Curriculum Guide Year 9 and 10 2016

Clarence High School
Curriculum Guide 2016
Year 9 and 10
Building Relationships
Inspiring Learning
Achieving Potential
GENERAL INFORMATION ........................................................................................ 4
INTRODUCTION 4
ASSESSMENT .............................................................................................................. 5
HOMEWORK ............................................................................................................... 5
SUPPORTIVE SCHOOL COMMUNITY ................................................................... 6
HOME GROUP TEACHER ......................................................................................... 6
INDIVIDUALISED PROGRAMS ................................................................................ 7
PATHWAY PLANNING ............................................................................................. 7
EXTENSION AND ENRICHMENT ........................................................................... 8
GUIDELINES FOR COURSE CONSTRUCTION FOR YEAR 9 AND 10 ............ 10
TIMETABLE FRAMEWORK..................................................................................... 12
ENGLISH .................................................................................................................... 13
YEAR 9 ENGLISH 13
YEAR 10 ENGLISH 13
HISTORY .................................................................................................................... 14
YEAR 9 HISTORY 15
YEAR 10 HISTORY 15
MATHEMATICS ........................................................................................................ 16
MATHEMATICS FOR LIFE 18
MATHEMATICS IN SOCIETY 19
MATHEMATICAL STUDIES 21
FURTHER MATHEMATICAL STUDIES 22
MATHS METHODS 23
SCIENCE..................................................................................................................... 24
SCIENCE STUDIES 26
FURTHER SCIENCE STUDIES 27
APPLIED SCIENCE 28
SURFING AND MARINE SCIENCE (2016) 29
HEALTH AND WELLBEING ................................................................................... 30
HEALTH AND RECREATION 30
HEALTH AND RECREATION FOR GIRLS 31
SPORT AND ACTIVE LIFESTYLE 32
SPORT AND ACTIVE LIFESTYLE FOR GIRLS 33
PURE FITNESS 34
OUTDOOR EDUCATION 35
ARTS ........................................................................................................................... 36
MEDIA - Movie Making 36
Curriculum Guide Grade 9 and 10 2016 Page 2

MUSIC General Studies 37
MUSIC - Performance (Pre-requisite Music - General Studies) 38
MUSIC - Rock Studies 39
DRAMA 40
ART PRODUCTION - Drawing and Print Making 41
ART PRODUCTION - Painting and Mixed Media 42
CERAMICS, GLASS AND SCULPTURE 43
ART AND FASHION PRODUCTION 44
VOCATIONAL AND APPLIED LEARNING .......................................................... 45
BIG HISTORY - HUMAN SOCIETY AND THE NATURAL WORLD (2017) 45
BUSINESS MANAGEMENT AND ENTERPRISE 46
CONNECTED AND READY FOR WORK 47
CREATIVE WRITING (To be offered in 2016) 48
JOURNALISM (To be offered in 2017) 49
DESIGN Craft Enterprise 50
DESIGN AND APPLIED TECHNOLOGY 51
DIGITAL PHOTOGRAPHY AND GRAPHIC DESIGN 52
3D GRAPHIC DESIGN 53
DIGITAL TECHNOLOGIES 1 - Robotics, Programming, Hardware And Networking 54
DIGITAL TECHNOLOGIES 2 Computer Game Making 55
FASHION PRODUCTION 56
FOOD STUDIES 57
HOSPITALITY & CATERING 58
FRENCH 59
GEOGRAPHY 60
INFORMATION SYSTEMS 1 - Mastering the Computer 61
INFORMATION SYSTEMS 2 - Computer Generated Animation 62
HUMAN INTERACTIONS 63
HUMANITARIAN STUDIES 64
PERSONALISED LEARNING 65
SPORT SCIENCE 66
WORK STUDIES 67

GENERAL INFORMATION
INTRODUCTION
Welcome to the 2016 Clarence High School Year 9 and 10 Curriculum Guide. This
guide has been put together in order to help students make wise course selections.
We have designed a curriculum structure that will support each student to fulfil their
potential while maintaining a balanced curriculum over their year 9 and 10 years at
Clarence High. We strongly encourage students to plan their course over 2 years as
some courses may only be offered every second year. Students are encouraged to
select a broad program that will meet their current and future needs and interests.
This is a school that values individuals and fosters their potential within the community.
We aim for all students to be successful and we look forward to working in
partnership with students and their families in order to achieve those goals. We care
about all the people in our community and encourage all students to reach out and try
their best. We are committed to academic and personal excellence in all fields of
endeavour.
The Curriculum Expo on Wednesday 14 October 4.30 6.30pm will provide

students currently in years 8 and 9 and their parents or guardians with the opportunity
to find out more about each program so that they can decide which is the most
suitable for the individual student. Clarence teachers look forward to the opportunity
to assist students make these important decisions. Representatives from Rosny
College, Tas TAFE and the University of Tasmania will also be attending.
Clarence High School programs will continue to be reviewed and remodelled over
coming years to further incorporate the requirements of the Australian Curriculum. In
particular, Mathematics, Science, English, History and Geography and Health and
Physical Education have been reviewed to reflect the latest Australian Curriculum
developments. There will continue to be a focus on building positive relationships,
inspiring learning and high expectations for all students to achieve their potential.
Authentic learning and assessment tasks and positive behaviour supports underpin our
work in encouraging the best from all of our students.

ASSESSMENT
The main purpose of assessment is to improve student learning. Assessment is an
ongoing process of gathering and using evidence of student achievement.
Effective assessment enables:

students to better understand their progress towards goals and become more
knowledgeable and self-directed in their learning
teachers to make more informed judgements about student progress and
design more effective teaching programs
parents and carers to better understand and support students learning and
achievement.
Mathematics, Science, English, History, Geography, Digital Technologies and Health

and Physical Education will be assessed against the Australian Curriculum year-based
Achievement Standards. Other programs will continue with Tasmanian Curriculum
Framework assessment or school-based assessment.
ICT literacy over the whole curriculum will be assessed against a skills check list at the
end of year 10
Years 9 and 10 students will also be given a Clarence High School Employability
Skills document at the end of the year.
HOMEWORK
Students will be asked to do work outside school time for a variety of reasons.
Students will be asked to:
reflect on their thinking and learning

discuss various topics with their families
investigate family opinion or history
research information from their local environment
share their learning and enthusiasm with family and friends
complete tasks begun in class
engage in challenges as part of particular learning sequences
attempt assignments
practise skills as appropriate
review and extend their learning and understanding
The purpose of this is to help students to develop independent learning skills which
will be so vital to their future as life-long learners. Teachers will monitor homework
and provide feedback to students.
Students benefit enormously when families actively engage together in discussion of

this process. Student learning is enhanced when school and home value both the
student and their learning.

