SUBJECT

COURSE DESCRIPTION

Year 9 History focuses on “The Making of the Modern World” The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It explores the period of industrialisation and the rapid change in the ways people lived, worked and thought. Students develop an understanding and awareness of this era of nationalism and imperialism, and how the colonisation of Australia was part of the expansion of European power. Ultimately this power struggle culminated in the outbreak of WW1 in 1914.

Year 10 History, students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome, and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement. Students will also examine genocides as a follow on to WW2, with a focus on The Holocaust. They will examine the concepts of continuity and change in history as well as significance, by comparing The Holocaust to the Cambodian genocide. Students

investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. Students also investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century.

AIMS

The curriculum generally takes a world history approach within which the history of Australia is taught. It does this to equip students for the world (local, regional and global) in which they live by aiming to ensure that students:

• Generate an interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens

• Enhance their knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society .

• Increase their understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance , and contestability; and

• Develop a capacity to undertake historical inquiry, including skills in the analysis and use of sources , and in explanation and communication.

Students will study the following key topics:

• Industrial Revolution

• Making a Nation (Australia)

• Causes of World War One

• Rise and fall of Nazi Germany

• Australia and World War Two

• The Holocaust

• Freedom Movement in Australia and USA

• The Cold War ASSESSMENT

Students will complete a variety of assessment pieces per semester and over the course of the year a ssessment items may include:

• Research Assignment

• Source Analysis and evaluation

• Creative tasks

• Extended Written Response

• Examination

HEALTH AND PHYSICAL EDUCATION CORE SUBJECT

COURSE DESCRIPTION

Health and Physical Education is a theoretically and practically based subject in which students are given the opportunity to study basic health practices and be exposed to a variety of activities and sports. In addition, each student will be exposed to a variety of recreational and leisure activities that encourage movement and physical fitness. Students will be assessed in movement and physical activity units as well as units that cover personal, social, and community health. S tudents will develop skills in interacting with others and identify strategies for making healthy and safe choices.

AIMS

Years 9 and 10 Health and Physical Education will assist students with the physical and theoretical requirements of Health and Physical Education in Years 11 and 12. It may also encourage lifelong involvement and enjoyment in physical activity. During lessons, students will learn about topics relating to their own participation in sport and physical activity. Students are expected to participate in every lesson, allowing them to develop confidence. Due to the requirements of participation in the practical component of Health and Physical Education, each student is required to have their correct sports uniform, a sports hat, and footwear appropriate to physical activity.

Areas that will be studied include:

• Identities and change

• Making healthy and safe choices

• Making active choices

• Learning through movement

ASSESSMENT

Each practical unit is assessed using observations in isolated and authentic environments such as game play or routines performed individually or in groups, specific to the activity being covered. Each theoretical unit will be assessed using multi modal presentation, portfolio of collected works, written exam, or research assignment

ELECTIVE SUBJECTS

ELECTIVES

CHOOSING ELECTIVE SUBJECTS

Students may choose the same or a similar combination of Elective Subjects in both Years 9 and 10. They are encouraged, however, to keep their options open and experience a range of subjects to ensure that the important choices that are made in Years 11 and 12 are based not only on a chosen career path but a broader understanding of the curriculum offered.

Before making any decisions regarding the choice of Elective Subjects, please consider carefully the information that is presented in this Handbook. More specific information is available from the respective subject teachers.

We recommend that students select subjects that they enjoy and in which they have a genuine interest. Students should also consider subjects they might wish to study in Years 11 and 12. For Health and Safety reasons, some subjects are limited; however, we do our best to ensure students study the subjects they want at some point over Year 9 and 10.

In choosing the most suitable subjects, the following factors should be kept in mind:

Achievement:

Aptitude:

Interests:

Further studies:

A student who has performed well in a subject in Year 7 and 8 would be likely to continue to do well in that subject.

A student's natural abilities may be more suited to some subjects than to others.

After exposure to a wide variety of subjects in Year 7 and 8 students should have an idea of the subjects they enjoyed and found interesting.

Students should be mindful of prerequisites or highly recommended subjects for the later progression to Years 10, 11 and 12 courses.

