2013 Year 10 Course Information Booklet.pdf - Immanuel College

IMMANUEL COLLEGE 

2013 YEAR 10 

COURSE INFORMATION

Sec�on 1: General Informa�on 

�� Introduc�on p.3 

�� Chris�an perspec�ves and community p.3 

�� Choosing courses for 2013 p.3 

CONTENTS 

�� The Interna�onal Baccalaureate Middle Years Program p.3, 4 

Sec�on 2: Middle Years Program Curriculum 

�� The Educa�onal Philosophy p.4 

�� The Three Fundamental Concepts of the Middle Years Program p.5 

�� The Curriculum p. 5 

�� The Personal Project p.6 

Sec�on 3: Addi�onal Curriculum 

�� Personal Learning Plan p. 6 

�� Voca�onal Educa�on and Training p. 6 

Sec�on 4: Subject Selec�on Informa�on 

�� Subject learning areas p. 7 

�� The subject selec�on process p.7 

Sec�on 5: Subject Informa�on Index 

�� Subject Informa�on Index p. 8 

�� Subject Descrip�ons p. 9 –31 

CONTACTS 

Head of Senior School—Alice George ageorge@immanuel.sa.edu.au 

Curriculum Coordinator—Jane�e Lange jlange@immanuel.sa.edu.au 

Year 10 Coordinator—Lynda Allwright lallwright@immanuel.sa.edu.au 

MYP Coordinator—Alan Smith asmith@immanuel.sa.edu.au 

SACE Coordinator—Marie Healy mhealy@immanuel.sa.edu.au 

VET and Pathways Coordinator—Julie Po�s jpo�s@immanuel.sa.edu.au 

Cross‐Disciplinary Coordinator (PLP) ‐ Pat Klimatsakis pklimatsakis@immanuel.sa.edu.au 

2

Introduc�on 

The transi�on from Year 9 in the Middle School to Year 10 in the Senior School is designed to complement 

the related physical, emo�onal and intellectual changes that adolescents experience at this �me in their 

lives. This transi�on provides an opportunity for eligible students to successfully complete the Interna�on‐ 

al Baccalaureate Middle Years Program. 

Courses in English, Maths, Science and History reflect the content of the Australian Curriculum. Year 10 

students will also commence SACE (South Australian Cer�ficate of Educa�on). At Year 10 level the only 

component of the SACE that needs to be undertaken is the Personal Learning Plan (PLP). 

The gradua�on to the Senior School formally recognises the unique physical, psychological, intellectual, 

social and spiritual needs of adolescent students. The Year 10 program introduces increased expecta�ons 

for greater student autonomy and responsibility and a�empts to meet the wide varia�ons in interests, 

abili�es and experiences of students by offering an expanded range of subject op�ons which allows a 

more differen�ated curriculum experience. 

Chris�an perspec�ves and community 

Each student is respected as a unique child of God, a young person of worth and dignity in his or her own 

right. Senior School teachers are commi�ed to the educa�onal, social and spiritual development of emerg‐ 

ing young adults. They have a commitment to each student’s individual development and also understand 

the importance of community associa�on and involvement to the wellbeing of adolescents. This sense of 

community and common purpose is an essen�al element in a successful learning community. 

The spiritual life of students is fostered through twice‐weekly Chapel services and class devo�ons, as well 

as through Chris�an perspec�ves incorporated into the curriculum. Pastoral Care is delivered through reg‐ 

ular sessions with Class Tutors who build strong rela�onships with students as both subject teachers and 

tutors. 

Choosing Courses for 2013 

SECTION 1: General Informa�on 

This booklet is designed to provide students and parents with informa�on about the Year 10 and the Sen‐ 

ior School curriculum, and the final year of the Interna�onal Baccalaureate Middle Years Program at Im‐ 

manuel College. It will help students to make the best possible choices for their school studies and be‐ 

yond. 

The structure for student choices and programs of study is dynamic and each year some changes are made 

to meet student needs and interests. The informa�on also gives a summary of the way in which courses 

may be differen�ated in order to meet the needs of the diverse range of interests and abili�es as students 

progress through the College. 

The Interna�onal Baccalaureate Middle Years Program 

The Interna�onal Baccalaureate Middle Years Program concludes at Level 5 in Year 10. 

In addi�on to a strong academic focus, this broad based program fosters an interdisciplinary approach; it 

provides clear goals for students; it has a commitment to health and physical fitness and it connects the 

school to the community through community service. In addi�on, all students par�cipate in Chris�an Stud‐ 

ies and in an Outdoor Educa�on program. This program provides a unique and enriching educa�onal op‐ 

portunity for students to understand the environment in which they live. Further enrichment opportuni‐ 

�es are available through par�cipa�on in music, drama, sport and gi�ed educa�on programs. 

3

Immanuel is commi�ed to caring for our students and we will do our utmost to provide informa�on, guid‐ 

ance and counselling to assist students and parents in making the transi�on from one year to the next as 

students progress through the College. The important founda�ons of knowledge, skills and approaches 

and a�tudes to learning con�nue to be established as an essen�al prepara�on for the SACE. The funda‐ 

mental acquisi�on and adop�on of strategies for life long learning are essen�al for future success in the 

Senior School and beyond. 

There is an expecta�on that students learn to take increasing personal responsibility for their studies as 

they move into the Senior School. The work load is more demanding each year, and improved study hab‐ 

its, increased ini�a�ve, be�er �me management and greater maturity are all expected. The capacity of all 

students to set a good example to others, in the way they conduct themselves and behave, and consider 

the rights and responsibili�es of other members of the College community, has a large part to play in es‐ 

tablishing and maintaining the posi�ve educa�onal environment at Immanuel. 

Immanuel College provides subject counselling support through Tutors and Year Level Coordinators, 

Learning and Teaching Leaders and Subject Teachers, the Head of the Senior School, and the Curriculum 

Coordinator. 

The staff of the College may recommend subjects students should a�empt and on some occasions the 

par�cular levels at which they should be a�empted. Some subjects may also have specific pre‐requisites 

in terms of prior study and others a commitment to con�nue in a par�cular area of learning for an ex‐ 

tended period. The �metable structure, the classes offered and the resul�ng subject combina�ons are 

determined by student demand and the viability of class sizes. This means that not all combina�ons of 

subjects are always available in every year and on some occasions students may be asked to consider an 

alterna�ve op�on. 

The Educa�onal Philosophy 

SECTION 2: Middle Years Program Curriculum 

The Interna�onal Baccalaureate Organisa�on (IBO) offers three programs of interna�onal educa�on: The 

Primary Years Program (PYP), the Middle Years Program (MYP) and the Diploma Program (DP). All three 

programs share the following features. 

�� Balanced study across a broad range of subjects 

�� An emphasis on language acquisi�on and development 

�� Interdisciplinary learning 

�� The development of learning skills 

�� An opportunity for individual and collabora�ve planning and research 

�� A community service component requiring ac�on and reflec�on 

While schools may choose to offer a sequence of all three programs, each program is self–contained. At 

Immanuel College, we deliver the MYP to all Year 7, 8, 9 and 10 students. The program enables us to de‐ 

liver a program that responds to local interests while providing an interna�onal framework for learning. 

In doing so, we develop in our students: an enjoyment of learning; strong skills; a posi�ve sense of iden�‐ 

ty and cultural awareness. 