SUPPORTIVE SCHOOL COMMUNITY
At Clarence High School we are committed to building a supportive school community
where everyone, staff and students, is able to work in a physically and emotionally safe
environment.
Our Supportive School Community addresses such things as:

Building school ethos and connectedness
Involving students in school decision making processes
Building a culture of leadership amongst our students
Ways to facilitate and enhance student learning
Inclusive and differentiated teaching methods
Promoting mutual respect and using restorative justice practices
Anti-bullying and anti-harassment policies and procedures
A comprehensive education program on cyber bullying and cyber safety
Peer support
Resilience education
Supporting positive behaviour and behaviour management
Lunch time activities
Extra-curricular activities such as debating, bands, academic competitions,
computing club and sports
Year structures and activities to support students
Social activities for staff and students
Year 7 and year 8 camp programs
Recognising and celebrating student achievement
Transitions to and from high school
All of this is built around the underlying values of: learning, excellence, equity,
relationships and respect. Our community behavioural expectations of respect for self
and others, responsibility and being an active learner form a firm basis for our school
core drivers which are building relationships, inspiring learning and achieving potential.
Our purpose is to provide the optimum learning environment for our students and
build a learning community in which we can all thrive.
HOME GROUP TEACHER

Students will meet with their Home Group Teacher in Home Group for 10 minutes
each morning at 8:40am and during their timetabled classes each week.
Pastoral care is not restricted to this teacher or program but they will provide a key
role in caring for your son/daughter during 2016.

INDIVIDUALISED PROGRAMS
Tasmanian Government schools are committed to providing a quality education at
your neighbourhood school that is inclusive of the learning needs of all students.
Students may have more individualised needs due to psychiatric, intellectual or physical
factors.
At Clarence we work with all students to develop a course for each individual that
best suits their needs. For most students these courses are made up of programs
described in this Curriculum Guide. Some students, as identified by their learning
achievements, future plans or behaviour, will be provided with alternative learning
opportunities. Examples of these are The House Options program, numeracy and
literacy support and community access opportunities. These alternative offerings are
supported by the school and as such are considered to be part of our wider
curriculum. For some students a more flexible, negotiated program will be necessary.
We recognise that each individual is unique and we will attempt to work with each and
every student to meet their unique learning needs.
Our Learning Centre also provides an individualised program for identified students.
Our skilful team of teachers and teacher assistants work daily with students and
parents in the delivery of a supportive yet appropriately challenging curriculum. Liaison
with other agencies such as Disability Services, Clare House and Youth Justice ensures
an appropriate program is provided tailored to the learners need. Affirmation and
celebration of improvement in positive relationships is a high priority. Regular liaison
with other service providers ensures individual programs are appropriate and
transition planning for education and life beyond Clarence High is provided.
PATHWAY PLANNING
Pathway Planning will prepare young people for life after year 10 and the transition to
the next stage of their lifelong learning journey. Students will be supported to make an
informed and realistic decision about the education, training and employment options
that are best for each individual. In years 9 and 10 pathway planning will be
incorporated into our Work Studies program. See page 66 for further details.

EXTENSION AND ENRICHMENT
At Clarence we value diversity and excellence and so we provide a curriculum that

caters for students of all abilities. Gifted and talented children in our school require
and enjoy extension and enrichment in their programs. This is provided in the
following ways:
o Integrated and differentiated classroom curriculum which provides appropriate
support and challenge for all students.
o Encouraging and supporting students to enter a number of competitions such as:
Australian Mathematics Competition

Maths Challenge and Enrichment
Maths Relays
MAT Maths Problem Solving Competition
Australian Informatics Olympiad
University of NSW ICAS Computing competition
UNSW ICAS Science competition
UNSW ICAS English competition
Bell Shakespeare Writing Competition
Tasmanian Debating Union Competition
National History Challenge
Frank MacDonald Memorial Prize
Simpson Prize
Australian History Competition
ANZAC Poetry Competition
Alliance Francaise
Science and Engineering Challenge
Rio Tinto Big Science competition
Tournament of Minds
Eisteddfods and other musical and drama competitions
Robocup
Stock Market Game
My State Film Competition
Junior Public Speaking (UNYA)
Youth Parliament
Next Gen Business Challenge
And various other school-based competitions
Participation in various optional clubs such as the Chess, Debating and
Computer.

These extension and enrichment programs will be advertised through Student News
and relevant subject classes. If you would like any further information about any of
these options then please contact the office on 6244 2544. A brochure with more
information will be published at the beginning of each year.
Leadership
In the latter part of year 9, students have the opportunity to apply for leadership
positions including Peer Supporter, Prefect Board member and House Captain. All
students are encouraged to apply for these roles. Students from years 9 and 10 can
also apply to work on the student IT Help Desk. Students from all years can apply to
be a Learning Centre Buddy.
Peer Supporters undertake two days training for their role to help year 6 students
experience a successful transition to year 7. Peer supporters are included in the
orientation program for year 6, go on year 7 camp and work throughout the year with
a year 7 home group.
Students who become Prefect Board members or House Captains will undertake
training for these leadership roles giving them an opportunity to clarify their purpose
and learn skills such as time management, event management and marketing to enable
a successful years work. These roles require an extra commitment to participate
during time outside of regular school hours, however, the rewards in terms of
personal development are considerable.
Students applying to work on the Student IT Help desk will need to select at least
one computing subject and will also undertake specialised training.
Students who are selected to be a Learning Centre Buddy undertake one day of
training. These students will be scheduled to work with Learning Centre students
during breaks, will sometimes be withdrawn from class to assist a student as part of
the reading program and assist at events such as the Special Olympics.

GUIDELINES FOR COURSE CONSTRUCTION FOR
YEAR 9 AND 10
Students have a wide range of choice within the following guidelines:
Students should choose a course made up of year-long and semester programs to a

total of 7 lines per semester.
English, History and Mathematics must be studied in a year-long program.
Science must be studied for at least a semester in year 9 and a semester in
year 10.
Students wanting to pursue pre-tertiary Science and Mathematics studies
should study these courses in full year programs (Science Studies and
Maths Studies in year 9 and Further Science Studies and Further Maths
Studies or Maths Methods in year 10).
We also require that our students study one course from each of the following areas
in at least year 9 or 10:
Health and Wellbeing,
the Arts as well as
Vocational and Applied Learning or school based subjects
Students are encouraged to select a balanced program that will meet their current and
future needs as identified during the pathway planning process. Students should give
some consideration to which subjects they might want to study in future years and so
ensure they have completed any prerequisites where necessary. Some programs will
be offered every second year so students should plan their course over two years.
All students will be involved in the Work Studies program for one period a week.
KEY FOR PROGRAM OUTLINES

Programs denoted by 3* or 4* in the Pathways beyond high school section
refer to pre-tertiary subjects.