Year 9 Elective Subjects Yar 10 Elective Subjects

Engineering Technologies

STEM

Wood Practice

Meal Technologies

Wood Practice

Hospitality

Information Technologies

Agricultural Science

Visual Art

Drama

Dance

Music

Geography

Hypnotic Histories

Business

Introduction to Law

Creative Writing and Literature

Human Movements

French (can be studied across Semester 1 and 2)

Engineering Technologies

STEM

Wood Practice

Meal Technologies

Wood Practice

Hospitality

Information Technologies

Agricultural Science

Visual Art

Drama

Dance

Music

Geography

Cultivating Histories

Business

Introduction to Law

Creative Writing and Literature

Human Movements

Cert II Coaching ($295 and must be studies Semester 1 and Semester 2)

Extension Maths

THE SUBJECT SELECTION PROCESS

Students are required to indicate their subject preference. A link will be provided where students will indicate the subjects they would like to do in each of the four elective lines. Students will also in dicate their second and third choice in each line.

Although every effort is made to accommodate students' first subject choices, some subject combinations may not be possible. It is for this reason that we ask students to nominate extra choices as reserves.

Although all subjects are offered, there may not be viable numbers for a class to run within the timetable structure of the College. In such instances, we will refer to student’s alternate subject preferences.

Students will be provided with their allocated Elective Subjects. There will only be a limited amount of change possible after these are distributed, so students need to think very carefully when selecting their choices.

Year 8 and Year 9 students will be offered the opportunity to select four new Elective Subjects for study in the following year. Year 9 students may choose to continue studying in the areas they have been in the past or look to sample a wide variety of options throughout this two- year period in preparation for Years 11 and 12 and their future endeavours.

YEARS 9 AND 10 ELECTIVE SUBJECTS

Students and Parents/Carers are encouraged to use this page to plan their study program throughout both Years 9 and 10. Students will formally indicate their preference online.

9 and 10

Hypnotic Histories

Business

Introduction to Law

Creative Writing and Literature

Human Movements

French (Year 9 only 2025; Year 9 and 10 2026)

Cert II Coaching (Year 10 only; Semester 1 and Semester 2) ($295)

Extension Maths (Year 10 only)

TECHNOLOGIES

WOOD PRACTICE

COURSE DESCRIPTION

Students will study some initial safety in the workshop. A number of small and simple projects will be constructed to introduce students to basic skills and equipment. Students will study safety in the workshop; design factors; workshop graphics; surface finishing; using woodworking tools and equipment; methods of joining timber and timber-turning. Students will also be given the opportunity to investigate and provide solutions to design challenges.

Students will develop new skills and knowledge in relation to timber panels. Students will study the planning and designing of projects; the use of power tools; methods of joining timber; manufacturing processes and fastening techniques. Students will gain skills and be given the opportunity to investigate and provide solutions to design challenges. Advanced students will also be given the opportunity to develop wood turning.

AIMS

The technologies curriculum aims to develop active and informed citizens and consumers. It enables students to become confident, creative, ethical, enterprising, environmentally and socially responsible innovators. Students will develop the technologies kn owledge, understanding and skills to engage purposefully in the process of creating preferred futures. They will use a range of thinking skills, including futures and systems thinking, to generate and communicate creative ideas. These ideas will be enacted through the practical application of design and computational thinking along with traditional, contemporary, and emerging technologies. The end products students produce (make) will be effective, meaningful, and culturally authentic solutions to identified problems or opportunities in personal, family, community and global settings.

ASSESSMENT

Students are explicitly taught how to manage projects including planning; evaluating technologies; considering constraints; risk assessment and management; decision making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others at different stages of the process.

Assessing and managing risk in this subject addresses the safe use of technologies and the risks that can affect project timelines. It covers all necessary aspects of health, safety and injury prevention at any year level and in any technologies context when using potentially dangerous materials, tools and equipment.

METAL TECHNOLOGY

COURSE DESCRIPTION

Students will study some initial safety in the workshop. A number of small and simple projects will be constructed to introduce students to basic skills and equipment. Students will study safety in the workshop; design factors; workshop graphics; surface finishing; using metalworking tools and equipment; methods of manipulating sheet metal and metal-turning. Students will also be given the opportunity to investigate and provide solutions to design challenges.

Students will develop new skills and knowledge in relation to joining metals. Students will study the planning and designing of projects; the use of power tools and equipment; manufacturing processes and fastening techniques. Students will gain skills. and be given the opportunity to investigate and provide solutions to design challenges. Advanced students will also be given the opportunity to develop metal turning.