Our students are at an age of transi�on. As they develop a keen need to ques�on the values of others and 

examine the world and their place in it more cri�cally, they are growing physically, socially, emo�onally, 

intellectually and spiritually. They begin to see themselves and their rela�onships with others in a broader 

social and cultural context. The MYP program allows us to help students “develop inquiring, knowledgea‐ 

ble and caring young people who help to create a be�er and more peaceful world through intercultural 

understanding and respect.” (Reference: MYP Coordinator’s handbook 2007‐2008) 

4

The Three Fundamental Concepts of the Middle Years Program 

Intercultural Awareness 

�� Develops an understanding of one’s own and others’ cultures 

�� Incorporates a global perspec�ve in the curriculum 

Communica�on 

�� Facilitates mother tongue development 

�� Recognises and promotes the role of language in conceptual development 

�� Provides opportuni�es to learn an addi�onal language 

�� Includes mul�ple forms of expression 

Holis�c Learning 

�� Emphasises the interconnectedness of knowledge 

�� Requires collabora�ve planning 

�� Develops skills to view knowledge from varying points of view 

�� Promotes cross–curricular links through areas of interac�on 

The Curriculum 

The MYP curriculum at Immanuel is balanced and broad, offering at each level the following 9 areas of 

learning: 

�� Arts (Art, Drama & Music) 

�� Chris�anity & Life 

�� Health & Physical Educa�on 

�� Humani�es (History, Geography) 

�� Language A (English/ESL) 

�� Language B (Japanese, German or Chinese) 

�� Mathema�cs 

�� Science 

�� Technology (Informa�on, Food & Tex�les, Construc�on) 

At the heart of the content of each learning area are five themes or Areas of Interac�on: 

�� Approaches to Learning 

�� Community and Service 

�� Environment 

�� Health and Social Educa�on 

�� Human Ingenuity 

The Areas of Interac�on allow the students to recognise the interrelated nature of the subject disciplines. 

The Approaches to Learning are par�cularly important in promo�ng a spirit of inquiry and teaching our 

students how to learn. During each year of study, our MYP students are expected to not only reflect on 

community issues but to engage in ac�ve community service. At the conclusion of the program (during 

Years 9 and 10) our students design, plan and produce a Personal Project. It is this project which puts their 

knowledge of the Areas of Interac�on and their independent learning skills to the test. 

5

The Personal Project 

The Personal Project is the product of the student’s own ini�a�ve and reflects their experience of the IB 

Middle Years Program. It is a significant body of work through which students demonstrate the skills de‐ 

veloped in subjects and through various approaches to learning. Students apply these skills to an area or 

topic, which they select. The benefits to students are far–reaching and prepare them for the senior years 

of schooling. Through the personal project students learn how to: 

�� apply methods of various approaches to learning; 

�� address one or more Areas of Interac�on such as Community and Service, Health and Social Educa‐ 

�on, Environment and Human Ingenuity; 

�� show personal abili�es and skills to produce an extended piece of work; 

�� share learning through group reinforcement with peers, teachers, tutors, personal project supervi‐ 

sor and outside mentors. 

Personal Learning Plan 

SECTION 3: Addi�onal Curriculum 

The Stage 1 Personal Learning Plan (PLP) is a 10‐credit SACE subject designed to help students to make 

informed decisions about their personal development, educa�on, and training. The program of learning 

provides students with �me to work with their teachers and other experts to develop knowledge and skills 

in planning for their SACE and their future beyond school. The aim is for each student to achieve success in 

the SACE and to prepare for work, further educa�on and training, and community life. 

The PLP is a compulsory requirement of the SACE. Students must complete 10 credits of the Stage 1 PLP 

with a C grade or be�er to gain their SACE. Typically, the PLP is undertaken over 60 hours of programmed 

�me in a semester or school year. Our students will generally complete the PLP in Year 10. If students 

have not successfully completed the PLP by the end of Year 10, they will need to complete it in Semester 1 

of Year 11. 

The PLP is designed to develop students’ capabili�es. Students learn how to develop, implement, review, 

and adjust personal learning goals and choices to prepare for their educa�on and their future careers and 

life pathways. 

The PLP supports students in developing knowledge and skills that will enable them to: 

�� Iden�fy appropriate future pathways 

�� Choose appropriate subjects and courses for their SACE 

�� Review their strengths and areas for development, including skills in literacy, numeracy, and infor‐ 

ma�on and communica�on technologies 

�� Iden�fy goals and plans for improvement 

�� Monitor their ac�ons and review and adjust plans as needed to achieve their goals 

Voca�onal Educa�on and Training (VET) at Immanuel 

At Immanuel College we have built a new Trade Training Centre which allows us to deliver VET competen‐ 

cies towards the Cer�ficate I and II Metals and Engineering in some Technology subjects at Year 10 and 

Year 11. The Trade Training Centre allows us to deliver CAD/CAM competencies and has a range of new 

metals equipment including a CNC plasma cu�er, hydraulic guillo�ne, and metals lathes. In the Advanced 

Manufacturing subjects, the VET competencies are covered while students do a MYP course. 

The Year 10 Metals and Engineering subject is part of a VET pathway across Year 10 and Year 11. It should 

be chosen with the understanding that a student will con�nue with this subject at Year 11 as well, with 

the aim to complete a full Cer�ficate II in Metals and Engineering. It will be offered here at the College in a 

one day per week format. Please see Mrs Po�s or Mr Maple for more informa�on. 

6

All students are required to study in each of the prescribed areas of learning to provide a sound basis from 

which differen�ated courses can be constructed by the students through a range of subject choices. This 

differen�a�on evolves from student choices within the areas of learning including: 

�� Arts 

�� Languages 

�� Humani�es 

�� Technology 

In addi�on at Year 10 level, all students will study core subjects in: 

�� Mathema�cs 

�� English 

�� Science 

�� Physical Educa�on 

�� Humani�es 

�� Personal Learning Plan 

�� Chris�anity and Life 

The subject selec�on process 

Students iden�fy five units of study across the Arts, Languages, Humani�es and Technology areas. This 

equates to 5 semesters of study. Please note that students con�nue their Language B and Music subjects 

for a full year at Year 10 level. 

Students beginning at the College in 2013 who have previously studied German, Japanese or Chinese will 

con�nue these languages at one of the following levels: Level 3 or 4 for German or Japanese, and Level 2 

for Chinese. Entry to Music subjects is by nego�a�on and based on prior experience. 

Students will make their choices online via the Web Preferences tool. Students are provided with log‐in 

details so that they can access the website and make their choices. Students need to choose one of four 

main op�ons, based on their subjects from the previous year. This will then guide them through the sub‐ 

ject selec�on process. Please note that the study of Languages is compulsory at Year 10 level. 

There is some scope for students to undertake study of other Languages through Open Access or School of 

Languages if they are unable to be accommodated in a language course at the College. Please contact the 

Curriculum Coordinator, Jane�e Lange, if you are interested in pursuing this op�on. 

While we make every effort to accommodate students’ preferred subject choices, class sizes and �metable 

constraints may make that impossible at �mes. It should also be noted that we reserve the right to change 

the content of the course if necessary. 

SECTION 4: Subject Selec�on Informa�on 

7

Advanced Manufacturing Systems p.9 

Art p.10 

Chinese Background Speakers p.11 

Chinese Level 2 p.11 

Chris�anity and Life p.12 

Design p.13 

Drama p.14 

English p.15 

English as a Second Language (ESL) p.15 

Fashion Design p.16 

Food with Flair p.16 

German p.17 

Humani�es Core (History) p.18 

Humani�es Elec�ve (Geography) p.18 

Independent Living p.19 

Informa�on Processing p.20 

IT Essen�als p.21 

Japanese p.22 

Materials Design/Construc�on p.23 

Mathema�cs p.24, 25 

Mul�media p.26 

Music p.27 

Personal Learning Plan p.27 

Physical Educa�on p.28 

Science p.29 

Flexible Learning Op�ons: 

SECTION 5: Subject Informa�on Index 

Tutorial Support p.30 

8

Prerequisite: 

None 

Advanced Manufacturing Systems 

(AMS) A 

Department: Technology 

Length: Half year subject 

Coordinator: Michael Cuevas 

Leads to: 

Stage 1 or 2 Advanced Manufacturing Systems 

Assessment: 

The IB MYP assessment criteria are: 

�� Criterion A: Inves�gate 

�� Criterion B: Design 

�� Criterion C: Plan 

�� Criterion D: Create 

�� Criterion E: Evaluate 

�� Criterion F: A�tudes in Technology 

Descrip�on: 

This is a practically orientated course aimed at completing 

at least one full design project, including writing a 

design brief and creating projects that address a manufacturing 

problem. 