3ppw Full Year 3ppw Full Year 3ppw Semester
Year 9 or Year 10 separate Year 9/10 together Year 9/10 together
9 English
English
10 English
Further Mathematical Studies (10) Maths for Life
Maths Methods (10) Mathematics in Society

Mathematics
Mathematical Studies (9)
9 History
History and Geography
10 History
Further Science Studies (10) Science Studies (9) Applied Science
Science Surfing and Marine Science (2016)
Our Oceans (2017)
Health and Recreation Health and Recreation for Girls
Health and Wellbeing Sport and Active Lifestyle Sport and Active Lifestyle for Girls
Outdoor Education Pure Fitness
Music Rock Studies Media- Movie Making Ceramics, Glass and Sculpture
Music General Studies Music - Performance Art and Fashion Production
Arts Music - Performance Art Production - Drawing & Print Making Drama
Drama Art Production - Painting & Mixed Media
Design and Applied Technology Big History (2017) Fashion Production

Connected and Ready for Work Business Management and Enterprise Food Studies
Sport Science Connected and Ready for Work Hospitality and Catering
Personalised Learning (3 -9 ppw) Creative Writing (2016) French
Vocational and Applied Hospitality and Catering Design Craft Enterprise Geography (2016)
Learning Food Studies Digital Photography and Graphic Design Human Interactions
Including other School Three Dimensional Graphic Design Humanitarian Studies
Based Programs Digital Technologies 1 Information Systems 1
Digital Technologies 2 Information Systems 2
Journalism (2017)
Personalised Learning (3 9 ppw)

TIMETABLE FRAMEWORK
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

HG
8.40 8.50 8.40 8.50 8.40 8.50 8.40 8.50 8.40 8.50
1 8.50 10.05 8.50 10.05 8.50 10.05 8.50 10.05 8.50 10.05
Break 1 10.05 10.20 10.05 10.20 10.05 10.20 10.05 10.20 10.05 10.20
2 10.25 11.00 10.25 11.00
3 10.25 11.40 10.25 11.40 10.25 11.40

Work Studies 11.00 11.40
11.00 11.40
Break 2 11.40 11.55 11.40 11.55 11.40 11.55 11.40 11.55 11.40 11.55
4 12.00 1.15 12.00 1.15 12.00 1.15 12.00 1.15 12.00 1.15
Break 3 1.15 1.45 1.15 1.45 1.15 1.45 1.15 1.45 1.15 1.45
LUNCH
5 1.50 3.05 1.50 3.05 1.50 3.05 1.50 3.05 1.50 3.05
NOTE: There is an allowance for 5 minutes of movement time between the end of breaks and the start of periods.
ENGLISH
Time allocated: 3 periods per week, year-long
Pathways beyond high school: English Applied 2, General English 2, English

Communication 3*, English Writing 3*, English Literature 3*
NOTE: Students who are considering attempting pre-tertiary English in year 11 will, as a
guide, need to achieve an Australian Curriculum English rating of B at the end of year 10.
What will students do in this program and what skills will they develop?
The English curriculum is designed according to the three elements in the Australian
Curriculum.
These are:
Language Response to texts
Text structure and organisation Analysis of texts
Text devices
Grammar and conventions Literacy
Speaking and listening Texts in context
Creating texts
Literature Text perspectives
Reading and viewing
What are the big ideas students will learn about in this program?
Teachers will use an inquiry approach so that students can explore significant ideas and
issues through interaction with, and reflection on, texts, language, people and the world.
Some significant questions may include:
YEAR 9 ENGLISH
How do we decide what is ethical?
What makes a good relationship?
Why do we need stories?
Why read poetry?
Why do we study Shakespeares work in the 21st century?
YEAR 10 ENGLISH
Why is language so powerful? How does an illustrator or director
Is there a place for examining racism in influence our interpretation of the text?
literature? What is the relevance of Shakespeares
What devices do poets use to help the work in the 21st century?
reader understand the message?
How do I investigate a novel?
Assessment
Student learning in this program will be assessed against the Australian Curriculum English
Achievement Standards for the appropriate year level.

HISTORY
Time allocated: 3 periods per week, year long
Pathways beyond high school:
Business Studies 2, Legal Studies 2, History and the Environment 2, Introduction to

Sociology and Psychology 2, VET Tourism, VET Business
These subjects provide foundation study for the pre-tertiary subjects below:
Accounting 3*, Business Studies 3*, Economics 3*, Legal Studies 3*, Psychology 3*,
Sociology 3*, Ancient Civilisations 3*, Modern History 3*, Philosophy 3*, Australia in Asia
and the Pacific 3*, Geography 3*
NOTE: Students who are considering attempting pre-tertiary SOSE subjects of any kind in
year 11 will, as a guide, need to achieve an Australian Curriculum rating of B in History
and/or English.
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 helps students
appreciate how the world and its people have changed, as well as the significant
continuities that exist to the present day.
History will provide opportunities for individual student inquiry projects. History will
include a focus on the skills associated with thinking, communication, inquiry and concept
based learning.
Why Study History?
Builds on writing, analysis and research skills

Interesting subject matter leads to a good general knowledge
Gateway to a wide range of careers e.g. law, business, administration, hospitality,
journalism, tourism, teaching, policing, public service, public relations and child care.
Helps you become an informed citizen
Debate, discuss, reflect and learn to think critically
Develop and explore your own personal beliefs and values
The curriculum generally takes a world history approach within which the history of
Australia is taught. An understanding of world history enhances students appreciation of
Australian history, our position in the Asia-Pacific region and our global interrelationships.
This knowledge and understanding is essential for informed and active participation in
Australia's diverse society.
Students will conduct generic, philosophical or historical inquiries on significant issues by
posing questions, gathering information, evaluating its credibility and relevance and drawing

conclusions that can be supported by evidence. Developing ICT skills will allow students
to find, analyse, assess and present information effectively.
Extension and enrichment is provided through the careful design of in class tasks as well as
negotiated alternative activities and a chance to participate in competitions such as the
Frank McDonald Prize, The Simpson Prize and the National History Challenge.
YEAR 9 HISTORY
The Making of the Modern World and Global Patterns and Connections
The year 9 curriculum provides a study of the history of the making of the modern world
from 1750 to 1918.
What were the changing features of the movements of people from 1750 to 1918?
How did new ideas and technological developments contribute to change in this
period?
What was the origin, development, significance and long-term impact of imperialism in
this period?
What was the significance of World War I?
What are current global connections and what are Australias links with the world?
YEAR 10 HISTORY
The Modern World and Australia, Global Environmental Challenges and Global
Well-being
The year 10 curriculum provides a study of the history of the modern world and Australia
from 1918 to the present, with an emphasis on Australia in its global context and Asia-
Pacific relationships.
How did the nature of global conflict change during the twentieth century?
What were the consequences of World War II? How did these consequences shape
the modern world?
How was Australian society affected by other significant global events and changes in
this period?
Assessment
Student learning in these programs will be assessed against the Australian Curriculum
History Achievement Standards for the relevant year level.

