Year 10 Studies Guide

Year 10 Studies Guide
2017
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GENERAL INFORMATION
CORE SUBJECTS
ENGLISH
5
HEALTH & PHYSICAL EDUCATION
6
HISTORY
7
MATHEMATICS
9
RELIGION
11
SCIENCE
12
ELECTIVE SUBJECTS
ART
15
ART — Digital Photography - Capture LIfe
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ART — Studio Art - Beyond the Boundaries
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BUSINESS
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BUSINESS — Law and Citizenship
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BUSINESS — Markets and the Economy
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DIGITAL TECHNOLOGIES
21
GEOGRAPHY — The Geographies of Human Well-being
22
GEOGRAPHY — Environmental Change and Management
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GRAPHIC DESIGN
24
HOME ECONOMICS — Eating Around the Globe
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HOME ECONOMICS — You the Chef
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HOME ECONOMICS — Beach Culture and Teen Fashion
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HOME ECONOMICS — Designing for Interiors
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LANGUAGES — Chinese / French / German / Japanese
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LITERACY AND NUMERACY ENRICHMENT
33
PERFORMING ARTS— DRAMA
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PERFORMING ARTS— MUSIC
35
THE BIG HISTORY PROJECT
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The Year 10 curriculum offers students a core of subjects that the school considers to be essential learning in the
compulsory years. Consolidation and development of a knowledge base in these core subjects occurs throughout
Years 9 and 10.
In Year 10, students are also able to select from a variety of year-long and semester-long elective subjects which
allows each student to pursue areas that may relate to career pathways, interests and abilities. Students must
choose six semester-long electives or an equivalent combination of year-long and semester-long electives for Year
10. They may choose elective subjects that build on those studied in Year 9 or choose subjects from different fields.
A significant change as students move into Year 10 is that Geography is no longer a core subject, but becomes an
elective subject. This allows for each elective subject to have four periods per seven day cycle.
At Loreto the following subjects are offered:
CORE SUBJECTS (compulsory subjects which all students study)
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Religion
English
History
Health & Physical Education
Mathematics (Foundation or Advanced)
Science (Foundation or Advanced)
A description of the core subjects appears later in this handbook.
Personal Development is also offered to all students for one lesson per seven day cycle.
ELECTIVE SUBJECTS
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Art
Art - Digital Photography - Capture Life
Art - Studio Art - Beyond the Boundaries
Business
Business - Law and Citizenship
Business - Markets and the Economy
Digital Technologies
Drama
Geography - The Geographies of Human Well-being
Geography - Environmental Change and Management
Graphic Design
Home Economics - Eating Around the Globe
Home Economics – You - the Chef
Home Economics - Beach Culture and Teen Fashion
Home Economics - Designing for Interiors
*Languages - Chinese, French, German, Japanese
Literacy and Numeracy Enrichment
*Music
The Big History Project
*This subject is an essential prerequisite for the study of related subjects in Years 11 and 12.
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A description of the elective subjects appears in this handbook. Students are asked to select six semester-long
electives or an equivalent combination of year-long and semester-long electives.
SELECTING ELECTIVE SUBJECTS
A student’s choice of Year 10 subjects can have an effect on job and career prospects, the availability of Senior
courses, attitude to school life and personal well-being. It is important that considerable discussion takes place
between parents and the student and, where necessary, with relevant subject teachers.
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 Years 7 - 9 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 Years 7 - 9 the student
should have an idea of the subjects she enjoyed and found interesting.
The student should be mindful of necessary prerequisites or highly recommended subjects for the later progression to Years 11 and 12 courses.
ASSESSMENT
At the end of each semester in Year 10 a report will be issued as usual on an ‘A – E’ level.
A – achieving an excellent standard of work
B – achieving a good standard of work
C – achieving a satisfactory standard of work
D – experiencing some difficulty with her work
E – experiencing very significant difficulty with her work
Levels of Achievement are awarded according to the students satisfying the criteria set down in the school’s work
programs.
Results in Years 9 and 10 will be taken into consideration when subject selection for Years 11 and 12 occurs.
CHANGING SUBJECTS
A well-considered and realistic choice of subjects should make a later change of subject unnecessary. However, if
after some time the student is finding the choice of subject inappropriate, she should approach the Deputy
Principal – Curriculum & Technology to discuss the desirability and viability of a subject change.
ABOUT HOMEWORK
Home studies should take approximately 2 to 2½ hours for Year 10 students, five or six times per week. The girls
should not be allowed to work very late at night nor to spend a whole weekend studying. On the other hand, a
family commitment to a regular study program is necessary and should eliminate panic before exams. The girls
should plan a regular amount of time for each subject whether homework is set or not, and maintain their revision,
learning, reading, research, practice, summarising, exercises, etc as appropriate for particular subjects.
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CORE SUBJECTS
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AIMS
The Australian English Curriculum: English aims to ensure that students:
 Learn 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
 Appreciate, 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
 Understand how Standard Australian English works in its spoken and written forms and in combination with non
-linguistic forms of communication to create meaning
 Develop interest and skills inquiring into the aesthetic aspects of texts and develop an informed appreciation of
literature
COURSE CONTENT
English is organised into three interrelated strands that supports students’ growing understanding and use of
English. Together the three strands focus on developing the students’ knowledge, understanding and skills in
listening, reading, viewing, speaking, writing and creating. The three strands are:
 Language: knowing about the English language
 Literature: understanding, appreciating, responding to, analysing and creating literature
 Literacy: expanding the repertoire of English usage
The students in Years 10 will study texts such as: novels, short stories, works of non-fiction, hypertexts, drama,
poetry, media, multimodal, films and documentaries. Students are encouraged to appreciate the link between
reading and writing by keeping reading journals.
YEAR 10
The Lives of Others: narratives, hybrid texts, hypertexts, film and poetry.
Literary Circles: Canonical novel, webpages, film, documentary, Shakespearean Drama,
multimodal digital stories.
ASSESSMENT
Assessment is continuous, undertaken in varying conditions and times throughout the course. The students work is
assessed in the following modes:
 Receptive Modes (listening, reading and viewing)
 Productive Modes ( speaking, writing and creating)
The student’s work will be marked holistically to determine understanding and skills dimensions in the above
modes in the following:
 Ideas and Information
 Text Structures
 Language Features
Each student’s folio of work will matched against the Australian Curriculum Achievement Standards of the year
level. This will form the basis of a student’s level of achievement.
ADDITIONAL INFORMATION
Contact: Mrs O’Donoghue