AIMS

The technologies curriculum aims to develop active and informed citizens and consumers. It enables students to become confident, creative, ethical, enterprising, environmentally and socially responsible innovators. Students will develop the technologies knowledge, understanding and skills to engage purposefully in the process of creating preferred futures. They will use a range of thinking skills, including futures and systems thinking, to generate and communicate creative ideas. These ideas will be enacted through the practical application of design and computational thinking along with traditional, contemporary and emerging technologies. The end products students produce (make) will be effective, meaningful and culturally authentic solutions to identified problems or opportunities in personal, family, community and global settings.

ASSESSMENT

Students are explicitly taught how to manage projects including planning; evaluating technologies; considering constraints; risk assessment and management; decision making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others at different stages of the process.

Assessing and managing risk in this subject addresses the safe use of technologies and the risks that can affect project timelines. It covers all necessary aspects of health, safety and injury prevention at any year level and in any technologies context when using potentially dangerous materials, tools and equipment.

INFORMATION TECHNOLOG IES

COURSE DESCRIPTION

In this subject, students engage in a project focused model of learning to create for purpose and stakeholder needs. They generate, develop, and evaluate ideas and designs, produce coded solutions, and evaluate existing and potential solutions to meet the needs of clients and users. Students act and make ethical decisions about technologies, considering legal, economic, environmental, and social implications. Within this course specifically students will explore web frameworks and languages including HTML, CSS, JavaScript, and PHP to build accessible web applications that meet the needs of both client and user. In addition, students will generate, develop, and evaluate ideas and designs, produce coded solutions, and evaluate existing and potential solutions to meet the needs of clients and users. Within this course specifically students will explore the Python programming language and develop their own playable game.

AIMS

The course aims to give students opportunities to explore web development through building digital solutions that meet the needs of a range of stakeholders. They will develop project management skills while building prototype applications designed to solve specific solutions. Student confidence in programming will develop as general-purpose programming languages are integrated into the learning undertaken.

ASSESSMENT

Assessment will be project based (folio) in response to a technical proposal or stimulus that outlines of key stakeholders.

ENGINEERING TECHNOLOGY

COURSE DESCRIPTION

This subject explores the dynamic field of engineering technology, focusing on the practical application of engineering principles and technological innovations. Students will gain hands-on experience with modern tools and techniques used in various engineering disciplines, including mechanical, electrical, and civil engineering.

By the end of this subject, students will be equipped with the skills and knowledge to tackle real-world engineering challenges, innovate solutions, and contribute to technological advancements.

AIMS

The course aims to give students the opportunity to design and produce solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Using a range of technologies students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings and scale model solutions.

ASSESSMENT

Students will be assessed through projects and design challenge tasks over the semester. Students will be marked on a folio of work collected over the course of the subject that will involve plans and sketches, designed solutions and reflective writing.

HOSPITALITY

COURSE DESCRIPTION

Hospitality is a ‘hands on’ course and through practical experiences students will develop food preparation skills as well as the ability to design, produce and evaluate food solutions. It provides students with a context through which to explore the richness, pleasure, and variety that food adds to life.

The course will actively engage students in learning about food in a variety of settings including family meals, special functions, and celebrations. Students will prepare and cook a variety of contemporary meals, desserts, snacks, and other food items. This will give students valuable life skills and experience using a wide range of foods such as meats, fruits, vegetables, dairy products, and cereal products. It will also provide students with a broad knowledge and understanding of processing, preparation, and consumption patterns as well as the importance of hygiene and safety in the production of food.

AIMS

Each week students will undertake practical activities associated with the topic being studied to develop a range of food preparation skills. Topics may include:

• Aussie cuisine

• Celebrating with food

• Food Product Development

• Food Equity

• Food sustainability

• Food safety and hygiene

Food Technology is an enjoyable subject for all students who will gain valuable experiences and will provide the foundation for careers in Tourism and Hospitality, Food Manufacture, Dietetics, Hotel Management or as a Chef.

ASSESSMENT

Students will be assessed on their knowledge, understanding and skills using a variety of formal and informal methods. Assessment will take place through written tasks, oral presentations, research tasks, tests, and practical activities.

SCIENCE

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMETSTICS (STEM)

COURSE DESCRIPTION

The STEM (Science Technology Engineering and Mathematics) course focuses on developing students’ ability to apply Science and Mathematics to solving real world problems. This subject offers students the opportunity to explore Science, engineering and mathematics and its application to engineering and data science in a project-based learning environment.