MATHEMATICS
Mathematics programs focus on the development of students as confident and effective
users of the language, concepts and methods of Mathematics in a variety of contexts.
Students will learn how, when, where and why it is appropriate and useful to think and
work mathematically to solve various types of problems. They will also learn how to be
critically aware of how mathematics is used in our world.
All students in years 9 and 10 will study Mathematics for the whole year. Depending on
which programs are selected, there may be both year 9 and 10 students in the same class.
It is vitally important that students enrol in the Mathematics course most appropriate to
their current level of understanding and the pathway to the career they want to pursue.
Some college programs have pre-requisites. Mathematics pathways for students in year 9
through to year 12, from less demanding to more demanding mathematics, are outlined in
the mathematics pathways map. Progress through these pathways is dependent upon a
student demonstrating competence at particular levels in order to progress. Enrolment in
particular Mathematics programs will be negotiated between students and their current
Maths teacher: it will be guided by each students achievements and progress as well as
each students aspirations and career and/or further education goals.

MATHEMATICS FOR LIFE
Pathway to year 10: Mathematics in Society
Pathways beyond high school: Essential Skills Maths 2, Workplace Maths 2,
This program is the least demanding of the Mathematics programs available to year 9 and
10 students. It is suitable for those students who prefer practical to theoretical maths and
for those who have previously struggled with learning Mathematics. It will focus on basic
numeracy for everyday living.
Students will:
Engage in focussed learning of basic number skills and practical applications requiring
these skills.
Learn basic numeracy skills related to each of the significant questions below and
covering the basic strands of number, including personal finance; chance and data;
space; measurement; patterns and relationships; and working mathematically.
Undertake practical investigations, negotiated with the teacher, of topics related to
living expenses where mathematical thinking can help them solve problems or make
informed decisions.
Maintain a portfolio of work which demonstrates developing understanding.
Students will investigate the following significant questions:

What are the costs of running a car every fortnight?
How much will public transport cost me to use?
How do I plan a trip by bus, using a timetable?
How do I read analogue clocks?
How do I read a payslip?
What is a tax return and who can help me with it?
Assessment
This mathematics subject is for those students who are working well below the standard
expected for their year level. Students will have individual learning plans so that the
teaching is targeted to their individual needs. Students may receive an assessment rating at
a lower year level or, with parent approval, not receive an Australian Curriculum rating in
Mathematics.

MATHEMATICS IN SOCIETY
Pathway to year 10: Mathematical Studies or Maths in Society
Pathways beyond high school: Workplace Maths 2, General Maths 2
This subject is suitable for students who have made reasonable progress in year 8
Mathematics and who may want to eventually attempt Mathematical Studies. It is also
suitable for students who have successfully completed Mathematics for Life or Maths in
Society in year 9. Students must have attained at least an 8D or 9D on the Australian
Curriculum Achievement Standards in order to enrol in this subject.
Mathematics in Society consists of two semester units.
MATHS AT WORK Semester 1

Time allocated: 3 periods per week
Students will:
Explore various ways of getting around their community
Develop their number skills and learn about license, registration and insurance costs
Develop spatial and measurement skills to better use maps and G.P.S. systems
Compare the costs of running a car to the costs of using public transport
Investigate how maths is used to analyse movement of objects e.g. car crashes,
projectiles
Understand world time zones and locations on the globe
Maintain a portfolio of work which demonstrates developing understanding and
reflective mathematical thinking
How and why to tradespeople use concepts of space and measurement?

How can we best estimate weights and lengths?
How does our metric system of measurement work?
Why are triangles so important in building?
How can pronumerals be used to solve practical problems?
How can I work out the cost of making something?
What sort of maths do I need for the work I am most interested in?

FINANCIAL LITERACY Semester 2
Time allocated: 3 periods per week
Students will:
Develop number, chance, data, pattern and algebra skills to explore how mathematics
can be used to make better consumer decisions
Learn how to recognise best buys and good deals
Learn about budgeting and credit
reflective mathematical thinking
Earning, saving, spending and investing: whats what and how to get the best balance?
How can I use data to work out the best buys and the best deals for borrowing
money?
How can pattern and algebra help me work out if I can afford something?
How can data collection help me run my budget more effectively?
What is business maths?
What is interest?
What rights to I have as a consumer?
What is taxation and why do we pay it?
These programs are designed at primarily year 9 C standard. Year 10 students

wishing to achieve a year 10 achievement standard result may choose to
complete extension work to demonstrate understanding against the Australian
Curriculum Mathematics Year 10 Achievement Standards.
The 2017 Maths in Society semester units will be:
Maths of Going Places

Maths of Living
Assessment
Student learning in this program will be assessed against the Australian Curriculum Maths
Year 9 Achievement Standard.

MATHEMATICAL STUDIES
Pathway to year 10: Further Mathematical Studies, Maths Methods 2
Pathways beyond high school: General Mathematics 2 or 3*; Maths Methods 2 or 3*; Maths
Specialised 4*
Students must have attained at least a C in year 8 Mathematics to enrol in this
program. This program is suitable for students who have demonstrated a sound
understanding of mathematical concepts in year 8 or students who have successfully completed
Mathematics in Society in year 9.
Students will:
Undertake investigations, negotiated with the teacher, that allow them to develop and
demonstrate their ability to inquire mathematically.
Focus on the development of abstract thinking, deduction and interpretation and the
application of these understandings when using algebraic techniques, spatial, measurement
and chance and data concepts in solving problems.
Develop their abstract thinking capacity and learn about the power of algebra to help us
generalize and solve problems when we are searching for an unknown quantity.
Manipulate algebraic expressions and equations.
Apply area, surface area, volume and Pythagoras Theorem and right angle trigonometry
ratios to solve measurement problems.
Apply notions of similarity of shapes and ratios to solve spatial problems.
Use statistical concepts to critically analyse data.
Use graphs to represent and solve algebraic relationships and real-world situations.
Find probabilities of events using various techniques and visual representations.
Apply the Index Laws in the expansion and simplification of indices.

How can we express generalisations?
What is an equation? What is a formula? How can algebra help solve problems?
What is a function?
How can similarity and ratio help solve problems of space and size?
How can data and analysis of data help make reasonable decisions?
How can I describe and measure 2D and 3D objects?
Assessment
Student learning in this program will be assessed against the Australian Curriculum Mathematics
Year 9 Achievement Standard.

FURTHER MATHEMATICAL STUDIES
Pathway to year 10: Only available to year 10 students
Pathways beyond high school: General Mathematics 2 or 3*; Maths Methods 2 or 3*;
Maths Specialised 4*
Students must have attained at least a year 9 C to enrol in this program.
Students will:
Focus on the further development of abstract thinking, deduction and interpretation
and the application of these understandings when using more sophisticated algebraic
techniques, spatial measurement and chance and data concepts in solving problems.
Develop their abstract thinking capacity and learn about the power of algebra to
generalize and solve problems.
Learn new techniques for factorizing and manipulating quadratic algebraic expressions.
Be able to apply notions of similarity, congruency, non-right angle trigonometry ratios
and Pythagoras theorem to solve spatial and measurement problems in two and three
dimensions.
Be able to apply the metric system to solve problems involving surface area and
volume of composite 3D solids.
Use statistical concepts such as variation and correlation to critically analyse data.
Find conditional probability and determine values for both experimental and
theoretical probability.
Learn calculations involving finance.
reflective mathematical thinking.