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Health and Physical Education in Year 10 is a theoretically and practically based subject in which girls are given the
opportunity to study basic health practices and be exposed to variety of activities and sports. In addition, each
student will be exposed to a variety of recreational activities that encourage movement and physical fitness.
Students will be assessed in Movement and Physical Activity units as well as units which cover Personal, Social and
Community Health in line with the Australian Curriculum—HPE
POSSIBLE TOPICS STUDIED
Topics may change depending on the availability of facilities and resources.
Personal, social and Community Health:
 Cultural Influences in Sport
 Mental Health
 Exercise Physiology
 First Aid
Movement & Physical Activity:
 Volleyball
 Aerobics
 AFL/Gaelic
 Waterpolo
ASSESSMENT
Each Movement and Physical Activity 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 Personal, Social and Community Health unit will be assessed using either a multi-modal presentation, written
exam or research assignment.
ADDITIONAL INFORMATION
Contact: Mr Jones
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AIMS
History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness
of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding
ourselves and others. It promotes the understanding of societies, events, movements and developments that have
shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as
well as the significant continuities that exist to the present day.
The Australian Curriculum: History aims to ensure that students develop:
 interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and
willingness to be informed and active citizens
 knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian
society
 understanding and use of historical concepts, such as evidence, continuity and change, cause and effect,
perspectives, empathy, significance and contestability
 capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and
communication.
COURSE CONTENT
The Year 10 History program is derived from the Australian Curriculum, History course descriptors. It focuses on
the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global
context, however it also encompasses a comparative study from the ancient world. The course is structured around
three depth studies that will be taught across the year.
Depth Study One: World War Two
In this depth study, students investigate wartime experiences through an in-depth study of World War II. Australia’s
geographical position might suggest a certain isolation from the world’s great conflicts. However, the evolution of
Australia from the late 18th century, with its unique Anglo-Saxon heritage and attachments, ensured that Australia
would be significantly involved in the great international conflicts of the 20th century. The first of these conflicts,
The Great War, 1914-1918, was a traumatic experience for Australians. The peace settlements of 1919 and the
establishment of the League of Nations in 1920 served as beacons of hope for a more peaceful world. However,
such hopes were dashed by the end of the 1930s when the world lurched again into major conflict and Australians
once more embarked for a war in Europe against Germany. With all eyes focussed upon Europe, Australians paid
little attention to the growing militarism and aggressive expansionism of Japan in the Asia-Pacific region.
Australians felt safe in the knowledge that the British navy, based in Singapore, would provide the necessary
protection. The events of 1942 shattered that illusion. The Fall of Singapore to the Japanese marked the end of
British engagement in the Asia-Pacific region and Australia was forced to look for a new protector in the form of the
United States.
Depth Study Two: The Globalising World: Migrant Experiences
Through the process of inquiry students will investigate how the Australia developed post World War II. Australia
sought to reconstruct itself after the effects of two world wars and the Great Depression. Under the slogan
‘populate or perish’, the post-war Australian government began a massive immigration program with the intention
of establishing a more secure Australia. Between 1937 and 1951, nearly half a million migrants made Australia their
home. In these early post-war years, all ethnic groups were expected to fit into the Australian way of life. Despite
government policies, the ‘new Australians’ changed and enriched Australia forever with their foreign languages,
food and customs. The birthplace of immigrants tells an interesting story about Australia's perception of itself as a
nation, with our post-war preference for immigrants with white skin finally giving way to an appreciation for
multiculturalism from the mid-1970s. Migration has continued apace since that time and with the ending of the
White Australia Policy, a harmonious multicultural country has evolved. Migration brings with it individual stories of
hope and courage that enrich the national narrative. However, Migration remains a contentious issue in Australian
politics with politicians seeking to win popularity by demonizing those who flee from persecution and arrive by
boat.
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Depth Study Two: Rights and Freedoms
Through the process of inquiry students will examine two major movements for rights and freedoms in the world
post World War II. When the United Nations Universal Declaration of Human Rights proclaimed in 1948 that ‘all
humans are born free and equal in dignity and rights’ it signalled its support for the rights and freedoms of
oppressed groups throughout the world. Two such groups that already had long histories of struggle were African
Americans and Australia’s Aboriginal and Torres Strait Islander Peoples. The background study will focus on the US
Civil Rights Movement that was gathering forces in the 1950s and 1960s. The inquiry topic will then examine the
Aboriginal and Torres Strait Islander Peoples renewed efforts to overcome generations of dispossession and
inequality in Australia.
Depth Study Three: The Globalising World – Popular Culture
Through the process of inquiry students will investigate how the Australian culture developed post World War II.
Australia sought to reconstruct itself after the effects of two world wars and the Great Depression. It was during
this time that the ‘Australian Dream’ came into being. Many Australians wanted to own their own home and fill it
with all of the new technology available to them such as the television. In Australia, as in the rest of the world,
sport and cars became a large part of daily recreation. The new focus on popular culture helped young people
define themselves and influence the way that they talked, dressed and interacted with others. Throughout this
inquiry topic students will investigate how life in Australia changed post-war particularly focusing on: housing;
leisure activities; fashion; the impact of music, television, and Hollywood; and the development of the Australian
identity.
ASSESSMENT
Students will complete two assessment pieces per semester and over the course of the year will encounter the
following types of assessment:
 Extended Written Response to Historical Evidence
 Multimodal Research Assignment
 Short Answer Test
 Written Research Assignment
ADDITIONAL INFORMATION
Ms Crothers – Curriculum Leader History.
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The Australian Curriculum: Mathematics will be implemented, providing students with essential mathematical skills
and knowledge in the content strands of Number and Algebra, Measurement and Geometry, and Statistics and
Probability.
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.
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 10 students will be working to the Australian Curriculum with the same content strands, content substrands and proficiency strands being applied.
 Students who have studied Foundation Level Mathematics in Year 9 must continue with Foundation Level
Mathematics in Year 10.
 Students who experienced considerable difficulty in Year 9 Advanced Level Mathematics and who would be
unable to cope with the more difficult and demanding level of Year 10 Extension Level should consider changing