The subject is very hands-on and focussed on creative, practical and successful solutions to STEM-based problems. Unit 1 of this course will focus on engineering-based solutions where Unit 2 will focus on robotics and using our selection of LEGO Spike Prime robotics kits.

AIMS

This subject aims to equip students to solve unfamiliar and challenging maths, science and engineering problems. Topics that may be studied in this course are:

• Geometry

• Robotics

• Motion

ASSESSMENT

Assessment in STEM mirrors the assessment techniques of Year 11 and 12 Mathematics and Science courses. There will be two problem-solving assignments, one based on engineering solutions and the second will be a robotics-focused assessment.

AGRICULTURAL SCIENCE

COURSE DESCRIPTION

Would you like to make a real difference? Do you want a career that can take you anywhere in the world? Are you dreaming of being able to vary your work between indoors and outdoors? Does the thought of working with cutting edge technology excite you? Is spending your days working with plants, animals, machinery and getting your hands dirty appealing to you? Then Agriculture might just be the career for you.

Studying Agricultural Science is an opportunity to explore approaches to problem solving and innovation within the context of sustainable and regenerative farming. Students will explore the areas of soil, climate, and plant sciences, looking at the application of cuttingedge technologies such as drones, breeding and genetic manipulation. This course is a theoretical science-based course that also has a practical component where students will have first-hand experience of working with soils and plants on-site.

AIMS

Agricultural Science aims to develop future citizens with an appreciation and understanding of the reality of Australian food and fibre production, now and into the future. It gives students the opportunity to develop an insight into the interactions between farming practices, environmental management, and climate change through the study of sustainability and regenerative agriculture.

Students develop skills in the application of theoretical understandings in practical contexts, which is transferable to many other subject disciplines. Agricultural Science is intended to expose students in Years 9 and 10 to a range of senior academic and vocational Agriculture studies. It leads into post-school pathways that follow tertiary, vocational education and on-farm trajectories as well as many careers in agricultural support industries.

ASSESSMENT

Students will be assessed using an exam plus in their first unit. Their second unit will involve a student –directed experiment that focusses on a chosen area of germination or plant growth.

HUMANITIES

INTRODUCTION TO LAW

COURSE DESCRIPTION

The law is dynamic and constantly evolving in response to changing societal values, technology, and global influences. In Introduction to Law, students will study the interactions between society and the law and how our legal system regulates activities whilst protecting rights. Student may study:

• The foundations of the Australian legal system, governance, and law reform

• The criminal justice system; including punishment and sentencing

• The civil justice system; including contract and tort law.

• Australian and international human rights protection

AIMS

Introduction to Law develops informed citizens who are empowered to constructively question and contribute to the improvement of law and legal processes. It gives students confidence in approaching and accessing the legal system and an appreciation of the influences that shape law. Students develop skills in inquiry, critical thinking, problemsolving and reasoning which are transferable to many other subject disciplines. Introduction to Law is intended to expose students in Years 9 and 10 to Senior Legal Studies. It leads into post-school pathways that follow tertiary, vocational education and workplace trajectories as well as many careers in law enforcement, criminology, justice studies and politics.

ASSESSMENT

Assessment in Introduction to Law mirrors the assessment techniques of Senior Legal Studies and includes combination response examinations, argumentative essays, and inquiry reports.

BUSINESS

COURSE DESCRIPTION

The world of business encompasses many areas which affect our everyday lives. As consumers in an increasingly sophisticated global economy, it is important for students to gain knowledge so that they are able to make informed purchasing decisions in life. Areas which will be covered throughout this course include innovation, entrepreneurial creativity, strategic planning, management, marketing and business communication.

Business Management focuses on a "hands on" approach to help students become responsible citizens in our worldwide commercial community. It is a very interesting subject area, and something which will be useful in everyone's life as they grow. Students should develop an awareness of business activities and how these impact within their school, local, national and international communities.

Students undertaking this course will learn within real-life business environment. These may be actual business locations or simulated work environments (within the school environment). The focus of learning is very much a "hands on" approach, and students will be encouraged to plan and run their own business ventures throughout the course.

AIMS

Topics which may be studied throughout these courses include:

• Managing Money and Being a Consumer.

• Assessing financial risk and reward.

• Competing in the global economy.

• Measuring economic performance and living standards.

• The Share Market Game.