How can we use algebraic models to describe, interpret and solve problems?
What is navigation and how can we use indirect measurement methods to improve
our navigation?
How can I manage my personal finances?
Lies, damned lies and statistics. How can we be sure?
How can we investigate and describe how lines and shapes interact? How can we test
conjectures and communicate using logical proof?
Assessment
Student learning in this program will be assessed against the Australian Curriculum
Mathematics Year 10 Achievement Standard.

MATHS METHODS
Time allocated: 3 + 3 periods per week, year-long
Students studying Maths Methods will need to enrol in Personalised Learning to

enable them to have enough time to complete the course.
Pathway to year 10: May only be studied in year 10
Pathways beyond high school: Maths Methods 3*, General Mathematics 3*, Maths
Specialised 4*
This program is suitable for students who have achieved B or A in Maths Studies in year 9.
It is designed for students who intend to undertake tertiary studies involving mathematics.
Students will:
Focus on the acquisition of knowledge and the development of understanding and skills
in the areas of algebraic processes, functions and equations, probability, and calculus.
Gain a broader and deeper understanding of mathematical structures and techniques
through a variety of intellectually challenging situations.
reflective mathematical thinking.
What are the big ideas students will learn in this program?

How can real world problems be described or modelled using sophisticated
mathematical analysis?
How can calculus help to solve real world problems?
How can probability extend our ability to predict events?
Assessment
Student learning in this program will be assessed against the Australian Curriculum
Mathematics Year 10A Achievement Standard. Students will also be assessed against the
criteria for Maths Methods Foundation 2. Their result will be included on their TCE
Certificate.
To achieve at a high standard in this subject, commitment in terms of

homework, private study and attendance, requiring minimal absences from
class for other activities such as camps, will be necessary.

SCIENCE
Students in year 9 have a choice of two Science programs: Science Studies, which is a year-long
course, or Applied Science which is a semester course. In addition, students may choose to also
study Surfing and Marine Science for another semester.
Students in year 10 select from the year-long courses Further Science Studies and Science Studies
or Applied Science for a semester. In addition they may also choose to study the Surfing and
Marine Science semester unit.
Students must complete a minimum of one semester of Science in both year 9 and year 10.
The year-long programs are academically more challenging and lead to pre-tertiary Science
programs. Students should use the Science Pathways map to ensure that they follow the
appropriate pathway for themselves to get where they want to go.
If intending to undertake any of the pre-tertiary Science courses offered at college in year 11, it is
necessary for students to take Science Studies in year 9 and Further Science Studies in year 10.
In some exceptional cases students who have undertaken Applied Science in year 9 may be able to
cope with the demands of the Further Science Studies course but this is unlikely to be sufficient
and they will need to seek advice from their year 9 Science teacher.

SCIENCE STUDIES
Time Allocated: 3 periods per week, year-long
Pathway to year 10: Further Science Studies
Pathways beyond high school: Physical Sciences 2/3*, Physics 4*, Chemistry 4*; Electronics
2/3*, Life Science 2, Environmental Science and Society 3*, Biology 3*
This program is for the majority of year 9 students. It is recommended that Science Studies is
studied in conjunction with Mathematical Studies.
Students will engage in developing a sound understanding of various scientific concepts and
develop high-level inquiry and communication skills.
Students will:
Design scientific investigations.
Understand biological systems; internal systems and ecosystems.
Develop theoretical and practical understanding of chemistry and chemical substances, earth
science and geological processes.
Understand how energy is transferred.
Understand the relevant scientific concepts involved in human use of energy.
How do we conduct fair tests?

How do plants and animals use systems to meet their needs?
Why do chemicals react? What is the special language that chemists use to describe reactions?
What evidence is there to support the theory of continental drift?
What is energy? How do we transfer and transform energy for our use?
Sustainable energy. What are the options?
Note : If intending to undertake any of the pre-tertiary science courses offered at college, it is
recommended that students plan to take Science Studies in year 9 and Further Science Studies in
year 10.
Assessment
Student learning in this program will be assessed against the Australian Curriculum Science Year 9
Achievement Standard.

FURTHER SCIENCE STUDIES
Pathways beyond high school: Physical Sciences 2/3*, Physics 3*, Chemistry 3*
Electronics 2/3*, Life Science 2, Environmental Science and Society 3*, Biology 3*
This program is for year 10 students only.
Students will engage in developing a sound understanding of various scientific concepts and
develop high-level inquiry and communication skills.
Students will:
Develop an understanding of the sustainable use of energy.
Learn features of the universe and the evidence for the Big Bang theory.
Understand interactions between global systems.
Use scientific language to describe chemical reactions.
Use genetic concepts to understand heritable characteristics.
Describe and predict the movement of objects using the Laws of Motion.
Design scientific investigations.
How does the use of carbon affect the environment around us?
Where do we fit in the universe and how did it all begin?
What makes chemical reactions work and how can we adjust the rate of reactions?
Why do objects move the way they do? Dont become a crash test dummy.
How do we inherit characteristics? What are the applications and implications of genetic
engineering?
Note: It is recommended that students who undertake Further Science Studies in year 10 have
completed Science Studies in year 9. In exceptional cases students who have undertaken Applied
Science semester units may be able to cope with the demands of this course but they will need to
seek advice from their year 9 Science teacher.
To achieve at a high standard in this subject, commitment in terms of homework and

attendance, requiring minimal absences from class for other activities such as camps,
will be necessary.
Assessment
Student learning in this program will be assessed against the Australian Curriculum Science Year
10 Achievement Standard.

APPLIED SCIENCE
Time allocated: 3 periods per week, semester
Pathways beyond high school: Life Science 2, Physical Sciences 2
Students not studying Science Studies or Further Science Studies must study Applied Science in
each of year 9 and year 10. Applied Science is made up of two semester units; one to be studied
in year 9 and one to be studied in year 10.
This program focuses on learning science to apply in a range of everyday situations. It involves
exploring how science impacts on our everyday lives. The focus is on doing scientific inquiry.
There will be an emphasis on chemistry and earth and space in 2016.
Students will:
Develop an understanding of scientific method
Undertake a number of scientific inquiries
Apply their scientific understandings to everyday problems
Students will investigate:

How do we design an experiment?
How do we use science to understand our world?
How do scientists make ethical decisions?
How do we use science to solve societys problems?
Assessment
This program is pitched at the Australian Curriculum Science Year 9C achievement standard.
Any student wishing to achieve a higher rating is strongly advised to enrol in Science Studies or
Further Science Studies.