to Foundation Level in Year 10. For students in this category, advisory letters to this effect will be sent home.
 Students who successfully completed Year 9 Advanced Level Mathematics will continue in Advanced Level
Mathematics.
 In Semester Two, Year 10 Advanced Level classes may be further subdivided into two groups. One group will
study the 10A component of the Australian curriculum, aimed at those students who intend studying
Mathematics B and/or Mathematics C the following year. For students who know that they will choose
Mathematics A for Years 11 and 12, Advanced Level Mathematics will be continued with all the core material
being covered.
ASSESSMENT
Each semester will consist of:
 Mid-semester test
 End semester test
There will be extended learning experiences and activities that may or may not be used for summative assessment
purposes.
OTHER IMPORTANT POINTS
 A minimum of a good ‘C’ level in Year 10 Advanced Level Mathematics is a requirement for undertaking
Mathematics B in Years 11 and 12;
 A minimum of a good ‘B’ level in Year 10 Advanced Level Mathematics along with study of 10A components of
the Australian Curriculum is a requirement for undertaking Mathematics C in Years 11 and 12;
 Mathematics A will be available for students who do not meet the minimum requirements for Mathematics B or
who do not wish to study Mathematics B;
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 Students experiencing difficulty with Year 10 Foundation Level Mathematics are advised to take Prevocational
Mathematics in Years 11 and 12;
 Students need to satisfy Numeracy requirements in order to be eligible for the QCE.
ADDITIONAL INFORMATION
CONTACT: Mr Corrado
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At the heart of the Year 10 Religion Program lie the units of work written to complement the Religious Education
Guidelines of the Archdiocese of Brisbane. The approach to this subject is a learning-based one; students are
formally assessed and their progress in knowledge, process skills and communication skills is reported upon.
AIMS
To assist students to:
 understand the role of tradition in underpinning the evolution of Catholicism
 explore the concept of an Australian spirituality and the manner in which Catholicism has impacted on, and
been impacted upon, by this nation
 explore the phenomenon of religious pluralism and look at a diversity of religious traditions in Australia;
 analyse core beliefs and practices of the major world religions
 explain different representations of God by various human authors in different historical, social and cultural
contexts
 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
 engage in various prayer forms and understand the principles employed in creating effective ritual
COURSE CONTENT
The units of work for Year 10 Religion are as follows:
Term One
 The Australian Scene Part A
Term Two
 The Australian Scene Part B
Term Three
 Spirituality and Ritual
Term Four
 Responding to the Signs of the Times
ADDITIONAL INFORMATION
Contact: Dr Downey
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Science is a crucial cultural endeavour which has shaped our way of thinking as well as forming an impressive body
of knowledge. It teaches us to search for explanations and to try to express our understanding of our world and
the worlds beyond. The study of Science will enable students to become critical thinkers who are able to see the
relevance of Science in their everyday lives.
The Year 10 Science Program is designed to prepare students to study the Senior Science subjects offered at Loreto
in Years 11 and 12 – Biological Science, Chemistry and Physics by having two parallel courses: Science Foundation
and Science Extension. Further information about this is on the next page.
TOPICS STUDIED
Science has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry
Skills.
The Science Understanding strand comprises four sub-strands:
 Biological Sciences
 Chemical Sciences
 Earth and Space Sciences
 Physical Sciences
There are two sub-strands of Science as a Human Endeavour. These are:
 Nature and Development of Science
 Use and Influence of Science
There are five sub-strands of Science Inquiry Skills. These are:
 Questioning and predicting
 Planning and conducting
 Processing and analysing data and information
 Evaluating
 Communicating
ASSESSMENT
Based on two criteria:
 Knowledge and Conceptual Understanding
 Scientific Investigation
Information regarding these two criteria is gathered through written examinations, extended response tasks and
extended experimental investigations. A significant component of the program is spent developing practical skills
through laboratory work and the writing of scientific reports.
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FOUNDATION SCIENCE AND EXTENSION SCIENCE
The Year 10 Science Program described is bifurcated into two concurrent full-year courses: Foundation Science and
Extension Science. Students choose one course to enter into according to their interests, ability, intended senior
studies and tertiary/career goals. A decision flowchart is provided below to assist in making this decision.
Information to consider in deliberations:
 Biological Sciences and Earth/Space Science units are the same in the two courses in terms of content, depth,
rigour and assessment.
 The Chemical Sciences and Physical Sciences units cover the same topics in both courses, but there is more
technical depth and rigour in Extension Science; for example, more treatment of equations, mathematics and
formulae. This will be reflected in the assessment of these units in the Extension Science course.
 Students who believe they will be studying Chemistry or Physics in senior (Year 11 and 12) are advised to select
the Extension Science course. Students who believe they will be studying Biology only in senior can enter either
the Foundation Science or Extension Science courses depending on their general ability level in Science.
Students who believe they will not be studying the Sciences at all in senior are recommended to select the
Foundation Science course, but can enter the Extension Science course if it is compatible with their ability and
interests.
NO
Are you achieving at least a C+ in Year 9 Science?
YES
Are you certain you want to do Chemistry and/or Physics in senior?
Do you want to do Biology in senior?
NO
YES
Do you want to keep the option open to do Chemistry and/
or Physics in senior because you are not sure at this stage,
but may like to do them?
Do you want to do
Biology only in
Senior?
NO
Are you still interested in learning about
Chemistry and Physics in more technical depth
even if you don’t want to do Chemistry or Physics
YES
NO
YES
NO
YES
YES
NO
Are you still interested in
learning about Chemistry and
Physics in more technical
depth even if you don’t want
to do Chemistry, Biology or
YES
NO
Select Year 10 Extension Science
Select Year 10 Foundation Science
ADDITIONAL INFORMATION
Contact: Mr Lourigan
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SUBJECTS
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(YEAR ELECTIVE)
RECOMMENDATIONS
Completion of the Year 9 Art course with at least a ‘C’ level would be a distinct advantage. However, students who
do not have this may still undertake the course. All students in this situation should confer with the Art
Coordinator. It is recommended that students planning to select Visual Art in Years 11 and 12 complete the Year 10
Art course.
AIMS
The course aims to develop creativity, originality and problem solving abilities; to develop a professional approach
to the production of art work and to acquire knowledge of contemporary and historical aspects of the visual arts.
By practising and thinking about art, students acquire respect for such qualities as discrimination, craftsmanship,
artistic interpretation, originality and creativity.
The course is designed to develop a continuing appreciation and enjoyment of the visual arts and their application
in our community.
COURSE CONTENT
In the two semesters of Art in Years 10 students will develop their own focus in response to a selected concept:
Semester One, “The Soap Box’ which explores the artist as social commentator and Semester Two, ‘An Image is
Worth a Thousand Words’ which explores the power of visual metaphor..
Students will:

and solve
and
by
 make and display
and
and
to
of
skills and

within
using
using visual
reflect on their own
art
and reflect on
and
and
and
and
by
to justify
apply new
and make
to
future visual
ASSESSMENT
 Making / Visual Literacy (Practical)
The student’s ability to understand and apply visual languages and concepts through researching, developing,
reflecting and resolving individualised ideas
 Making / Application (Practical)
The student’s ability to understand, select and manipulate art materials, techniques and processes through
researching, developing, resolving and reflecting
 Repsonding
The student will describe, analyse, interpret and evaluate information (visual, verbal, sensory) through
researching, developing, resolving and reflecting
ADDITIONAL INFORMATION
Contact: Mrs McCulkin
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(SEMESTER ELECTIVE)
RECOMMENDATIONS
This is a stand alone, one semester unit. Completion of Art units in Year 9 would be a distinct advantage however,
it is available to all students irrespective of their art experience. This unit is designed for students who have a
keen interest in developing their creativity, knowledge and skills to create well-crafted photographic images
which go beyond the snap shot to create resolved artworks to communicate ideas through digital photography.
This unit will be a valuable opportunity for students already studying Art as part of their Year 10 course and those
considering further study of Art in Years 11 and 12 to enrich their use of techniques and visual conventions.
AIMS
In the 21st century the majority of us have a camera in our pocket and megabytes of the ordinary. “There is
nothing worse than a sharp image of a fuzzy concept.” - Ansel Adams. Since its invention photography has been a
significant force as a means of communication, from the preservation of personal memories to informing the
world with history changing images. This unit will explore digital photography, beyond the snap shot, from
camera to print. Students will develop their own area of focus in response to a given concept.
COURSE CONTENT
This unit will explore :
 A brief history of photography
 functions of the digital camera
 ‘rules’ of composition
 Photoshop editing
 artist/s considered as mentor for individual work. Students to devise documentation and presentation of
response to artist’s work including key ideas, use of materials and techniques, and connections to their own
work.
 evaluation of resolved images
 presentation of a folio of ready for exhibition photographs
Complete an Artist Statement
ASSESSMENT
 Making – Folio of photographic images and visual diary work with documentation of planning, development
and reflection
 Responding – Student directed documentation and presentation of response to artist’s work including key
ideas, use of materials and techniques, and connections to their own work.
ADDITIONAL INFORMATION
Contact: Mrs McCulkin
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(SEMESTER ELECTIVE)
RECOMMENDATIONS
This is a stand alone, one semester unit available to all students irrespective of their art experience. This unit
would be suitable for students who will be studying Art in Year 10 and are considering further study of Art
in Years 11 and 12 and students who value the integral role of creativity and imagination as they explore a
future of possibilities. It would provide students w ith the opportunity to engage in a unit of study in which
they explore different art materials, techniques and select themes and subject matter of their choice. Ways of
working developed in this unit would lay very sound foundations for the study of the Senior Art course and
foster a lifelong appreciation of a subject which is at the heart of who we are as people.
AIMS
This unit aims to provide students who are committed to their Art practice with the opportunity to engage in
a unit of study which offers freedom of choice with a student directed focus. Students will engage in creative
processes which focus on the development of their individual Art practice through problem solving and creative
ways of thinking.
COURSE CONTENT
Students will focus on the investigation of sources of inspiration and individual idea development through a range
of materials and techniques.
Students will:
 Identify sources of inspiration –explore diverse approaches in the development of starting points
 Record idea development, media and technique experimentation and image development with reflection
 through annotation.
 Students will develop skills and techniques and learn control of their selected materials and techniques.
 Students will explore and evaluate the expressive qualities of materials and techniques to convey their
individual ideas.
 Students will produce a folio of work in response to their individual focus and with their selected materials
and techniques
 Students will investigate artist/s they consider as mentor for their individual work. Students to devise
documentation and presentation of response to artist’s work including key ideas, use of materials and
techniques, and connections to their own work.
ASSESSMENT
Making – Folio of artworks and visual diary work with documentation of planning, development and reflection
Responding – Student directed documentation and presentation of response to artist’s work including key
ideas, use of materials and techniques, and connections to their own work.
ADDITIONAL INFORMATION
Contact: Mrs McCulkin.
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(YEAR ELECTIVE)
AIMS
Business provides students with an underpinning in both business knowledge and skills. Specifically students will
develop a strong understanding of Accounting, Business Structures and how to set up and run an enterprise.
Students will first investigate a successful business such as IKEA and the process it uses to market its products and
the foundations on which it was established.
A significant part of the course will be the development, establishment and running of a business venture at school.
It will involve students working in groups to apply the foundations taught in the first semester of marketing and
accounting.
At the end of the course, students will develop skills in computerised accounting through the use of MYOB.
COURSE CONTENT
The accounting process
 Nature of accounts
 Transaction analysis
 Income Statements (Profit and Loss)
 Balance Sheet
MYOB
 Setup
 Posting transactions
 Reports
Business Structures & Foundations
 Case study inquiry into IKEA
Marketing
 The marketing mix (Price, Promotion, Place & Product)
 Market research
 Marketing environment
Business Venture
 In groups students plan, establish, run and evaluate their own business venture.
ASSESSMENT
The course will involve the completion of four assessment items: two being tests and the others a written
assignment and the business venture project.
ADDITIONAL INFORMATION
Contact: Mr Preston
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AIMS
Law and citizenship aims to provide students with a strong foundation in understanding the legal system of
Australia. It will provide them with an overview of how our government system works and how laws are made in
Queensland and Australia.
Without a doubt, criminal law and crime is a significant issue within our society. Students will have the opportunity
to observe a real case trial at the Brisbane Supreme Court.
Finally, students will have the opportunity to use the Year 11 & 12 subject Legal Studies inquiry process to
investigate a legal issue of their choosing and formulate legal recommendations to help deliver fair and just
outcomes for stakeholders.
COURSE CONTENT
 What is law and how laws are made?
 Features of a just and equitable law
 The court hierarchy
 Statute and common law
 Criminal law (capital punishment, privacy & safety in public places or police powers & technology)
 Elective task using the inquiry process and chosen from the following topics:

Motor cycle gangs

School bullies

Asylum seekers

Indigenous health

Freedom of speech
ASSESSMENT
The course will involve the completion of two assessment items: one a test and the other a research style
assignment on a law related topic of the student’s choosing.
ADDITIONAL INFORMATION
Contact: Mr Preston
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AIMS
Markets and the Economy aims to provide students with a strong foundation in understanding the Australian
economic system. It will provide them with an overview of how markets work, including looking at the economic
problem of scarcity, the circular flow model and the stock market.
Students will learn about different investment options such as property, shares, cash and collectibles. Moreover
they will learn about risks and returns associated with these options and how the stock market works through the
ASX game.
Finally, students will have the opportunity to use the Economics inquiry process to investigate an economic issue of
their choosing.
COURSE CONTENT
 The economic problem of scarcity
 The circular flow model
 Investment options and risk
 Buying and selling shares
 Elective task using the inquiry process and chosen from one the following topics:

Population policy
- Immigration, ageing population, labour force etc

Labour economics
- Wage rates, workplace relations systems, unemployment etc

Environmental economics
- Renewable and non-renewable resources, global warming, intergenerational equity etc

Globalisation
- Benefits and costs of globalisation and free trade, geopolitical evolution, impact of technology etc

Free or restrictive trade practices

Income and wealth distribution
- Poverty, equity and social justice, welfare policy etc
ASSESSMENT
The course will involve the completion of two assessment items: one being a test and the other a research style
assignment on an elective area of interest.
ADDITIONAL INFORMATION
Contact: Mr Preston
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This subject will provide students with the opportunity to engage in analysing problems, implementing designs and
subsequently evaluating the effectiveness of their solutions. Digital Technologies offers our students valuable
insight into the Senior Subject of Information Processing Technology (IPT).
AIMS
The course aims to:






Extend the skills and understanding gained in previous years.
Equip our students to use computer technology within school and in the wider community.
Empower our students to make considered choices regarding the use of technology in social contexts.
Develop ‘problem-solving’ skills.
To innovate and develop creativity through the challenge of design based problems.
Develop an understanding of some commercial uses of technology
COURSE CONTENT
Digital Technologies focuses on developing understanding and skills in computational thinking and problem solving.
It is a very practical subject and students will spend most of their time utilising a wide range of software
applications and hardware devices. This can include areas as diverse as Robotics, Web site Design, Programming,
Game Design and the production of multimedia ‘Apps’ designed to run on Phones and Tablets.
The broad scope of this subject allows our students to explore many diverse aspects and uses of technology and
consequently prepares them to utilise it within the wider school curriculum as well as in the outside world. Our
students are encouraged to embrace the latest technologies and innovations and in this respect new content is
constantly being developed.
ADDITIONAL INFORMATION
Contact: Mr Morgan or view the Digital Technologies Portal
http://ict.loreto.qld.edu.au/
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RECOMMENDATIONS
Whilst Geography in Year 10 will be offered on a semester basis, to ensure students have the opportunity to
develop or build on geographical skills across range of assessment styles, it is recommended although not required,
that Geography is undertaken across the course of the year to consolidate these skills.
AIMS
The Year 10 Geography course aims to ensure that students develop:





a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world
a deep geographical knowledge of their own locality, Australia, the Asia region and the world
the ability to think geographically, using geographical concepts
the capacity to be competent, critical and creative users of geographical inquiry methods and skills
the skills to be informed, responsible and active citizens who can contribute to the development of an
environmentally and economically sustainable, and socially just world.
COURSE CONTENT
Term: Striving for Global Equality
This unit introduces students to development geography and focuses on investigating global, national and local
differences in human wellbeing between places. This unit examines the different concepts and measures of human
wellbeing (quality of life – development levels), and the causes of global differences in these measures between
countries - with a particular focus on population levels, gender and educational inequalities. Students explore
differences in wellbeing within and between countries, and may evaluate the differences from a variety of
perspectives. They explore programs designed to reduce the gap between differences in wellbeing. Students get to
choose their own country to research this issue. It is a unit that is at the heart of social justice.
Term: Behind the Brand
This unit introduces students to economic geography and focuses on investigating how people, through their
choices (or lack of) and actions, are connected to places throughout the world in a wide variety of ways. It shows
how these connections not only help shape places and their environments but can also change the makeup and in
turn, the well-being of societies. This unit particularly explores the responsibilities large transnational corporations
have in looking after the environment and the people who work for them. It also looks at how we as consumers
have the power to choose what gets produced by these corporations through fair trade and ethical consumerism
practices. Students will have the opportunity to research the practices of these large transnational corporations and
decide whether or not they meet their responsibilities. Social justice and environmental stewardship embody this
unit.
ASSESSMENT
Assessment will be one per term (two per semester) and may be any one of the following: Multi-modal
Presentation, Response to Stimulus Essay, A Field Report based on a day’s field trip, Written Research Assignment
or Short Response Test.
ADDITIONAL INFORMATION
Contact: Mrs Hanson
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RECOMMENDATIONS
Whilst Geography in Year 10 will be offered on a semester basis, to ensure students have the opportunity to
develop or build on geographical skills across range of assessment styles, it is recommended although not required,
that Geography is undertaken across the course of the year to consolidate these skills.
AIMS
The Year 10 Geography course aims to ensure that students develop:





a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world
a deep geographical knowledge of their own locality, Australia, the Asia region and the world
the ability to think geographically, using geographical concepts
the capacity to be competent, critical and creative users of geographical inquiry methods and skills
the skills to be informed, responsible and active citizens who can contribute to the development of an
environmentally and economically sustainable, and socially just world.
COURSE CONTENT
Term : “When a Girls Comes to Town” or “ Caring for our Coasts”
Environmental change and management focuses on investigating environmental geography through an in-depth
field study of a specific environment – such as for example, changes to a rural environment or a coastal
environment. The unit begins with an overview of the environmental functions that support all life, the major
challenges to their sustainability, and how viewpoints including Aboriginal and Torres Strait Islander Peoples,
influence how people perceive and respond to these challenges. Students investigate the causes and consequences
of environmental change and management and evaluate and select strategies to manage the change. Students will
be required to undertake a day long field trip to gather evidence for this unit’s assessment piece.
Term : Extreme Environments on the Edge
The study of geography, by its very nature, covers a range of contemporary issues and events. This unit introduces
students to some of these contemporary geographical issues, specifically related to human and physical
environments that are currently at risk or in danger of being lost around the world. For example, it may be a
country in conflict over its natural resources (political geography), endangered tribal groups (cultural geography),
ecosystems at risk (biophysical geography), built environments at risk, natural hazards, population issues, to name
just a few. It is an inquiry based research task on a topic of their choosing (teacher assisted).
ASSESSMENT
Assessment will be one per term (two per semester) and may be any one of the following: Multi-modal
Presentation, Response to Stimulus Essay, A Field Report based on a day’s field trip, Written Research Assignment
or Short Response Test.
ADDITIONAL INFORMATION
Contact: Mrs Hanson
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This subject will provide students with the opportunity to engage in analysing problems, implementing designs and
subsequently evaluating the effectiveness of their solutions. Graphic Design offers our students valuable insight
into the Senior Subject of Graphics.
AIMS
The course aims to:
 Extend the skills and understanding gained in previous years
 Equip our students to use computer technology within school and in the wider community
 Empower our students to make considered choices regarding the use of Technology in social contexts
 Develop ‘problem-solving’ skills
 To innovate and develop creativity through the challenge of design based problems
 Develop an understanding of some commercial uses of technology
COURSE CONTENT
Graphic Design, as its name suggests, is concerned with the creation of graphical representations. Students will
come up with design solutions for a wide range of problems that they are challenged with. The problems could be
related to Product Design, Interior Design or 2D Design (Posters, Web Graphics, Logos etc.). Graphic Design utilises
both manual and computer based techniques. Manual methods may include freehand sketching systems such as
Isometric and Perspective, as well as rendering techniques using Copic Markers. Students will also experience a
wide range of digital techniques and systems. These may include Adobe Photoshop, Autodesk Fusion, Sketchbook
Designer and Revit, as well as complimentary devices such as Wacom Tablets, 3D Printers and 3D Scanners.
ADDITIONAL INFORMATION
Contact: Mr Morgan or view the Graphics Portal
http://graphics.loreto.qld.edu.au/
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The electives offered by the Home Economics Department for Year 10 aim to inspire students through experiences
with food and/or textile production to develop a unique repertoire of knowledge and skills. Home Economics
practice underpins the learning within each unit and promotes students’ knowing, thinking, investigating, creating,
communicating, participating and reflecting. Practical experiences provide opportunities for action-oriented
learning which offers potential to develop knowledge and skills that both promote effective decision making and
empower students for their futures. Career paths in health and nutrition, textiles and fashion, hospitality, child
care, event management and interior design or decorating are connected to the study of Home Economics.
Each elective unit is for one semester.
COURSE CONTENT
This unit will explore the variety of cuisines enjoyed in Australia to gain an understanding of how culture is
expressed through food and eating. The students will review the Anglo-Saxon influence on traditional Australian
foods and explore new ingredients and taste sensations from the foods of Italy, India, France, Thailand and
Morocco. They will expand their range of food preparation and cooking skills to prepare a variety of new multicultural dishes. Students will research and compose an analytical essay on Australia’s meat eating culture and its
consequences on personal health and the environmental footprint. They will observe, explore and produce a
variety of meals from different cuisines. Students will research, select, justify and prepare new recipes for family
meals that use grains and/or legumes from a selected cuisine.
ASSESSMENT
Research assignment
Continuous practical assessment
Practical assessment and process journal
All elective units will be assessed using 4 criteria of equal weighting.
Criterion 1:
Knowledge and Understanding
Criterion 2:
Communicating Decision Making
Criterion 3:
Practical Performance 1
Criterion 4:
Practical Performance 2
ADDITIONAL INFORMATION
Contact Ms Duncan
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The electives offered by the Home Economics Department for Year 10 aim to inspire students through experiences
with food and/or textile production to develop a unique repertoire of knowledge and skills. Home Economics
practice underpins the learning within each unit and promotes students’ knowing, thinking, investigating, creating,
communicating, participating and reflecting. Practical experiences provide opportunities for action-oriented
learning which offers potential to develop knowledge and skills that both promote effective decision making and
empower students for their futures. Career paths in health and nutrition, textiles and fashion, hospitality, child
care, event management and interior design or decorating are connected to the study of Home Economics.
Each elective unit is for one semester.
COURSE CONTENT
This food technology unit will explore the ways in which foods behave when cooked. The students will develop
knowledge and skills through the investigation of cooking principles and techniques involved with egg cookery,
cakes and pastries, meat cookery and sauce making. Their understanding of cooking terminology such as
coagulation, gelatinisation, caramelisation and aeration will be applied through the preparation and cooking of a
variety of dishes including meringues and macaroons as well as sweet and savoury pastries and sauces. The
opportunity for students to develop their own recipe in response to a ‘design brief’ is included in this unit.
ASSESSMENT
Supervised written assessment
Continuous practical assessment