Students follow the full design cycle to make models and 

small products. The products will differ from semester to 

semester, and could include items such as a torch, a 

USB or a desktop clock. 

There will be a focus on the design cycle, computeraided 

drawing (CAD), and the finishing process for each 

product. 

Students will develop their skills in utilizing the Solidworks 

CAD package, and in using cutting edge manufacturing 

processes and machinery. 

As part of this course, students can elect to complete an 

embedded VET competency which can contribute to 

Cer�ficate I and II in Metals and Engineering. 

Prerequisite: 

None 

Advanced Manufacturing Systems 

(AMS) B 



Coordinator: Michael Cuevas 

Leads to: 

Stage 1 or 2 Advanced Manufacturing Systems 

Assessment: 

The IB MYP assessment criteria are: 

�� Criterion A: Inves�gate 

�� Criterion B: Design 

�� Criterion C: Plan 

�� Criterion D: Create 

�� Criterion E: Evaluate 


Descrip�on: 

This is a practically orientated course aimed at completing 

at least one full design project, including writing a 

design brief and creating projects that address a manufacturing 

problem. 

Students follow the full design cycle to make models and 

small products. The products will differ from semester to 

semester, and could include items such as a torch, a 

USB or a desktop clock. 

If students have undertaken Advanced Manufacturing 

Systems in Semester 1, they will design and manufacture 

a different product. 

There will be a focus on the design cycle, computeraided 

drawing (CAD), and the finishing process for each 

product. 

Students will develop and refine their skills in utilizing the 

Solidworks CAD package, and in using cutting edge 

manufacturing processes and machinery. 

As part of this course, students can elect to complete an 

embedded VET competency which can contribute to 

Cer�ficate I and II in Metals and Engineering. 

9

Prerequisite: 

Year 9 Art 

Leads to: 

Stage 1 Visual Art 

Assessment: 

This is based on prac�cal work, projects, art apprecia‐ 

�on and theory including a journal of wri�en work and 

a sketch book containing their folio of prac�cal work. 

The criteria used in this area of learning are: 

�� Criterion A: Knowledge and Understanding 

�� Criterion B: Applica�on 

�� Criterion C: Reflec�on and Evalua�on 

�� Criterion D: Ar�s�c Awareness and Personal En‐ 

gagement 

Descrip�on: 

Art A 

Department: Arts—Visual 


Coordinator: Jane Wellington 

This course builds upon knowledge gained in Years 7—9 

and encourages students to work as ar�sts u�lising the 

principles of art and design. Visual Art is a prac�cally 

orientated course aimed at introducing students to sev‐ 

eral styles of art, a variety of media and building the 

skills required to produce successful works of art. 

Students will explore and inves�gate art through cri�cal 

selec�on and manipula�on of tradi�onal and new tech‐ 

nologies to become familiar with the range of media 

and art prac�ces available to them to create their own 

works. The course is designed to fully engage and pre‐ 

pare students for con�nued learning into their senior 

secondary years. Each semester prepares students for 

SACE by encouraging cra�manship and quality of work. 

Areas of prac�cal media study include: 

�� Drawing folio ‐ an integral part of all ac�vi�es, 

leading to the inves�ga�on and development of 

the major pain�ng and ceramic/sculpture works 

�� Major Pain�ng ‐ acrylics on canvas 

�� Ceramics ‐ wheel thrown and hand built sculp‐ 

ture 

Prerequisite: 


Leads to: 

Stage 1 Visual Art 

Assessment: 

This is based on prac�cal work, projects, art apprecia‐ 

�on and theory including a journal of wri�en work and 

a sketch book containing their folio of prac�cal work. 






gagement 

Descrip�on: 

Art B 

Department: Arts—Visual 



This course builds upon knowledge gained in Years 7—9 

and encourages students to work as ar�sts u�lising the 

principles of art and design. Visual Art is a prac�cally 

orientated course aimed at introducing students to sev‐ 

eral styles of art, a variety of media and building the 

skills required to produce successful works of art. 

Students will explore and inves�gate art through cri�cal 

selec�on and manipula�on of tradi�onal and new tech‐ 

nologies to become familiar with the range of media 

and art prac�ces available to them to create their own 

works. The course is designed to fully engage and pre‐ 

pare students for con�nued learning into their senior 

secondary years. Each semester prepares students for 

SACE by encouraging cra�manship and quality of work. 

Areas of prac�cal media study include: 

�� Drawing folio – an integral part of all ac�vi�es, 

leading to the inves�ga�on and development of 

the major pain�ng/printmaking and photograph‐ 

ic art 

�� Major combined mul�media Pain�ng/ 

Printmaking – acrylics on canvas 

�� Photographic Art—Digital art using digital camer‐ 

as and Adobe Photoshop 

Theore�cal areas of study relate directly to the prac�cal components to improve students’ holis�c understanding of 

the ar�sts and art movement under considera�on. Studying the work of ar�sts, art styles and careers in the Visual Arts 

by means of PowerPoint presenta�ons, videos, exhibi�on and excursions gives students a rounded understanding of 

this subject and possible areas of study or employment in the Visual Arts beyond school. 

10

Chinese Background Speakers 

Department: Languages—Language B 

Length: Full year subject 

Coordinator: Georgia Heynemann, Mandy Xu 

Prerequisite: 

Experienced Chinese speakers 

Leads to: 

Stage 2 Chinese Background Speakers 

Assessment: 

This course is assessed as a SACE Stage 1 course. Assess‐ 

ment types include: 

�� Interac�on 20% 

�� Text Produc�on 20% 

�� Text Analysis 20% 

�� Inves�ga�on 40% 

Descrip�on: 

The Background Speakers course is designed for stu‐ 

dents with a cultural and linguis�c background in Chi‐ 

nese (Mandarin or Cantonese). Typically, students will 

have been born in a country where Chinese is a major 

language of communica�on and a medium of instruc‐ 

�on, and will have had more than one year of educa�on 

in that country or in a Chinese‐speaking environment. 

Students who have experience with Chinese as their 

first language may choose to enrol in this course. The 

course content and expecta�ons will be at SACE Stage 1 

level and students may be working in a composite Year 

10 and 11 class for this subject. 

The study of themes, presented through a range of 

texts, will enable students to reflect on, and respond to, 

aspects of the language and culture of Chinese‐speaking 

communi�es. Students will develop skills in exchanging, 

analysing, and evalua�ng informa�on, opinions, and 

ideas. 

Prerequisite: 

Chinese Level 1 or some background in Chinese Con�n‐ 

uers courses 

Leads to: 

Stage 1 Chinese Con�nuers (by nego�a�on) 

Assessment: 

This course is assessed as an IB MYP subject with the 

following criteria: 

�� Criterion A: Oral Communica�on 

�� Criterion B: Visual Interpreta�on 

�� Criterion C: Reading Comprehension 

�� Criterion D: Wri�ng 

Descrip�on: 

Chinese Level 2 



Coordinator: Georgia Heynemann, Mandy Xu 

This language course builds upon previous Chinese lan‐ 

guage development at Level 1. The study of Chinese 

provides students with the ability to communicate with 

Chinese‐speaking communi�es and fosters an under‐ 

standing of other cultures. It is an essen�al part of un‐ 

derstanding Australia’s place in the world, par�cularly 

in the Asia‐Pacific region, and gives a reference point to 

understanding one’s own culture. It helps students to 

develop an interna�onal perspec�ve. 