SURFING AND MARINE SCIENCE (2016)
Time Allocated: 3 periods per week, semester
Pathways beyond high school: Life Science 2, Science of the Physical World 2
This program provides a semester option for students interested in marine science and the
science of surfing. It will be of interest to students wanting the opportunity to conduct their own
scientific inquiries related to the science of the marine environment and the scientific aspects of
surfing. There will be a focus on experimental design and rigorous scientific inquiry. It is not a
surfing course and will not include surfing lessons.
Students will engage in developing a sound understanding of various scientific concepts related to:
Marine ecology
Shoreline conservation and erosion
Basic biomechanics and centre of gravity
Wave motion and momentum
Weather systems
Water cycle
Chemical reactions with salt water
They will also develop high-level inquiry and communication skills related to designing scientific
investigations and communicating results to a range of audiences.
How can we continue to care for coastal areas?

How do living systems relate to each other?
In what ways do we interact with the marine environment?
How does the human body respond to the sport of surfing?
How has climate change affected the surfing industry?
How has science and technology influenced the surfing industry?
How do we plan and conduct fair tests?
Assessment
The content draws from both the year 9 and year 10 Australian Curriculum Science content.
Student learning in this program will be assessed against school based standards based on the
relevant aspects of the Australian Curriculum Science programs. Where relevant, evidence may be
presented to a students core Science teacher to support assessment against the Australian
Curriculum Science Achievement Standards.
Our Oceans will be offered as an option in 2017.

HEALTH AND WELLBEING
HEALTH AND RECREATION
Pathways beyond high school: Health Studies 3*, Personal Health and Wellbeing 2, Physical
Recreation 1, Outdoor Education 2, VET Recreation programs
The emphasis in this program is on maintaining wellbeing and enhancing individual and group
wellbeing. For students who want to be physically challenged, then Health and Recreation is a
great option.
Students will:
Participate in individual sports (e.g. squash, badminton, tennis, lawn bowls, indoor climbing) and
minor games including indoor hockey, ultimate frisbee, frisbee golf and more designed by you!
Negotiated activities: gymnastics, aerobics, dance.
Undertake outdoor activities including a bush walk, archery, orienteering and kayaking
Evaluate risks, develop strategies and plan interventions to enhance health, safety and wellbeing
of themselves and others.
Evaluate own and others performance and apply feedback to improve outcomes.
How do I create balance between all the activities in my life?

In what ways do I take responsibility for my own health, fitness and safety?
Note: Students undertaking this course are not permitted to also select Sport and Active Lifestyle
in the same year. They may enrol in the semester course Pure Fitness.
Assessment
Student learning in this program will be assessed against the Australian Curriculum Health and
Physical Education Years 9 and 10 Achievement Standard.

HEALTH AND RECREATION FOR GIRLS
Pathways beyond high school: Health Studies 3*, Personal Health and Wellbeing 2, Physical
Recreation 1, Outdoor Education 2, VET Recreation programs
The emphasis in this program is on maintaining wellbeing and enhancing individual and group
wellbeing. For students who want to be physically challenged, Health and Recreation is a great
option.
Students will participate in a range of activities including:

Dance
Gymnastic
Kayaking
Badminton
Tennis
Squash
Indoor rock climbing
Students will:
Evaluate risks, develop strategies and plan interventions to enhance health, safety and
wellbeing of themselves and others.
Evaluate own and others performance and apply feedback to improve outcomes.
In what ways do I take responsibility for my own health, fitness and safety?
Note: This course will run for one semester. If you want to be active all year choose Sport and
Active Lifestyles for Girls or Pure Fitness for another semester.
Assessment

SPORT AND ACTIVE LIFESTYLE
Pathways beyond high school: Physical Recreation 1, Athlete Development 2, Personal Health
and Wellbeing 2, Health Studies 3*, VET Recreation programs
This course can be studied in year 9 and 10 with different topics addressed each year.
This is a course for students who enjoy team sports!
Students will:
Focus on behaviours to improve team effectiveness such as being fair and being empathetic
Learn to build relationships to work as an effective team member
Participate in team sports such as super sevens cricket, AFL nines, games creation, netball,
soccer, lacrosse, volleyball, speedball, touch and beach sports. Negotiated activities: Indoor
hockey, badminton, gymnastics
Participate in school cross country and athletics carnivals
wellbeing of themselves and others.
Evaluate own and others performance and apply feedback to improve outcomes
Note: Students who undertake this course are not permitted to select Health and Recreation in
the same year. They may enrol in the semester course Pure Fitness.
How can I learn to be a more effective team member by actively participating in sports and
co-operative games?
How can I improve my personal fitness level and assess personal development?
How do I go about improving my physical skills?
How do I keep myself and others safe?
Assessment

SPORT AND ACTIVE LIFESTYLE FOR GIRLS
Students will:
Focus on behaviours to improve team effectiveness such as being fair and being empathetic
Learn to build relationships to work as an effective team member
Participate in school cross country and athletics carnivals
wellbeing of themselves and others
Evaluate own and others performance and apply feedback to improve outcomes
This is a course for students who enjoy team sports!
How can I learn to be a more effective team member by actively participating in sports and
co-operative games?
How do I go about improving my physical skills?
How do I keep myself and others safe?
Assessment
Note: This course will run for one semester. If you want to be active all year, choose Health and
Recreation for Girls or Pure Fitness for another semester.

PURE FITNESS
This is a physically challenging and demanding course, focussed on individual improvement in

fitness. Sports are not played in this course.
Students will:
Measure personal physical fitness
Develop a personal fitness program
Apply fitness training methods to their individual fitness plan
Understand the principles of fitness
Participate in one cardiovascular and one strength session every week
Participate in a range of fitness activities aimed at improving their fitness.
What are fitness training methods and principles?

How do I develop a fitness program and adjust it as my fitness improves?
How do I develop a fitness program suited to my sporting interests?
Assessment
Students may also enrol in Sport and Active Lifestyle or Health and Recreation as well as Pure
Fitness.
There may be opportunities for extension work at a local fitness centre. Any such
extension visits will be on a user pays basis.

OUTDOOR EDUCATION
Pathways beyond high school: Outdoor Leadership 3*, Outdoor Education 2, VET Recreation
programs
Students will:
Develop navigation skills including map reading and compass use

Learn the basics of urban and remote area first aid
Participate in a range of outdoor challenge activities such as bushwalking, kayaking, rafting,
orienteering, climbing, abseiling and camping
Study and develop an appreciation of the natural environment, including flora and fauna
Plan, prepare and evaluate each stage of a trip or camp
Select food, clothing and equipment to best suit the expedition conditions
Maintain and assemble a variety of outdoor gear
Evaluate and plan to minimise risk
Study weather interpretation for Tasmanian conditions
Students must be prepared to undertake a number of one day weekend walks and 3 x
three day camps in the bush environment.
What is meant by the term minimal impact bushwalking or camping?