Practical assessment and process journal
All elective units will be assessed using 4 criteria of equal weighting.
Criterion 1:
Knowledge and Understanding
Criterion 2:
Communicating Decision Making
Criterion 3:
Practical Performance 1
Criterion 4:
Practical Performance 2
ADDITIONAL INFORMATION
Contact Ms Duncan
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The electives offered by the Home Economics Department for Year 10 aim to inspire students through experiences
with food and/or textile production to develop a unique repertoire of knowledge and skills. Home Economics
practice underpins the learning within each unit and promotes students’ knowing, thinking, investigating, creating,
communicating, participating and reflecting. Practical experiences provide opportunities for action-oriented
learning which offers potential to develop knowledge and skills that both promote effective decision making and
empower students for their futures. Career paths in health and nutrition, textiles and fashion, hospitality, child
care, event management and interior design or decorating are connected to the study of Home Economics.
Each elective unit is for one semester.
COURSE CONTENT
Australia’s beach fashion is designed specifically for young people and reflects their love of the outdoors and
relaxation. This unit of work examines Australia’s and more specifically Queensland’s beach culture and the use of
textiles in teenage beach fashion. Knitted and woven fabrics commonly used in beach fashion will be investigated
to understand the suitability of fabric characteristics and fibre properties for garment function and purpose. The
practical performance task will require the use of a commercial pattern to make a beachwear fashion garment from
a woven fabric. Skills for interpreting the sewing instructions of a commercial pattern will be developed as well as a
range of sewing skills including seams, overlocking and specalised techniques required for the completion of the
garment.
ASSESSMENT
Supervised written assessment
Practical assessment and process journal
All elective units will be assessed using 4 criteria of equal weighting.
Criterion 1:
Knowledge and Understanding
Criterion 2:
Communicating Decision Making
Criterion 3:
Practical Performance 1
Criterion 4:
Practical Performance 2
ADDITIONAL INFORMATION
Contact Ms Duncan
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The electives offered by the Home Economics Department for Year 10 aim to inspire students through experiences
with food and/or textile production to develop a unique repertoire of knowledge and skills. Home Economics practice underpins the learning within each unit and promotes students’ knowing, thinking, investigating, creating, communicating, participating and reflecting. Practical experiences provide opportunities for action-oriented learning
which offers potential to develop knowledge and skills that both promote effective decision making and empower
students for their futures. Career paths in health and nutrition, textiles and fashion, hospitality, child care, event
management and interior design or decorating are connected to the study of Home Economics.
Each elective unit is for one semester.
COURSE CONTENT
Designing for Interiors provides students with opportunities to explore the styles of interiors and critique them
through the lenses of design. The students, in response to a ‘room challenge’ design brief will plan and create a textile item to enhance the decor of the room. This unit will extend knowledge of design elements and principles as
well as sewing skills from previous Home Economics study. The creation of the textiles item as part of a ‘room challenge’ requires the students to explore their artistic side by considering a range of textiles techniques to create
unique and original items. They will gain an understanding of the properties of materials and apply this knowledge
when designing and producing textiles products for interior decor.
ASSESSMENT
Responding task
Practical assessment and process journal
All elective units will be assessed using 4 criteria of equal weighting.
Criterion 1:
Knowledge and Understanding
Criterion 2:
Communicating Decision Making
Criterion 3:
Practical Performance 1
Criterion 4:
Practical Performance 2
ADDITIONAL INFORMATION
Contact Ms Duncan
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Competence in a foreign language is now essential if young Australians are to take their proper place in a world
where globalisation has become an irreversible force. Recent articles in the Australian Business Press have
highlighted a worrying shortage of graduates with second language capabilities. Young Australians will continue to
be at a disadvantage in a global work environment unless they can convert from being monolingual to being at
least bilingual. Most other countries in the developed world already insist that their young people should be able
to operate competently in a language other than their mother tongue. A former German Chancellor, Helmut
Schmidt, when asked which language was the most important for business answered “It is the language your
customer speaks”. With competency in language comes a level of cultural understanding without which
international business communication can so often be adversely affected.
Loreto acknowledges this by offering Year 10 students a choice of four languages and by encouraging students to
participate actively in a range of cultural activities. An exchange visit to France / Germany / Japan is offered to
students in Years 10 and 11 every two years and an exchange program with China is currently being set up. These
exchanges are organised in conjunction with our sister schools and the number of girls who are able to participate
in the exchange programs may depend on how many students our sister schools have the capacity to host.
It is important to know that in order to study Chinese, French, German or Japanese in Year 10, girls must have
learnt this language in Year 9. In order to study Chinese, French, German or Japanese in Years 11 and 12, girls must
learn this language in Year 10.
The following information applies to each of the four languages offered in Year 10. They are four separate subjects
and students may choose one or two or three as part of their electives.
AIMS
By the end of Year 10, students should have gained a practical knowledge of the language that enables them to:
 Understand and use it with a degree of proficiency in communicating as a visitor in Chinese / French / German /
Japanese speaking countries or in dealing with speakers of these languages in Australia;
 Appreciate, through the study of Chinese / French / German / Japanese the thoughts, manners, customs and
achievements of the people, their way of life and culture;
 Develop positive attitudes in a multicultural society and gain insights which better equip them to adjust to
changing patterns of life in Australia and the world.
The study will also provide a basis for further work in the language and for vocational opportunities. Language
study provides students with a range of thinking skills and extends their vocabulary and sentence structure in
English, all of which benefit their performance in other subject areas.
CONTENT
The four language skills of Listening, Speaking, Reading and Writing are developed through practice in a variety of
everyday settings such as shops, restaurants, hotels and public transport.
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COURSE CONTENT – CHINESE
During the Year 10 course students will learn how to do the following in Chinese:
Term one: Invitations/being a guest
Term two: Transport/signs and directions