• Business Environments and workplace law.

• Being Enterprising / Running a Business Venture.

• Elective Units which could include Promotion and Selling; Employment issues or Business Communications.

• Feasibility Study Product Development and Market Research.

• Contextualised Unit Running a Business Venture.

• Elective units which aim to prepare students for both future studies in Certificate III Busines in Senior School, and provide skills for after-school life. Topics may be chosen from areas including personal finance, major financial decisions or running a small business.

ASSESSMENT

Students will be assessed using a variety of methods including examinations, written assignment work, oral presentations, digital submissions and multimodal presentations.

G EOGRAPHY

COURSE DESCRIPTION

In this subject, students will investigate how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. Students will examine the biomes of the world, their alteration and significance as a source of food and fiber, and the environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world. Students will also focus on investigating environmental geography through an in-depth study of a specific environment.

AIMS

Students develop skills in inquiry, critical thinking, problem-solving and reasoning which are transferable to many other subject disciplines. This subject is intended to expose students in Years 9 and 10 to the skills required to study Geography in Year 11 and 12.

ASSESSMENT

Assessment in Geography mirrors the assessment techniques of senior Geography and includes combination response examinations, multi-modal presentations, and geographical reports.

HYPNOTIC HISTORIES

COURSE DESCRIPTION

Where did roads, hospitals and schools come from? Ancient Rome! Which civilisation almost took over the world as they knew it? Ancient Rome! Which culture paid to watch men being murdered or eaten by lions for entertainment? The Ancient Romans! Which culture started the Olympics? The Greeks! Why does your Alarm Clock wake you up every morning? The Greeks! Want to know more about Hercules and Zeus? In the study of hypnotic histories, we will discover the societies that had the most impact: Ancient Rome and Ancient Greece. And we will study the two cruelest leaders of all time whose actions have left a questionable legacy– Adolf Hitler and Joseph Stalin. This course of study will follow an A and B year program:

Year A:

Ancient Rome – Inventors, Conquerors and Killers

Adolf Hitler - Tyrant, Dictator and Mass Murderer

Year B:

Ancient Greece – Sportsmen, Law makers and Law Breakers

Joseph Stalin – Bully, Oppressor and Bigger Mass Murderer

AIMS

Hypnotic Histories is concerned with studying people, societies and civilisations of the past, including ancient civilisations which have shaped modern me and their questionable legacies Students explore the interaction of societies and the impact of individuals and groups on ancient and modern events and ways of life, enriching their appreciation of humanity and the relevance of the study of history. Cultures and people which shaped the world highlights how the world has changed, as well as the significant legacies that exist into the present. A study of the past is invaluable in providing students with opportunities to explore their fascination with and curiosity about stories of the past and the mysteries of human behaviour.

ASSESSMENT

Students will complete a variety of assessment pieces across the two years. Over the course of the semester, assessment items may include:

• Research Assignment

• Source Analysis and evaluation

• Creative tasks

• Extended Written Response

• Examination

MATHEMATICS

HYBRID EXTENSION MATHEMATICS

COURSE DESCRIPTION

This course is intended as an introduction to the Year 11 and 12 Specialist Maths course and is solely on offer to Year 10 Advanced maths students in Term 3 and 4.

AIMS

Taking this elective will help students make a more informed decision about whether to study Specialist Maths in their senior years and give them further insights into the various wonders of the mathematical world

Specialist Maths provides a bridge between Mathematical Methods and University level maths encountered in various engineering courses.

COURSE DELIVERY

This course is hybrid in its delivery format as it is being provided across a number of schools in the diocese at the same time. The main teaching points will be provided by Mr Speranza via TEAMS, with a flipped learning approach enabled to foster independent thinking and growth within students Students will also be supported by their class teacher. This will help maintain progress and establish a sense of mathematical community between schools. Whilst also allowing for a more personal style of study.

This course provides an introduction to many of the key topics in Specialist Maths, such as matrices, complex numbers, and vectors as well as building on Year 10 Advanced skills such as surds and trigonometry, which are also used in extensively Mathematical Methods.

ASSESSMENT

Short 45 minutes exam (calculator) at the end of Term 3 and 4. The course will also involve PSMT style work, which will be non-assessed.

In short if you are curious about whether to study Specialist Maths or not, choose this course!