How can 1 effectively plan a 3 day outdoor experience for a group of people and what factors
need to be taken into account?
When and why is the team or group more important than the individual?
Assessment
Student learning in this program will be assessed against the Tasmanian Curriculum Framework
Health and Wellbeing standards.
Students participating in Outdoor Education will be charged a $100 levy to cover

maintenance and hire of equipment. Students wishing to undertake any non-
compulsory aspects of this course will also need to cover these additional costs.

ARTS
MEDIA - Movie Making
This course may be taken in either year 9 or year 10 but not both.
Pathways beyond high school: Media Production 2 or 3*, VET Creative Arts programs
Students will:
Build knowledge of narrative structure, film language, genre, symbolism and icons
Identify technical language and concepts of TV advertising and film production
Develop skills in filming, story boarding, cartooning, animation, casting, sound effects and film
scoring
Produce a major culminating work involving film
How and why are visual messages conveyed

How do visual texts reflect and influence attitudes and values of society?
In what ways are media texts actively used by different individuals, audiences and society
for a variety of purposes?
How do media texts have particular effects on individuals and audiences and shape our
society?
Assessment
Assessment in this program will be against the Tasmanian Curriculum Framework Arts (Media)
standards.

MUSIC General Studies
Pathways beyond high school: Music 3*, Music Studies 2, VET Live Production programs.
Students will:
Develop playing skills on at least one instrument and perform individually and regularly within
class.
Develop listening skills and identify styles by their characteristics.
Investigate a variety of styles of music and understand some historical and cultural
background.
Compose music in a variety of styles and for a variety of purposes.
Develop a comprehensive understanding of music theory.
What is the purpose of music?

How and why are the elements of music used to make meaning?
What can we do to share our ideas and feelings with others through music performance and
composition?
Assessment
Assessment in this program will be against the Tasmanian Curriculum Framework Arts (Music)
standards.

MUSIC - Performance (Pre-requisite Music - General Studies)
Time allocated: 3 periods per week, year-long or semester
Pathways beyond high school: Music Studies 2, Music 3*, VET Live Production programs
Students will:
Develop performance skills on their instrument in both solo and ensemble work including
reading skills and development of an understanding of their role within the ensemble along
with ideas such as tone, balance and intonation
Develop audience skills and critical listening skills in order to improve their own and
others musical and communication skills
Develop awareness of appropriate techniques and understanding of the characteristics of
pieces in a variety of styles
Keep a detailed reflective practice journal
Learn how to plan an efficient rehearsal including technical skills
Use technology to review and reflect on progress throughout the course
Students in this class will develop and practise individual instrumental skills and also ensemble
skills. They will be expected to perform for the class regularly (approximately every 4 weeks) and
contribute to constructive criticism in developing their audience and listening skills
What is the purpose of music?

How is music used to communicate ideas and feelings?
How can I plan and prepare for public music performances as an individual and as part of an
ensemble?
Assessment
standards.

MUSIC - Rock Studies
Time allocated: 3 periods per week, year-long.
Pathways beyond high school: Music Studies 2, Electronics 2, VET Live Production programs.
Students will:
Build and develop their solo instrumental, ensemble and performance skills
Investigate the relationship between society and other popular art forms including music
Be able to deconstruct and reconstruct musical styles
Develop original composition and song writing skills
Perform musical works to an audience
Learn about sound, technology and recording techniques
Learn how to use and maintain equipment
Participate, support and co-operate with others
Gain an understanding of rock musics place in history
Know how to set up a basic PA
This course offers students the opportunity to engage in a balance of practical and theoretical
tasks designed to expand student knowledge and skills in rock music styles. This course has a
strong focus on styles, historical and social perspectives, performance and presentation, creativity,
developing musical ideas and the technical elements relating to popular styles of the last century.
Students attempting this course must learn one instrument and have basic theory and notation
skills. Students will be encouraged to develop motivation and self-discipline, time management, co-
operation, planning and leadership skills.
What are the big ideas and skills students will learn about in this program?
How does music reflect societal values?

How has popular music developed over the last century?
What message does popular music communicate?
Assessment
standards.

DRAMA
Time allocated: 3 periods per week, semester or year-long
Pathways beyond high school: Drama 2 or 3*, Theatre Performance 3*, Media Production 2
or 3*, VET Live Production programs
Students will:
Perform both major and minor roles in a variety of scripted and improvised plays.
Develop the ability to write, produce and perform original works.
Develop confidence and performance skills through presentations to a variety of live
audiences.
Understand how an actor connects with written text, including script, prose and poetry, to
express the thoughts and feelings of the characters.
Act in a range of contemporary and historical performance styles.
Develop the ability to stage performances using light, sound, costume and scenery.
Investigate contemporary ideas through dramatic interpretations using narrative, compilation
and issues based dramatic presentations.
Develop improvisation skills by engaging in theatre sports activities.
How does drama reflect society now and through time?

How is the world constructed symbolically and abstractly?
How does our society value performed literature?
How does role play lead to deeper understanding of themes and issues?
What dramatic themes persist in our culture?
Assessment
Arts (Drama) standards.

ART PRODUCTION - Drawing and Print Making
Pathways beyond high school: Art Theory and Criticism 3*, Art Studio Practice 3*, Art
Production 2 or 3*, VET Creative Arts programs
Students will:
Learn to incorporate the elements of design and drawing techniques into their work
Be taught the elements of design through a series of exercises.
Produce several major works that could include:
o Figurative drawing
o Still life
o Personal exploration
o Print making
Develop print making skills by choosing one of the following processes: lino printing,
collagraphs, silkscreen or stencil printing. Students will be expected to produce one major
print from a topic determined by the teacher
Use various media such as pencil (grey lead and coloured), fine felt tip pens, charcoal, pastel,
conte, pen and ink and markers
Exhibit their work as displays
Study the work of other artists and art movements
Be required to research and reflect on their ideas and progress and have ongoing dialogue
with their teacher and peers
Use visual diaries as a record of their planning and development of ideas
How can artistic ideas be expressed with creativity and imagination?

In what ways can art works develop an understanding of personal identity?
How can strategies be developed to research ideas for major art works?
How does the individual through their art work reflect, challenge and engage in society?
Assessment
Arts (Visual Arts) standards.
Clarence High School provides basic materials to enable the completion of this
course. Students wanting to make or use more costly materials will need to cover
these additional costs.

ART PRODUCTION - Painting and Mixed Media
Production 2 or 3*, Visual Arts Practice 2, VET Creative Arts programs
Students will:
Learn the techniques of colour mixing and paint application to create the desired effects
Produce several major works that include researching and a theory component. The major
areas of practical work could include:
o Landscape
o Abstraction
o Fantasy
o Personal exploration
Study the work of other artists and art movements
Be required to research and reflect on their ideas and progress and have ongoing dialogue
with their teacher and peers
Use visual diaries as a record of their planning and development of ideas
How can artistic ideas be expressed with creativity and imagination?