Make invitations

Listen for directions for different places

Accept and decline invitations

Ask and give suggestions

Talk about food and drink

Ask and give directions

Understand specific information about details of invitations

Text message reporting safe arrival (SMS)
Term three: Travel experiences
Term four: Ask for help/emergencies

Listen for specific information in travel plans
 Listen for details of lost objects

Read and understand descriptions of travel
experiences
 Listen for important information through

Talk about travel experiences
 Describe details of items

Read for main ideas through topic sentences
 Write a descriptive composition about one’s
repetition and rephrasing
possessions
COURSE CONTENT – FRENCH
During the Year 10 course students will learn how to do the following in French:
Term One: My Day
Term Two: Backpacking France
 Talk about household chores
 Make future plans
 Say how often you do things
 Use Internet to design a backpacker’s guide
 Discuss your daily routine
 Give a presentation of your typical day
including accommodation, sightseeing and
restaurants
 Ask questions about others’ holidays
 Create a packing list for your trip
Term Three: My Weekend
Term Four: French Style Cooking
 Describe past events
 Buy food & drinks at a market
 Talk about what you did on the weekend
 Order meals at a restaurant
 Discuss part time jobs
 Understand French recipes
 Say where things are around town
 Cook French food
 Give directions
 Compile a Year 10 French recipe book
 Discuss health problems
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COURSE CONTENT – GERMAN
During the Year 10 course students will learn how to do the following in German:
Term One: Going On Exchange
Term Two: On Exchange
 Describe rooms within a house
 Compare theme parks in Germany and
 Compare houses in Germany and Australia
Australia
 Locate places in town
 Discuss weekend plans and activities
 Talk about chores, jobs and earning money
 Learn about Project Week in Germany
 Discuss spending and saving money
 Join in conversation at the dinner table
 Talk about last weekend and recent holi-
days
Term Three: Berlin!
Term Four: More Berlin!
 Plan a backpacking tour of Germany
 Book accommodation
 Enjoy a virtual visit to Berlin
 Catch public transport in Germany
 Go shopping in Germany
 Order food in a restaurant
 Discuss sightseeing and tourist attractions
 Find entertainment in Berlin
COURSE CONTENT – JAPANESE
During the Year 10 course students will learn how to do the following in Japanese:
Term One: My school
Term Two: My town
 Comment on your subjects
 Describe places/things
 Describe your timetable
 Talk about weather/seasons
 Say what you did on weekend
 Ask/give information on clothes
 Understand Katakana
 Make a polite request
Term Three: My host family
Term Four: Nice to meet you!
 Describe hobbies/interests
 Meeting people from another country
 Discuss souvenirs
 Talk about nationality & language
 Give and receive compliments
 Invite/suggest activities
 Accept/decline an invitation
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ACTIVITIES
Activities that take place within the classroom include role plays, conversations, songs, stories, DVD viewing,
language games, food sampling and other cultural activities.
Students are also encouraged to experience the language “outside” the classroom by participation in language
competitions, cultural festivals and excursions to foreign films/plays. Dining experiences at relevant restaurants
and cafes also take place when appropriate. The girls spend time watching appropriate programs on SBS and ABC
TV, using interactive language software and computer programs and researching on the internet.
Furthermore, there are possibilities for hosting exchange students, corresponding with teenagers who speak the
target language and taking part in exchange visits to China, France, Germany and Japan.
Email projects between schools in China, France, Germany and Japan provide a realistic international setting for
some of our classroom work. They also give our students the opportunity to experience their language learning in
an international context. This then forms an important link with our partner schools in China, France, Germany and
Japan.
ASSESSMENT
Each semester, students complete one short test in the skills of Listening, Speaking, Reading and Writing. This is
usually divided into two tests per term. A cultural component has also been included in the course which involves
students researching some aspect relevant to their unit of work. Their findings are presented in project form.
Regular revision, completion of homework and active participation in class are important.
ADDITIONAL INFORMATION
Contact: Mrs MacDonald
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RECOMMENDATIONS
These are courses that have been specially designed to improve students’ literacy and numeracy skills. The courses
are intended specifically for those students who may be experiencing difficulties with numeracy and/or literacy.
Classes are kept as small as possible in order to give students extra time with the teacher and the opportunity to
receive the reinforcement they need to meet their individual requirements.
COURSE CONTENT
Students will be given intensive work in such areas as:
 Reading comprehension
 Writing
 Research skills – summarising, note taking, developing key questions
 Thinking skills and problem solving
 Numeracy
YEARS 9 & 10
Students will receive one lesson of Numeracy Enrichment, one lesson of Literacy Enrichment and one lesson of
assignment help per seven day cycle.
ASSESSMENT
There will be no formal assessment in this subject.
ADDITIONAL INFORMATION
Contact: Mrs Goldney
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Year 10 Drama aims to promote and develop skills in creative and artistic expression. The course provides opportunities for students to explore a range of dramatic styles and contexts, whereby they gain a deeper understanding and appreciation of the world in which they live.
AIMS
It is intended that the student:
 manages the elements of drama and the dramatic languages to shape dramatic action
 develops confidence when performing to an audience of peers
 develops acting techniques (voice and movement)
 engages with contemporary Australian play scripts
 analyses directorial choices in production
 devises original drama inspired by various stimuli
 develops improvisational skills
 manages multi-media in performance
 works co-operatively and constructively in pairs and groups with her peers
 develops the ability to respond to and analyse dramatic action in live theatre
 acquires and uses a wide variety of drama terminology
 appreciates how design elements of production enhance live theatre
 develops skills that will assist entry into Senior Drama and tertiary education
COURSE ELECTIVES
There are two Drama electives which are presented as separate semester units.
STUDENT DEVISED DRAMA:
In this semester unit, students will be exposed to various stimuli linked to the theme Women In Time To Come
Will Do Much. Students will develop their improvisation skills and the ability to manipulate a wide variety of theatrical conventions. Once they master these conventions, students will work as an ensemble to devise a collage
drama. In order to improve their ability to analyse complex drama, students will also attend a live theatre production.
GOTHIC THEATRE:
In this semester unit, students will study Australian Gothic Theatre and focus their study on the contemporary
Australian play, Children of the Black Skirt. To broaden their understanding of theatrical conventions, they will
learn transformational acting techniques and how to manipulate shadow work to create mood and atmosphere.
In order to improve their ability to analyse complex drama, students will also attend a live theatre production.
ASSESSMENT
Assessment for Drama will take a variety of forms, including:
 Presenting Tasks (scripted and student devised)
 Forming Tasks (written and practical)
 Responding Tasks (written assignments responding to live theatre)
ADDITIONAL INFORMATION— Contact: Mrs Gyte
Justice
Sincerity
Felicity
Verity
Freedom
Year
Year
11/12
10 Studies Guide
Page 35
(SEMESTER ELECTIVE)
Year 10 Music concentrates on building a student’s musical abilities by providing an opportunity to experience a
wide range of musical genres and styles. Students will develop skills in creating and playing music, experiment with
the use of technology and develop knowledge, skills and music theory concepts beyond those achievable by
playing/singing in the ensemble program.
AIMS
It is intended that the student:
 enjoys and values music
 engages confidently in music-making; linking theoretical knowledge to practical performances and compositions
 communicates and expresses ideas about music to critically evaluate music in a variety of contexts and styles
 Learns composition techniques
 employs a variety of music-related technologies including computer software, recording and amplification
equipment
 gains skills and knowledge relevant to professional practice across sectors of the music industry
 develops skills that will assist entry into Senior Music, Music Extension and tertiary education
COURSE ELECTIVES
There are two Music electives which are presented as separate semester units.
TALKIN’ BOUT MY GENERATION:
Every generation has been inspired to take a stand and protest the issues of their era. In this semester unit,
students will explore social justice issues and discover how music can impact the world and ignite change in society.
In particular, youth have been given a powerful voice through the making of music. By composing their own protest
song and making a professional recording, students will give voice to the issues of their generation.
CREATE A CLASSSIC:
So many celebrated pop and rock songs have been written using similar ideas; four chord progressions, verse/
chorus form, catchy hook line, three minute length. There is almost a recipe for success. But can the same formula
apply to classical music? In this semester unit, students will deconstruct some of the most famous pieces of all time
and see if they can create their own classic.
ASSESSMENT
Assessment for this course will take a variety of forms, including:
 Performing (which may include solo, ensemble, conducting, improvisation, accompaniment)
 Composing (original pieces and songs, or arrangements of existing music)
 Musicology Tasks incorporating listening, score reading, and consideration of the Music Elements and their
application.
PREREQUISITES FOR ALL OF THE PERFORMING ARTS (DRAMA AND MUSIC)
It is recommended that students who wish to study the Performing Arts have completed the Year 9 Drama and/or
Music course. Additional areas of study including Instrumental Music and private dance tuition will be
complementary to this subject area.
Students of the Performing Arts are encouraged to participate in cultural activities beyond the classroom.
Attendance at live theatre, musicals, concerts and events offered both within and outside the school context is
recommended.
ADDITIONAL INFORMATION— Contact: Mrs Gyte
Justice
Sincerity
Felicity
Verity
Freedom
Year
Page10
36 Studies Guide
Year 11/12 StudiesPage
Guide
36
(YEAR ELECTIVE)
Where did we come from? What causes change? Where are we heading? The Big History Project takes on these
questions that originated with the dawn of time, and gives students a framework to tell the story of humanity’s
place in the Universe. The Big History Project helps students see the overall picture and make sense of the pieces;
it looks at the past from the Big Bang to modernity, seeking out common themes and patterns that can help us
better understand people, civilizations, and the world we live in. Throughout the project, students encounter challenging ideas and questions and learn to connect ideas across 13.8 billion years of time. They will engage with an
array of disciplines such as History, Geography, Astronomy, Geology, Physics, Chemistry, Biology, Archaeology, Economics, Anthropology and Sociology. The course asks students to thoughtfully and rigorously engage with the
claims they encounter along the way. The Big History Project requires students to examine big questions such as:
 How has the Universe and life within it grown more complex over the past 13.8 billion years?
 How do we know what we know about the past?
 How can we judge claims about the past?
 Why does what we “know” change over time?
 How does what happened during the early days of the Universe, the Solar System, and the Earth shape
what we are experiencing today?
Students participate in the important and exciting work of exploring, developing, and testing big answers. The
course is information technology based with resources such as videos, texts, articles, activities, info graphics and
image galleries available online and also downloadable for offline use. Students develop their learning through Activities, Investigations and Project Based Learning Activities.
TOPICS STUDIED
The Big History Project is a course divided into 10 units:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is Big History
The Big Bang
Stars and Elements
Our Solar System and Earth
Life
Early Humans
Agriculture and Civilisations
Expansion and interconnection
Acceleration
The Future
The Big History Project is designed to complement other Year 10 subjects such as History, Geography and Science
and is in alignment with Loreto’s Teaching and Learning Framework, particularly through the development of Habits
of Mind, Dispositions of the Heart and emphasising the life-long importance of Enduring Pursuits.
ASSESSMENT
The Big History Project takes a multifaceted approach to assessment. Every activity is developed for students and teachers to
gain insight into their understanding. Assessment activities include informal end of lesson quizzes and peer reviews, as well as
formal writing assessments such as Research Papers and Investigation Related Writing. Achievement grades are assigned to
three criteria: Knowledge & Understanding, Thinking Processes and Communication.
ADDITIONAL INFORMATION
Contact: Mr Lourigan
Justice
Sincerity
Felicity
Verity
Freedom