ARTS

VISUAL ART

COURSE DESCRIPTION

Visual Arts engages students in a journey of discovery, experimentation and problem solving relevant to visual perception and visual language. In visual art students analyse how and why visual conventions, visual arts processes and materials are manipulated in artworks they create and/or experience. They 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. Students will also evaluate how visual arts are used to celebrate and challenge perspectives of Australian identity.

AIMS

This course aims at developing student skills through working with two dimensional, three dimensional art and design concepts and theories. Students draw on inspiration from multiple sources to generate and develop ideas for artworks and document and reflect on their own visual arts practice. They will use knowledge of visual conventions, visual arts processes and materials to create artworks that represent and/or communicate ideas, perspectives and/or meaning. Students may also curate and present exhibitions of their own and or/others’ artworks and visual arts practice to engage audiences.

Additionally, the aim of this course is to equip students with the skills and knowledge to undertake studies in Year 11 and 12 Visual Art or Visual Art in Practice.

ASSESSMENT

Students will be assessed through a Making Folio and Responding Tasks over the semester course.

MUSIC COURSE DESCRIPTION

In Music, students will develop knowledge, understanding of the elements of music, reflect and interpret different styles of music. Students will build an understanding of instrumental and vocal techniques from Classical to Modern, while evaluating the performers' success in expressing the composers; intentions and expressive skills in the music they listen to and perform. Students will engage in the process of composition through individual and group assessments and engage in devising and performing stylized pieces.

AIMS

The course aims to give students individual and collaborative opportunities to develop an enjoyment of and confidence to participate in and explore different styles of music within the platforms of performing, composing and evaluating. They will explore the different cultural influences and interpretations of music, and employ critical and creative thinking when responding to, evaluating and composing performed music.

ASSESSMENT

Music operates within three main dimensions in Year 9 and 10. These dimensions are:

1. Musicology

2. Composing

3. Performing

In both semesters, students will be assessed on each of these dimensions through an enriched task, incorporating multiple dimensions.

D R AMA

COURSE DESCRIPTION

Drama in Years 9 and 10 requires students to activate and engage their knowledge and understanding of theatre concepts and practices they have developed in Years 7 and 8. They extend on these experiences and use drama processes in purposeful and creative ways to explore fundamental ideas from theatre makers across local, regional, national and global contexts. They refine their skills as they work collaboratively with peers to create, perform and respond to their work and the work of others.

AIMS

The course aims to give students individual and collaborative opportunities to explore different styles such as Realism, Comedy of Manners and aspects of Political Theatre and Ancient Greek Theatre. They will learn about the different historical and cultural influences through a traditional lens while also making theatre with a contemporary edge. A key focus of study in Years 9 and 10 is learning how to convert theory into practice when performing, making and responding to work that explores, documents and celebrates the human experience.

The work that students complete in Years 9 and 10 build on the concepts and skills required for study in Years 11 and 12.

ASSESSMENT

Students are assessed in all dimensions of drama, including making and performing drama as well as responding to and evaluating their own work and the work of others. Students work individually and collaboratively to manipulate the elements of drama, conventions of style and dramatic structures to communicate ideas, perspectives and to make meaning. They use performance skills relevant to the from and style to sustain belief, roles and characters in performances of improvised, devised and scripted drama for their peers and for audiences.

DANCE

COURSE DESCRIPTION

This module explores popular dance as used in music video clips from the 1980s to the present day, specifically investigating and reflecting upon the work of key performers and choreographers influential in the development of this mode of production, such as Michael Jackson and Janet Jackson. Students develop the necessary technical, expressive, creative and reflective skills to plan, create, perform and reflect on their own dance/music video clip. They also explore the techniques of filming to inform decisions regarding how to shoot the video clip in order to capture the magic and intent of their dance on screen.

AIMS

Students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse, and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.

ASSESSMENT

Student will, plan, choreograph, rehearse and capture on film a dance/music film clip, which communicates their choreographic intent and uses the dance style of Jazz. The final clip must incorporate dance elements, choreographic devices, production elements and filmic techniques. The task includes both performing and communicating components.

ENGLISH

LITERATURE AND CREATIVE WRITING

COURSE DESCRIPTION

Literature and Creative Writing is an extension subject and is offered to students who have achieved, at the B grade level (or above), in English. Literary analysis, imaginative writing and creative writing form the basis of this unit.