Students develop their ability to communicate infor‐ 

ma�on about themselves and their world. Topics cov‐ 

ered include: 

�� Home and housing 

�� Colours 

�� Hobbies 

�� Tourism and travel plans 

11

Prerequisite: 

None 

Leads to: 

Stage 1 Studies in Religion and Life 

Assessment: 



�� Criterion B: Reflec�on 

�� Criterion C: Presenta�on and Organisa�on of 

Informa�on 

Assessment strategies include journal entries, oral, 

wri�en and computer generated presenta�ons, and 

involvement in class discussions. 

Descrip�on: 

The study of the Chris�an faith and its relevance for life 

today is based on the Chris�an Bible and is taught in 

conformity with Lutheran confessions. 

The different topics in Year 10: 

�� World Religions 

Chris�anity and Life 

Department: Chris�an Studies 


Coordinator: Andrew Dewhirst 

�� Service to the Community 

�� Conflict Resolu�on and Sexuality 

give students the opportunity to hear, explore, reflect 

on and appreciate the Chris�an understanding of life, 

and the world in which they live. 

There is also an opportunity in Year 10 for students to 

apply to become Peer Support Leaders for a semester 

as part of their Chris�anity and Life studies. 

Chris�an Studies does not assume faith and while it 

provides an opportunity for teachers and students to 

express their faith, it does not overtly nor covertly put 

pressure on them to do so. 

12

Prerequisite: 


Leads to: 

Stage 1 Visual Arts—Design 

Assessment: 

Assessment is based on prac�cal work, projects, theory 

and an examina�on. Students keep a journal containing 

wri�en work and a sketch book containing their folio of 

prac�cal work. The criteria used in this area of learning 

are: 

�� Criterion: A: Knowledge and Understanding 

�� Criterion: B: Applica�on 

�� Criterion: C: Reflec�on and Evalua�on 

�� Criterion: D: Ar�s�c Awareness and Personal 

Engagement 

Descrip�on: 

Design A 

Department: Arts—Visual Arts 



Students may select either one or two semesters of 

Design by pairing this with Design B. Design looks at 

problems to iden�fy the best solu�ons within the par‐ 

�cular parameters of a “design brief” which may involve 

mul�ple factors for considera�on. Students work as 

Graphic designers to give them a broad understanding 

of Communica�on Graphics. They will engage in de‐ 

signing, fabrica�ng and construc�ng, manually and 

digitally, to evaluate and make cri�cal, ra�onal and aes‐ 

the�c decisions. They will use design thinking and the 

design process to create works that solve a problem or 

the design brief. 

Areas of prac�cal media study will be selected from: 

�� Graphic/Visual Communica�on projects such as 

logos, adver�sing, posters 

�� Composi�on exercises and understanding of 

good design prac�ce 

�� Developing basic drawing and media skills 

�� Analysis of successful graphic design prac�ce and 

the role of the graphic designer 

�� Prac�cal applica�on of Adobe So�ware for final 

presenta�on work 

Prerequisite: 


Leads to: 

Stage 1 Visual Arts—Design 

Assessment: 

Assessment is based on prac�cal work, projects, theory 

and an examina�on. Students keep a journal containing 

wri�en work and a sketch book containing their folio of 

prac�cal work. The criteria used in this area of learning 

are: 

�� Criterion: A: Knowledge and Understanding 

�� Criterion: B: Applica�on 

�� Criterion: C: Reflec�on and Evalua�on 

�� Criterion: D: Ar�s�c Awareness and Personal 

Engagement 

Descrip�on: 

Design B 

Department: Arts—Visual Arts 



Students may select either one or two semesters of 

Design by pairing this with Design A. Design looks at 

problems to iden�fy the best solu�ons within the par‐ 

�cular parameters of a “design brief” which may involve 

mul�ple factors for considera�on. Students work as 

Graphic designers to give them a broad understanding 

of Communica�on Graphics. They will engage in de‐ 

signing, fabrica�ng and construc�ng, manually and 

digitally, to evaluate and make cri�cal, ra�onal and aes‐ 

the�c decisions. They will use design thinking and the 

design process to create works that solve a problem or 

the design brief. 

Areas of prac�cal media study will be selected from: 

�� Graphic/Visual Communica�on projects such as 

magazine covers, business cards, packaging 

�� Composi�on exercises and understanding of 

good design prac�ce 

�� Developing basic drawing and media skills 

�� Analysis of successful graphic design prac�ce and 

the role of the graphic designer 

�� Prac�cal applica�on of Adobe So�ware for final 

presenta�on work 

Theore�cal areas of study relate directly to the prac�cal components. Studying the work of designers, design styles 

and careers in the Design by means of PowerPoint presenta�on, videos, exhibi�on and excursions gives students a 

rounded understanding of this subject and possible areas of study or employment in the Design beyond school. 

13

Prerequisite: 

None 

Leads to: 

Stage 1 Drama 

Assessment: 


Criterion A: Knowledge & Understanding 

Criterion B: Applica�on 

Criterion C: Reflec�on & Evalua�on 

Criterion D: Ar�s�c Awareness & Personal Engagement 

This is based on prac�cal, inves�ga�on, individual and 

peer‐ based work to produce entertaining and power‐ 

ful, thought provoking drama�c artworks. Tasks include 

a folio, script wri�ng, reflec�on & evalua�on and 

presenta�on of performance work to an invited audi‐ 

ence. 

Descrip�on: 

Drama A—Method Ac�ng 

Drama A 

Department: Arts—Performing Arts 


Coordinator: Trudi Hewi� 

This course is designed to develop drama�c knowledge 

and skills and encourages students to work as perform‐ 

ers u�lising the principles of Stanislavski’s approach to 

method ac�ng. Students present both individual and 

group performances which prepares them for SACE by 

encouraging them to refine the quali�es of what it is to 

be an actor. 

Theore�cal areas of study include the following: 

�� Study the work of drama�c innovator, Constan‐ 

�n Stanislavski ,and a range of examples of real‐ 

is�c scripts, artworks and ac�ng performances 

�� Study of a range of drama�c elements including: 

scriptwri�ng conven�ons, research methods, 

technical theatrical devices, vocaliza�on, physi‐ 

calisa�on & accent 

Prerequisite: 

None 

Leads to: 

Stage 1 Drama 

Assessment: 


Criterion A: Knowledge & Understanding 

Criterion B: Applica�on 

Criterion C: Reflec�on & Evalua�on 

Criterion D: Ar�s�c Awareness & Personal Engagement 

This is based on prac�cal, inves�ga�on, individual and 

peer‐based work to produce entertaining and comic 

drama�c artworks. Tasks include a comic folio, script 

wri�ng, reflec�on & evalua�on and presenta�on of 

performance work to an invited audience. 

Descrip�on: 

Drama B 



Coordinator: Trudi Hewi� 

Drama B—Comedy for Stage and Screen 

This course is designed to develop drama�c knowledge 

and skills and encourages students to work as perform‐ 

ers u�lising the principles of comedy for both the stage 

and screen. Students present a teacher‐directed group 

produc�on and a student‐devised comic film/sit‐com/ 

mockumentary/sa�re which prepares them for SACE by 

encouraging them to refine the quali�es of what is in‐ 

volved in the ‘page to stage’ process. 

Theore�cal areas of study include the following: 

�� Studying the works of a range of comic conven‐ 

�ons, actors, styles including: farce, slaps�ck, 

Commedia del’ arte, surreal, absurd, stand‐up, 

Rowan Atkinson, Fawlty Towers, Monty Python, 

Seinfeld, mockumentaries, sit‐coms, sa�re and a 

range of examples of comic scripts, artworks and 

ac�ng performances. 

�� Study of a range of drama�c elements including: 

scriptwri�ng conven�ons, research methods, 

technical theatrical devices, vocaliza�on, ges‐ 

ture, accent & comic �ming 

14

Prerequisite: 

Year 9 English 

Leads to: 

Stage 1 English, Stage 1 English Pathways, Stage 1 Liter‐ 

acy and Numeracy for Work and Community Life 

Assessment: 

Tasks include wri�ng, reading, viewing, speaking and 

listening and the criteria for this area of learning are: 

�� Criterion A: Content 

�� Criterion B: Organisa�on 

�� Criterion C: Style and Language Use 

Descrip�on: 

English 

Department: English—Language A 


Coordinator: Gregor Dingwall 

Students develop their skills in language and communi‐ 

ca�on through engagement with crea�ve literature, 

media texts and factual informa�on. They develop the 

capacity to respond personally, though�ully and cri�cal‐ 

ly. 

Students will engage in an extended prose text study, a 

genre based film study, cri�cal and independent reading 

and the crea�on of a number of text produc�on pieces. 

Students engage in a Shakespeare study, an extended 

prose text study, a poetry study, cri�cal and independ‐ 

ent reading and the crea�on of a number of text pro‐ 

duc�on pieces. 

The course aims to foster a las�ng apprecia�on of the 

power of language, literature and the imagina�on 

whilst enhancing those literate prac�ces that will pre‐ 

pare students for future learning. 

English as a Second Language 

(ESL) 



Coordinator: Max Marshall 

Prerequisite: 

Appropriate competence in English 

Leads to: 

Stage 1 English as a Second Language (ESL) 

Assessment: 

Assessment of wri�ng, reading, speaking and compre‐ 

hension skills is completed in class according to IB‐MYP 

assessment criteria. 


�� Criterion A: Oral communica�on 


�� Criterion C: Reading comprehension 


Descrip�on: 

This course focuses on improving skills in English and 

preparing students for Stage 1 SACE. Students will read, 

listen to and view a range of text types. In turn, they 

will learn to write and speak the range of text types 

necessary for senior secondary study, through model 

text deconstruc�on and reconstruc�on. The text types 

o�en studied include: 

�� Short stories 

�� Novels 

�� Factual reports 

�� Oral presenta�ons 

�� Essays 

�� Debates 

The content of the course is integrated through a the‐ 

ma�c approach. This may be topic‐based or literature‐ 

based or a combina�on of the two. Students have the 

opportunity to develop detailed knowledge of English 

through integrated study of the following: 

�� The language of the field under study 

�� Language for different text types 

�� Language structure at the sentence, paragraph 

and whole‐text level 

�� English grammar 

15

Prerequisite: 

None 

Leads to: 

Stage 1 and 2 Material Products—Fashion Design 

Assessment: 

Students will be required to complete at least one self‐ 

directed Design Cycle Project a�er comple�ng a Skills 

and Applica�ons Inves�ga�on. 

Stage 1 Material Products Performance Standards are 

used to assess the following course structure: 

�� Skills and Applica�on: 20% (Inves�ga�ng, Plan‐ 

ning, Producing and Evalua�ng) 

�� Folio: 30% (Inves�ga�ng, Planning, Evalua�ng) 

�� Product: 50% (Producing) 

Descrip�on: 

Fashion Design 



Coordinator: Lynda Allwright 

Students inves�gate the world of fashion, their own 

style and needs in order to design a garment unique to 

them. They analyse their figure type and learn tech‐ 

niques to enhance their figure shape. 

Fashion illustra�on will be the basis for communica�ng 

and developing design ideas. Basic construc�on tech‐ 

niques are inves�gated and developed in the process of 

redesigning and construc�ng a basic skill garment. 

Students are directed to design their own garment, 

modify a commercial pa�ern and construct an ou�it 

that addresses a need iden�fied in their design brief. 

Students will gain a stronger sense of confidence in us‐ 

ing equipment and are encouraged to be fashion de‐ 

signers by crea�ng garments of their own design. 

Whilst no prior experience in sewing is required, it is 

expected that students have a genuine interest in both 

Fashion Design and Tex�le Construc�on, as risk taking 

and problem solving are integral to this subject. 

Prerequisite: 

None 

Leads to: 

Stage 1 Food and Hospitality, Nutri�on and Early Child‐ 

hood Studies; students who achieve an A in this subject 

have the opportunity to study Stage 2 Food and Hospi‐ 

tality the next year 

Assessment: 

This is a SACE Stage One subject worth 10 Credits. 

Students will be required to complete 4 assessment 

tasks: 

�� Two prac�cal ac�vi�es 60% 

�� One group ac�vity 20% 

�� One inves�ga�on 20% 

Descrip�on: 

Food with Flair 




The aim of the program is to develop cooking skills 

while inves�ga�ng contemporary issues. The develop‐ 

ment of skills will assist students wishing to con�nue 

with Food and Hospitality in Year 11 and 12. 

The course has been divided into four units: 

�� Home Made Pasta 

�� Coffee Making using a Commercial Coffee Ma‐ 

chine. 

�� Signature Cup Cakes. 

�� Product Development – Developing a product 

suitable to sell in the College Café 

Students will par�cipate in prac�cal ac�vi�es each week 

to develop their skills. An assignment will be completed 

at the end of each unit. Each assignment will be based 

on a contemporary issue linked to the prac�cal skills 

being developed. 

The assignments will cover the requirements listed in 

the 2013 SACE Food and Hospitality Subject Outline. 

16

Prerequisite: 

German Level 2 or equivalent background 

Leads to: 

Stage 1 German (Con�nuers) 

Assessment: 






Descrip�on: 

German is a tool of communica�on with German‐ 

speaking communi�es and a gateway to understanding 

other cultures. The study of German is an essen�al part 

of an understanding of Australia’s place in the world 

and gives a reference point to understand one’s own 

culture. The study of German enables students to func‐ 

�on in another culture and provides students with a 

truly interna�onal perspec�ve. 

Topics covered include: 

�� housing 

�� pocket money and shops 

�� the weekend 

�� holiday plans 

�� Berlin 

German Level 3 



Coordinator: Georgia Heynemann 

Prerequisite: 

German Level 3 or equivalent background 

Leads to: 

Stage 1 German (Con�nuers) 

Assessment: 




�� Criterion C: Reading Comprehension 


Descrip�on: 

German is a tool of communica�on with German‐ 


other cultures. The study of German is an essen�al part 

of an understanding of Australia’s place in the world 

and gives a reference point to understand one’s own 

culture. The study of German enables students to func‐ 

�on in another culture and provides students with a 

truly interna�onal perspec�ve. 


�� holiday plans 

�� Berlin 

�� Rela�onships 

�� Student exchanges 

�� Environment 

German Level 4 



Coordinator: Georgia Heynemann 

17

Prerequisite: 

None 

Leads to: 

Various Senior School Humani�es subjects—History, 

Geography, Legal Studies, Business Studies, Tourism 

Assessment: 

Students are assessed in the following areas: 

�� Criterion A: Knowing and Understanding 

�� Criterion B: Inves�ga�ng 

�� Criterion C: Thinking cri�cally 

�� Criterion D: Communica�ng 

Descrip�on: 

Humani�es Core—History 

Department: Humani�es 


Coordinator: Martyn Anderson 

This subject provides a study of the history of the mod‐ 

ern world and Australia from 1918 to the present, with 

an emphasis on Australia in its global context. The 

twen�eth century became a cri�cal period in Australia’s 

social, cultural, economic and poli�cal development. 

The transforma�on of the modern world during a �me 

of poli�cal turmoil, global conflict and interna�onal 

coopera�on provides a necessary context for under‐ 

standing Australia’s development, its p lace within the 

Asia‐Pacific region, and its global standing. 