In Literature and Creative Writing, students engage in a deep study of a range of literary texts including fiction, film, poetry , and short stories. Literary analysis and literary criticism underpin approach es to studying selected texts. Students consider critical responses to texts, from others and develop an understanding and appreciation of their own perspective to these, same texts Text selection, where possible, can be based upon students’ literary interests.

Enthusiastic readers and writers enjoy this subject!

AIMS

Literature and Creative Writing prepares students for the rigours of the Literature course in Years 11 and 12. Students are introduced to literary studies, develop their literary-analysis skills, and gain a greater understanding of textual features, in a range of texts. Students create their own representations of concepts, identities, times, and places and develop their own personal writing style, through the implementation of a range of aesthetic and stylistic features.

ASSESSMENT

There are two summative assessment pieces, across the semester:

• analytical essay

• imaginative composition.

HEALTH AND PHYSICAL EDUCATION

HUMAN MOVEMENT

COURSE DESCRIPTION

Human Movement provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Sport Science will provide students with a snapshot of the skills, knowledge and abilities necessary for completion of the Senior Physical Education Course. In studying Human Movement, students may learn about

• motor learning, functional anatomy, biomechanics, and physical activity,

• sport psychology, equity, and physical activity,

• tactical awareness, ethics and integrity, and physical activity,

• energy, fitness and training, and physical activity.

AIMS

The course is aimed at those students wishing to pursue Senior Physical Education as one of their Senior Subjects. Studying Physical Education can lead to careers in:

• exercise science

• biomechanics

• the allied health professions

• psychology

• teaching

ASSESSMENT

• sport journalism

• sport marketing and management

• sport promotion

• sport development

• coaching

Students may complete the following assessments:

• project folio

• investigation report

• examination combination response.

LANGUAGES

FRENCH

COURSE DESCRIPTION

French is offered for students wishing to pursue their knowledge of the French language and their understanding of French culture. The emphasis in Year 9 is on learning this language in a structured, step-by-step way; gradually building proficiency in the productive skills of writing and speaking and the receptive skills of listening and reading. Further to these skills, incorporating Cultural studies into the curriculum plays a crucial role in fostering an understanding of the customs, lifestyles, beliefs and behaviours of French people in France and across the French speaking world.

Topics of study in Year 9 typically include: introductions, family and pets, travel, school life, food, sport and health. All students must study language until the end of Years 7 and 8. From Year 9, French is offered as an elective subject and students can study in semester one and semester two. This allows them to build proficiency in the language over the course of the year.

AIMS

The course is aimed at those students wishing to pursue French as one of their Senior Subjects Studying French can lead to careers in the following fields:

• International Relations

• NGO’s

• Translation and Interpretation

• Diplomacy

• Teaching

ASSESSMENT

• Tourism and Hospitality

• Cultural Organisations

• International Business

• Media and Journalism

• Immigration

Students may complete the following assessments:

• Spoken presentations

• Reading Comprehension

• Writing extended texts

• Listening comprehension

YOUR PATHWAY

At Mary MacKillop Catholic College, we uphold the belief that education is rooted in principles that enrich lives as we guide our students towards their desired paths. Career development and vocational education training are essential components of our educational curriculum. Today, career development is seamlessly integrated into all aspects of our work, serving as a crucial element in preparing students for successful transitions from school to further education, training, and employment with the aid of employers and industry partners.

The "Your Pathway" section on our website provides access to the College Careers Portal, a valuable tool designed to assist students and families in exploring and navigating their chosen career paths. Our work experience program, offered to students in early Year 10, provides a significant opportunity for students to gain insights into the professional world and expand their understanding of various career options.

In Year 10, students create Senior Education and Training (SET) plans, serving as a valuable resource to help students align their studies in senior school. The SET plan aims to determine the senior subjects that students wish to pursue in Year 11 and 12 based on their interests, career aspirations, and higher education goals. This plan outlines a learning pathway to support students in achieving their post-senior school objectives, whether that involves pursuing an apprenticeship, entering the workforce, or continuing to higher education.

The Your Pathway team emphasizes the development of employability skills as a crucial aspect of preparing students for the workforce and beyond. In Year 9, we offer a professional resume workshop, while in Year 10, students have the opportunity to obtain their General Construction Induction Card and Espresso Machine Operation Skills Set.

There are numerous opportunities available to students, and we are eager to collaborate with students and their families to tailor a pathway that suits each individual student's needs and aspirations.