�� World War II (1939—45) 

�� Rights and Freedoms (1945—present) 

�� Popular Culture (1954—present) 

Humani�es Elec�ve—Geography 

Department: Humani�es 


Coordinator: Martyn Anderson 

Prerequisite: 

None 

Leads to: 

Various Senior School Humani�es subjects—History, 

Geography, Legal Studies, Business Studies, Tourism 

Assessment: 

Students are assessed in the following areas: 

�� Criterion A: Knowing and Understanding 

�� Criterion B: Inves�ga�ng 

�� Criterion C: Thinking cri�cally 

�� Criterion D: Communica�ng 

Descrip�on: 

Geography is the inves�ga�on and understanding of the 

earth and its features and the distribu�on of life on 

earth, including human life and its impacts. It is the 

study of the many different “places”, or environments, 

which make up our world. The study of the three topics 

give opportuni�es for students to develop key geo‐ 

graphical skills and build an awareness of local and glob‐ 

al issues that affect them both now and in the future. 

Learning will take place both in the classroom and out‐ 

side the classroom through various field trips. 


�� Natural Disasters 

�� Coasts 

�� Australian Tourism 

All students study Humani�es Core. Studying Humani‐ 

�es Elec�ve provides students with the opportunity for 

an addi�onal semester of Humani�es study. 

18

Prerequisite: 

None 

Leads to: 

Stage 1 Child Studies, Stage 1 Food and Hospitality 

Assessment: 

This subject is a SACE Stage 1 subject worth 10 credits. 

Students will be required to complete 4 assessment 

tasks: 

�� Two group ac�vi�es 60% 

�� One prac�cal ac�vity 20% 

�� Folio and discussion 20% 

Descrip�on: 

Independent Living 




Students work in groups to apply knowledge, concepts 

and understanding to develop the necessary skills for 

independent living in the future. This includes the legali‐ 

�es involved in ren�ng, budge�ng, se�ng up a home 

and associated costs, furnishing, group rules, car 

maintenance, washing, ironing, mending and preparing 

healthy meals on a budget. 

Students then plan, prepare and present a housewarm‐ 

ing party for invited guests on a budget. 

Their final prac�cal is to select, prepare and present a 

nutri�ous meal that reflects healthy ea�ng prac�ces 

and is prepared with budget and �me limita�ons. Stu‐ 

dents will develop a repertoire of recipes that will be 

made into a recipe book at the comple�on of the 

course. 

19

Prerequisite: 

Nil 

Leads to: 

Stage 1 Informa�on Processing 

Assessment: 


�� Criterion A: Inves�ga�ng 

�� Criterion B: Designing 

�� Criterion C: Planning 

�� Criterion D: Crea�ng 

�� Criterion E: Evalua�ng 


Descrip�on: 

Informa�on Processing A 



Coordinator: Tracy Hutchings 

The single semester course introduces data input and 

use of technology to design and implement informa�on 

processing solu�ons. 

Data input includes introduc�on to the QWERTY key‐ 

board, speed and accuracy development to 30 words a 

minute and use of correc�on symbols. Theory includes 

care of equipment, so�ware, ergonomics and health 

and safety. 

Students are encouraged to adopt enterprising ap‐ 

proaches, including the design process and this involves 

the development of innova�ve and crea�ve design solu‐ 

�ons used to communicate informa�on. Students fol‐ 

low the designing process to produce paper‐based pub‐ 

lica�ons such as essays, le�ers, reports, flyers, menus 

and invita�ons. 

Prerequisite: 

Nil 

Leads to: 

Stage 1 Informa�on Processing 

Assessment: 








Students con�nuing from Semester 1 may be assessed 

at SACE Stage 1 level and gain SACE credits. 

Descrip�on: 

Informa�on Processing B 



Coordinator: Tracy Hutchings 

This course introduces data input and the use of tech‐ 

nology to design and implement informa�on processing 

solu�ons. Data input includes introduc�on to 

the QWERTY keyboard, speed and accuracy develop‐ 

ment to 30 words a minute and use of correc�on sym‐ 

bols. Theory covers care of equipment and so�ware, 

ergonomics and health and safety. 

Students adopt enterprising approaches, including the 

design process, and this involves the development of 

innova�ve and crea�ve design solu�ons used to com‐ 

municate informa�on. Students use the designing pro‐ 

cess to produce paper‐based publica�ons such as es‐ 

says, le�ers, reports, flyers, menus and invita�ons. 

20

IT Essen�als A—Gadgets, Widgets and 

Web 2.0 



Coordinator: Rob Churches 

Prerequisite: 

None 

Leads to: 

Stage 1 Informa�on Technology and computer techni‐ 

cian course 

Assessment: 

The criteria in this area of learning are: 







Assessment is via online examina�ons and prac�cal 

assignments. Prac�cal assignments include building and 

repairing computers. 

Descrip�on: 

There are 2 planned aspects to this course. There may 

be some varia�on in what is offered as new so�ware 

and hardware become available and provide new op‐ 

portuni�es in this subject area. 

1. Gadgets, Widgets and Web 2.0 Technology 

This looks at the various uses of contemporary Gadgets, 

Widgets and Web 2.0 hardware and so�ware technolo‐ 

gies. This may include the crea�on and use of: 

�� Internet radio sta�on 

�� Ipod/Phone/MP3 applica�ons 

�� Video/TV sta�on 

�� Moodle 

�� Widgets and Gadgets for computers 

2. IT Essen�als: 

This is a Cisco Accredited course that is recognised 

worldwide as an introduc�on to a computer techni‐ 

cian's course. Students learn the func�onality of hard‐ 

ware and so�ware components as well as suggested 

best prac�ces in maintenance and safety issues. Prac�‐ 

cal ac�vi�es include how to assemble and configure a 

computer, install opera�ng systems and so�ware, and 

troubleshoot hardware and so�ware problems. 

IT Essen�als B—Gadgets, Widgets and 

Web 2.0 



Coordinator: Rob Churches 

Prerequisite: 

None 

Leads to: 

Stage 1 Informa�on Technology and computer techni‐ 

cian course 

Assessment: 








Assessment is via online examina�ons and prac�cal 

assignments. Prac�cal assignments include building and 

repairing networks and troubleshoo�ng computer sys‐ 

tem problems. 

Descrip�on: 

This is an extension of IT Essen�als A. Students will 

choose from one of the following two topics to extend 

what they completed in IT Essen�als A in Semester 1. As 

ICT is a broad field, there is a lot of scope for students in 

the topics below. 

1. Gadgets, Widgets and Web 2.0 Technology 

This looks at the various uses of contemporary Gadgets, 

Widgets and Web 2.0 hardware and so�ware technolo‐ 

gies. This may include the crea�on and use of: 

�� Internet radio sta�on 

�� Ipod/Phone/MP3 applica�ons 

�� Video/TV sta�on 

�� Moodle 

�� Widgets and Gadgets for computers 

2. IT Essen�als 

Students can either commence or con�nue with the 

Cisco Accredited course described in the Semester 1 

subject offering. 

21

Prerequisite: 

Japanese Level 2 

Leads to: 

Stage 1 Japanese Con�nuers 

Assessment: 

Students will develop their skills in Speaking, Wri�ng 

and Reading through forma�ve assessment tasks. Final 

assessment of students’ learning will be determined 

through summa�ve tasks addressing the following as‐ 

sessment criteria: 


�� Criterion B: Visual interpreta�on 



Descrip�on: 

Japanese is a tool of communica�on with Japanese‐ 


other cultures. The study of Japanese is an essen�al 

part of an understanding of Australia’s place in the 

world and gives a reference point to understand one’s 

own culture. The study of Japanese enables students to 

func�on in another culture and provides students with 

a truly interna�onal perspec�ve. 

Topics include: 

�� Katakana Script 

�� School Friends 

�� Health 

�� Making arrangements 

�� Restaurants 




Coordinator: Grant Nielsen 

Prerequisite: 


Leads to: 

Stage 1 Japanese Con�nuers 

Assessment: 

Students will develop their skills in Speaking, Wri�ng 

and Reading through forma�ve assessment tasks. Final 

assessment of students’ learning will be determined 

through summa�ve tasks addressing the following as‐ 

sessment criteria: 


�� Criterion B: Visual interpreta�on 



Descrip�on: 

Japanese is a tool of communica�on with Japanese‐ 


other cultures. The study of Japanese is an essen�al 

part of an understanding of Australia’s place in the 

world and gives a reference point to understand one’s 

own culture. The study of Japanese enables students to 

func�on in another culture and provides students with 

a truly interna�onal perspec�ve. 

Topics include: 

�� Youth culture in contemporary Japan 

�� Me, myself and I 

�� Hi‐tech goods 




Coordinator: Grant Nielsen 

22

Prerequisite: 

None 

Leads to: 

Materials Design/Construc�on A 



Coordinator: Peter Maple 

Stage 1 Technology subjects, Materials Construc�on or 

Manufacturing Technology 

Assessment: 








Descrip�on: 

Students will be engaged in a prac�cally orientated 

course aimed at comple�ng one design cycle pro‐ 

ject. The course covers: 

�� Design and manufacture of projects us‐ 

ing primarily �mber and glass and associated 

hardware although other materials can be in‐ 

cluded. 

�� Inves�ga�on and applica�on of contemporary 

and tradi�onal furniture construc�on systems 

and techniques 

�� Manual and computer aided produc�on of work‐ 

ing drawings 

�� Development of skills and understanding in the 

opera�on of tools and machinery 

Prerequisite: 

None 

Materials Design/Construc�on B— 

VET Metals and Engineering 


Length: Half year subject (Semester 2) 

Coordinator: Peter Maple 

Leads to: 

Year 11 Manufacturing Technology—to complete Cer‐ 

�ficate II Metals and Engineering; Stage 1 Technology 

courses 

Structure: 

Students will need to complete Materials Design/ 

Construc�on – VET Metals and Engineering in Semester 

2 of Year 10 and for a full year at Year 11 to complete 

the Cer�ficate II Metals and Engineering. The course will 

be held as a stand‐alone subject for a block of �me one 

day per week. It is held in conjunc�on with TAFE SA. 

Assessment: 

This subject is assessed as a VET subject. Competencies 

are awarded for successful comple�on of assessment 

tasks. These will accrue Stage 1 credits. All competen‐ 

cies studies must be successfully completed to gain Cer‐ 

�ficate II in Metals and Engineering. This equates to 50 

SACE Stage 1 credits. 

Assessment items include: 

�� Projects demonstra�ng prac�cal competence 

�� TAFE SA work booklets 

�� TAFE theory‐based competency tests (minimum 

70% pass) 

Descrip�on: 

Students will be engaged in a prac�cally orientated 

course designed to provide core knowledge and compe‐ 

tent levels of skill development in the Metals and Engi‐ 

neering field. 

�� Competencies studied include: 

�� Use hand tools 

�� Undertake a rou�ne task 

�� Interact with compu�ng technology 

�� Apply principles of occupa�onal health welfare 

and safety 

�� Oxyacetylene welding 

23

Prerequisite: 

Year 9 Core Mathema�cs 

Leads to: 

All Stage 1 Mathema�cs courses 

Assessment: 

A variety of tasks including homework exercises, di‐ 

rected inves�ga�ons, projects, and common tests, will 

be undertaken by students to assess their level of com‐ 

petence against four criteria. 

Criterion A: Knowledge and Understanding 

Criterion B: Applica�on and Reasoning 

Criterion C: Communica�on 

Criterion D: Reflec�on and Evalua�on 

Descrip�on: 

Standard Mathema�cs 

Department: Mathema�cs 


Coordinator: Alan Smith 

The content of the course includes the following topics: 

�� Basic Algebra 

�� Coordinate Geometry 

�� Surds, Indices, Exponen�al Graphs 

�� Equa�ons & Inequali�es 

�� Simultaneous Equa�ons 

�� Quadra�c Func�ons 

�� Measurement 

�� Trigonometry 

�� Deduc�ve Geometry 

�� Sta�s�cs & Probability 

�� Algebra of Quadra�cs 

Prerequisite: 

Year 9 Core Mathema�cs 

Leads to: 

All Stage 1 Mathema�cs courses 

Assessment: 









Descrip�on: 

Extended Mathema�cs 





�� Basic Algebra 

�� Coordinate Geometry 

�� Surds, Indices, Exponen�al Graphs 

�� Equa�ons & Inequali�es 

�� Simultaneous Equa�ons 

�� Quadra�c Func�ons 


�� Trigonometry 

�� Deduc�ve Geometry 

�� Sta�s�cs & Probability 

�� Algebra of Quadra�cs 

�� Extension Ac�vi�es throughout the course 

24

Modified Standard Mathema�cs 




Prerequisite: 

Year 9 Modified Core Mathema�cs 

Leads to: 

Stage 1 Mathema�cal Applica�ons E & F 

Assessment: 









Descrip�on: 


�� Probability 

�� Earning Money 

�� Interpre�ng Graphs 

�� Business Mathema�cs 

�� Pythagoras and Trigonometry 


�� Sta�s�cs 

�� Simple and Compound Interest 

25



Coordinator: Jarrad Fraser 

Prerequisite: 

None 

Leads to: 

Stage 1 Informa�on Technology 

Assessment: 








Students will complete 2 major assignments using pro‐ 

grams such as Adobe Flash and Gamemaker. Students 

study the product design lifecycle in rela�on to mul�‐ 

media produc�on. 

Descrip�on: 

The course includes: 

Mul�media A 

�� inves�ga�on of effec�ve designs of exis�ng mul‐ 

�media products. 

�� crea�on of interac�ve presenta�ons. 

�� development and presenta�on of electronic 

presenta�ons of Macromedia Flash applica�ons 

and Websites. 

�� development of skills in and understanding of 

the opera�on of equipment and materials. 

�� inves�ga�on of commercial computer game pro‐ 

duc�on techniques. 

�� censorship and ethical issues involved in com‐ 

mercial game produc�on 



Coordinator: Jarrad Fraser 

Prerequisite: 

None 

Leads to: 

Stage 1 Informa�on Technology 

Assessment: 








Students will complete 2 major assignments using pro‐ 

grams such as Adobe Flash, 3D Studio Max and video 

edi�ng so�ware. Students study the product design 

lifecycle in rela�on to mul�media produc�on. 

Descrip�on: 

The course includes: 

Mul�media B 

�� inves�ga�on of effec�ve designs of exis�ng mul‐ 

�media products. 

�� crea�on of interac�ve presenta�ons 

�� filming and edi�ng video 

�� development and presenta�on of electronic 

presenta�ons with 3D elements. 

�� development of skills and understanding of the 

opera�on of equipment and materials. 

�� inves�ga�on of the commercial anima�on pro‐ 

duc�on techniques 

�� censorship and ethical issues involved in com‐ 

mercial anima�on produc�on. 

26

Prerequisite: 

Year 9 Music or equivalent 

Leads to: 

SACE Stage 1 Music 

Assessment: 

A range of assessment tasks is used and includes prac�‐ 

cal tests and performance, wri�en assignments, tests 

and reflec�on tasks, oral and visual presenta�ons. 






gagement 

Descrip�on: 

Music 



Coordinator: Paul Kolomitsev 

Year 10 Music* involves con�nued instrumental tui�on, 

par�cipa�on in a class ensemble (concert band, guitar 

band or string ensemble), and involvement in some 

school concerts. The course offers a number of diverse 

units of study, including Musicianship, Music History 

(Classical and Jazz), Solo Performance Prac�ce, Compo‐ 

si�on and Technology. 

Entry into Semester Two may be possible but will 

be dependent on the musical background of the individ‐ 

ual student 

* Please note that Music as an elec�ve is designed as a 

3 year course (Year 8‐10). Entry into, or exit from, Music 

during this �me is by interview only. 