SCHOOL BASED APPRENTICESHIP AND TRAINEESHIPS

One valuable option for students is to undertake a school-based traineeship/apprenticeship. Students will receive a qualification and get paid for their work.

The College will assist students who secure school-based traineeships or apprenticeships that operate parallel to their senior schooling. However, the College is not responsible for finding Traineeship placements.

The components of the School Based Traineeships are:

• Students will complete a normal Year 10-12 schooling.

• Students will be involved in paid part-time work associated with the traineeship. The student will be required to complete a set hours of work in order to complete their traineeship and complete the required modules.

• Students will undertake vocational training with a registered training organisation to complete appropriate vocational certificates.

Upon receiving an offer of an SBA, students and parents or guardians will sign a contract to commit to:

• Adhering to the expectations and working requirements of the employer and the College

• Maintaining their academic workload

• Using their pathways line wisely and maturely to complete their certificate modules

CERTI F I CATE S

CERTIFICATE II I IN AVIATION - REMOTE PILOT – YEAR 10 ONLY

Applied Senior subject

This is a 12 month course that requires students to become competent in skills necessary to operate as a drone pilot commercially. This course is a mix of theory and practical flying and is an excellent entry point into the aviation industry, as you will be completing the same subjects that pilots of manned aircraft are required to. This qualification:

PATHWAYS

Completion of this qualification is a useful step towards the following career pathways:

• Photography / Cinematography

• Public Safety and Emergency Services

• Aerial Surveying

• Mining and Resource Sectors

• Federal, State and Local Government agencies

• Specialist Civil and Military roles

• Environmental Sector

STRUCTURE

To achieve this qualification, you must successfully complete 14 units of competency:

• 9 core units

• 5 elective unit

CERTIFICATE I I IN SPORT S COACHING

This is a 12 month course that requires students to become competent in skills necessary to provide assistance at community recreation centres, outdoor sporting grounds or progress into further studies that will help break ground in your career. This course is a mix of theory and practical units and is an excellent entry point into the field of sport and recreation as a business. Students will gain 4 QCE points on satisfactory completion of the course. This qualification will cost $295. It would be expected that students use their acquired knowledge in the delivery of sports programs in the Middle and Junior Years at the College. Students may elect to progress onto a Cert III in Fitness or Diploma of Sport.

PATHWAYS

Completion of this qualification is a useful step towards the following career pathways:

• Sports coaching

• Gym instructor

• Group exercise instructor

• Community activities instructor

• Recreation assistant

• Sports trainer

• Sports official

STRUCTURE

To achieve this qualification, you must successfully complete 7 units of competency:

• 3 core units

• 4 elective units

STAFF CONTACTS

Mr Chris Bracken (Dean of Senior Studies)

For all enquiries regarding academic processes and online learning platforms christopher.bracken@twb.catholic.edu.au

Mrs Leisa Radley (Director of Formation and College Culture)

For all enquiries regarding to Religion, Study of Religion and Religion and Ethics leisa.radley@twb.catholic.edu.au

Mr Brad Griffiths (Middle Leader-Sports and Student Engagement)

For all enquiries regarding HPE, Sports Science, Community PE, and sporting opportunities. brad.griffiths@twb.catholic.edu.au

Mrs Jessica Burke (Middle Leader-The Arts and Student Engagement)

For all enquiries regarding Dance, Drama, Music Visual, Art, and Instrumental Music. jessica.burke@twb.catholic.edu.au

Mr Tim Connolly (Middle Leader-English)

For all enquiries regarding English, Literature and Creative Writing. timothy.connolly@twb.catholic.edu.au

Mr Jared Nielsen (Middle Leader - Science & Technologies)

For all enquiries regarding Design, Digital Technology, Wood Technology, Metal Technology and Science. jared.nielsen@twb.catholic.edu.au

Mr Malcolm Langerak (Acting Middle Leader-Mathematics)

For all enquiries regarding Mathematics malcolm.langerak@twb.catholic.edu.au

Mrs Liz Frame (Middle Leader - Humanities)

For all enquiries regarding Humanities liz.frame@twb.catholic.edu.au

Mrs Kelli Pacey (Learning Support)

For assistance in making suitable subject choices for students who may require learning support or have needs which need to be catered for within a specialised learning framework. kelli.pacey@twb.catholic.edu.au

Ms Jennifer Stevenson (Career Development Practitioner)

For enquires regarding Careers and Pathways jennifer.stevenson@twb.catholic.edu.au

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