Prerequisite: 

None 

Leads to: 

None 

Assessment: 

Personal Learning Plan (PLP) is a compulsory SACE Stage 

1 subject. This subject is graded A—E, and is assessed 

on the basis of how well a student addresses the assess‐ 

ment criteria. A minimum of a C grade is required to 

successfully complete the SACE and gain 10 credits. 

Assessment 

�� Folio of evidence in developing the five capabili�es 

and their personal and learning goals 75% 

�� Reflec�on on their personal and learning goals and 

effec�veness of strategies they developed to achieve 

their goals 25% 

Descrip�on 

The PLP provides students with the opportunity to ex‐ 

plore their interests, skills, strengths and areas for de‐ 

velopment. They will be involved in goal‐se�ng and 

planning, as well as evalua�ng how well they have 

achieved their goals. Students will explore career path‐ 

ways of interest to them, and research school and post‐ 

school op�ons for pursuing these pathways. 

Capabili�es 

Communica�on, Ci�zenship, Work, Personal Development, 

and Learning 

Contents 

Personal Learning Plan 

Department: Cross‐disciplinary 


Coordinator: Pat Klimatsakis 

The Five Capabili�es—Students develop their knowledge and 

understanding of each capability. 

Personal and learning goals—Students iden�fy, explore and 

develop personal and learning goals and strategies to achieve 

them. 

Reflec�ng on their learning—Students reflect on their devel‐ 

opment of at least one capability relevant to achieving their 

goals. 

27

Prerequisite: 

None 

Leads to: 

Stage 1 Physical Educa�on 

Assessment: 


�� Criterion A: Use of Knowledge 

�� Criterion B: Movement Composi�on 

�� Criterion C: Performance 

�� Criterion D: Social Skills and Personal Engage‐ 

ment 

Descrip�on: 

Physical Educa�on 

Department: Health and Physical Educa�on 


Coordinator: Lisa Smyth 

Physical Educa�on has a unique and significant contri‐ 

bu�on to make to the development of students' physi‐ 

cal, intellectual, emo�onal and social maturity. 

The aims of Physical Educa�on are to enable the stu‐ 

dent to: 

�� appreciate and understand the value of Physical 

Educa�on and its rela�onship to a healthy, ac�ve 

lifestyle 

�� become aware of movement as a crea�ve medi‐ 

um connected to communica�on, expression 

and aesthe�c apprecia�on 

�� develop motor skills necessary to par�cipate 

successfully in a variety of physical ac�vi�es 

�� experience enjoyment and sa�sfac�on through 

physical ac�vity 

�� develop social skills that demonstrate the im‐ 

portance of teamwork and coopera�on in group 

ac�vi�es. 

Topics may include: 

�� Aqua�cs Module 

�� Movement Composi�on Module – dance, aero‐ 

bics, gymnas�cs, jump rope, light weights, syn‐ 

chronized swimming 

�� Health Related Fitness – Human movement, re‐ 

sistance training, psychological training 

�� Racquet Sports – badminton, table tennis, ten‐ 

nis, golf 

�� Team Sports – AFL, cricket, baseball / so�ball, 

soccer, netball, volleyball, interna�onal rules, 

European handball, lacrosse 

�� Recrea�on Op�ons – ice ska�ng, ten pin bowl‐ 

ing, snooker, squash, indoor sports, outdoor pur‐ 

suits, disabled sports 

�� Outdoor Educa�on (five day programs) – abseil‐ 

ing and rock climbing, kayak expedi�on, cross 

country skiing, mountain biking and scuba diving 

28

Prerequisite: 

Year 9 Science 

Leads to: 

Stage 1 Biology, Chemistry, Physics, Psychology 

Assessment: 

�� Criterion A: One World 

�� Criterion B: Communica�on in Science 

�� Criterion C: Knowledge and Understanding of 

Science 

�� Criterion D: Scien�fic Inquiry 

�� Criterion E: Processing Data 

�� Criterion F: A�tudes in Science 

The range of assessment tasks are may include research 

assignments, essays, posters, prac�cal tests, problem 

solving ac�vi�es, oral presenta�ons, performance 

checklists, end of topic tests and semester exams. 

Descrip�on: 

Inves�ga�ng Science 

�� Problem solving and experiment design, Data 

collec�on and processing, Report wri�ng 

Physics 

�� Speed, accelera�on, iner�a, momentum 

�� Accelera�on 

�� Newton’s Law 

Chemistry 

�� Atomic structure 

�� Periodic table 

�� Chemical equa�ons 

�� Metals and Non‐metals 

Biology 

�� Health and Disease 

�� Gene�cs 

Natural Resources 

�� Energy alterna�ves 

Forensic science 

�� Crime studies 

�� Finger‐prin�ng and blood grouping 

�� Accident analysis 

Science 

Department: Science 


Coordinator: Belinda Sziller 

Prerequisite: 

Students are nominated for this course by their Year 9 

Science teachers. This process is ve�ed by the Science 

Learning and Teaching Leader. 

Leads to: 

Students studying this course usually enrol in Technolo‐ 

gy or Physical Educa�on subjects, rather than tradi�on‐ 

al mainstream Science subjects. Entry into Stage 1 Biol‐ 

ogy or Psychology by recommenda�on only. This course 

does not lead to Stage 1 Chemistry or Physics. 

Assessment: 

This is a modified course where assessment is adapted 

to the needs of the students. Students who select this 

course may not be assessed against the standard IB 

MYP criteria for Science and may not qualify for the 

MYP Cer�ficate as a result. The mid year and final ex‐ 

ams are of a largely prac�cal nature. 

Descrip�on: 

General Science is a two‐semester course which aims to 

teach prac�cal and applied skills and knowledge to stu‐ 

dents which should be of use in their working lives. 

These skills include: 

Science—General 

Department: Science 


Coordinator: Belinda Sziller 

�� Researching informa�on via the World Wide 

Web, texts, people, AV aids. 

�� Compu�ng skills using the Microso� suite of ap‐ 

plica�ons. 

�� Public speaking skills. 

�� Group coopera�on skills. 

�� Experimenta�on and apparatus manipula�on. 

The theore�cal knowledge component may vary from 

year to year, but does involve the study of Physics units 

for one term, Chemistry units for one term and Biology 

units for one term. The final term may involve a Foren‐ 

sic Science unit, or further �me spent on Biology units, 

depending upon student needs and interests. 

These units are developed in response to those aspects 

of Science which may be of use to students based on 

three occupa�ons each one is interested in pursuing. 

29

Prerequisite: 

By applica�on only, a�er nego�a�on with the Head of 

Senior School and consulta�on with the Special Educa‐ 

�on staff. 

Leads to: 

None 

Assessment: 

There is no formal assessment of this subject. 

Descrip�on: 

This course is available to students with iden�fied spe‐ 

cial educa�onal needs. Selec�ng this subject allows 

them allocated support �me in the Special Educa�on 

Unit of the College, where assistance is given to stu‐ 

dents either individually or in small groups, with their 

work in core subject areas and their other elec�ve sub‐ 

ject choices. 

Tutorial Support 

Department: Special Learning Needs 


Coordinator: Leonie Harwood 

This subject may only be selected by applica�on 

through the Head of Middle School or Head of Senior 

School and a�er consulta�on with the Special Educa�on 

staff. Recommenda�ons may also be made to students 

and parents on the basis of the student tes�ng program 

in place. Students may be advised to select this op�on 

to give them the extra �me and support needed to suc‐ 

cessfully cope with the rest of their program of study. 

30

I M M A N U E L C O L L E G E 

32 Morphett Road, Novar Gardens SA 5040 

P: 08 8375 1700 F: 08 8294 2658 E: immanuel@immanuel.sa.edu.au W: www.immanuel.sa.edu.au 

CRICOS Provider Number: 00362G

2013 Year 10 Course Information Booklet.pdf - Immanuel College

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