In what ways can art works develop an understanding of personal identity?
How does the individual through their art work reflect, challenge and engage in society?
What are the best aesthetic choices students can make to improve the quality of art
production projects?
Assessment

CERAMICS, GLASS AND SCULPTURE
Production 2 or 3*, Visual Art Practice 2, VET Creative Arts programs
Students will produce major works that could include the following:
Ceramics/pottery to create functional and non-functional objects
Glass slumping and decoration
Sculpture with cane and tissue paper
Papier mach
Mask making and decoration
Decorative mirror (eg fish, turtle)
Negotiated three-dimensional project
Students will use visual diaries as a record of planning and the development of ideas.
Students will exhibit their work as displays.
How can I learn to produce original designs?

How do we create objects that are functional or non-functional?
How can materials be shaped, joined and changed to create three dimensional forms?
How do we use working drawings that are two dimensional and create a three dimensional
object?
How can we work safely with appropriate tools and materials?
Assessment

ART AND FASHION PRODUCTION
Production 2 or 3*, Visual Art Practice 2, VET Creative Arts programs
Students will:
Learn processes including hand stitching, machining, stencilling, embellishing, decorating and
book-making
Use visual diaries as a record of their planning and the development of ideas.
Research and reflect on their ideas and progress
Complete a theory assignment on the work of a fashion and/ or accessories designer, to
support their practical work
Students will develop technical skills and express their creativity through work on the following
major projects:
Decorating a t-shirt or making and decorating a cushion using stencils, hand painting and
stitching.
Creating a softy (modern soft toy) using hand stitching techniques.
Hand-made journal featuring decorating techniques.
What are the best ways to utilise media to express ideas creatively and imaginatively?
Which are the skills, techniques and processes used to improve quality in art and fashion
projects?
How does appraising the work of others benefit subsequent making and creating?
How best do we make ongoing aesthetic choices to improve the quality of art and fashion
projects?
What is the role of fashion in reflecting the society and culture of its time?
How are Art and Fashion works best presented with purpose and as an expression of
personal voice?
Note: Students choosing this option are encouraged to also choose Fashion
Production.
Assessment

VOCATIONAL AND APPLIED LEARNING
INCLUDING OTHER SCHOOL BASED PROGRAMS
BIG HISTORY - HUMAN SOCIETY AND THE NATURAL WORLD (2017)
Pathways beyond high school: History and the Environment 2, Australia in Asia and the Pacific
3*, Geography 3*, Environmental Science and Society 3*, Asian Studies 3*, VET Tourism
NOTE:
This course is History on the largest scale. Beginning with Big Bang cosmology and continuing all
the way through to the future, Big History is an attempt to put everything into perspective. As an
astronomer, a geologist, a geographer, a biologist and an historian, students will trace the
fundamental forces shaping change and continuity across time. Students will become conversant
with the major eras and turning points in the history of the universe, planet, life on earth and
humanity. They will examine the relationships between resources; climate change; interaction
with other species through disease, domestication, harvesting, migration and the development of
human societies.
Students will:
Use key concepts to integrate knowledge from the natural sciences, social sciences and
humanities and to build on their broad and holistic understanding of the world
Gain the understanding and ability to question why the world is the way it is
Reflect on their relationships with and responsibilities to the world
Actively participate in identifying and problem solving the issues that are shaping sustainable
futures.
Think critically about the methods used to obtain information and analyse and interpret
information to communicate their findings
What techniques do geographers, historians and scientists use to better understand our
world?
What are the events and forces that shape our world?
How can we identify and solve human created problems?
Assessment
Student learning in this program will be assessed against school based standards relevant to the
Australian Curriculum Geography Achievement Standards. Students wishing to receive an
Australian Curriculum Geography result should study the 2017 Geography semester unit as well
as this program.

BUSINESS MANAGEMENT AND ENTERPRISE
Pathways beyond high school: Business Studies 2 or 3*, Accounting 3*, Economics 3*, VET
Retail Services or Business programs
The Business Management and Enterprise course teaches students how a business operates, what
it takes to run a small business and what it means to be enterprising.
What will students do and what skills will they develop?
Students will:
Learn the language and processes of business
Learn the fundamentals of accounting, managing cash flow and basic economics
Write a business plan
Learn and apply project management skills
Solve problems and design solutions using innovation, creativity and imagination
Understand the role of sales and marketing in a business
Have the opportunity to participate in the University of Tasmanias Next Gen Business
Challenge
Work in teams to develop their business
Individually undertake a written task outlining their understanding of business
Apply their knowledge to develop a small business from the idea inception stage to strategic
planning and running/testing their business idea as a pilot
Examples of a project idea include: web design business, a teacher service (school-based), food
business, fund raising, online business such as an ebay venture, childrens toy business etc. The
business model may be in an area where a student has expertise or interest or in an unfamiliar
area.
What does it mean to be enterprising?

How do businesses run effectively?
What do successful business people and businesses have in common?
How can I use the skills of my team to get the best outcome?
What does ethical business mean?
Principles from business management, accounting, economics and the law underpin this program.
Assessment
Vocational and Applied Learning (VAL) standards.

CONNECTED AND READY FOR WORK
Time allocated: 3 periods per week, year-long or semester
Pathways beyond high school: Workplace Skills program, VET programs
This program is designed for students who require additional support in order to plan a pathway
to finding employment. Most activities will be directly relevant to getting and maintaining
worthwhile employment.
Students will:
Develop application writing and interview skills.
Learn about apprenticeships and traineeships.
Develop a Transition Plan and explore opportunities offered at college.
Negotiate their own learning program linked to their current interests and future
employment plans.
Develop their time management and independent learning skills.
How can I develop and use workplace communication and presentation skills?
What is occupational health and safety and what are my rights and responsibilities in relation
to it?
What other skills or certificates might help me get the job I want e.g. drivers licence,
chainsaw or food handling certificate?
What are my employment strengths and interests?
What are the career prospects in my areas of interest?
How can I maintain a job once I have started?
What rights and responsibilities do employees have in the workplace?
How much should I be paid and what are my responsibilities and entitlements?
How do the Federal Race Discrimination Act, Disability Discrimination Act, the Sex
Discrimination Act and the Tasmanian Anti-discrimination Act impact on employees and their
employers?
How can I become a lifelong learner in relation to employment possibilities?
Assessment
Student learning in this program will be assessed against school based standards.

CREATIVE WRITING (To be offered in 2016)
Pathways beyond high school: English Writing 3*
This Creative Writing course will develop in response to student input and skills. It will include the
following units of work:
The Craft of Writing

Poetry
Negotiated Writing Project
Exploring Options
This program aims to encourage students to write confidently and effectively for personal
satisfaction and enjoyment.
Students will learn how to:

Develop writing strategies and techniques appropriate to specific audiences and purposes
Use drafting and revision techniques to create a range of texts of publication quality
Work constructively with others and listen and respond to others work
Plan, organise and reflect upon their own learning
Students will need to hand in a portfolio with a minimum of four quality pieces of work of
reasonable length chosen from the work covered in these units. This folio should demonstrate
writing for a range of purposes, forms and audiences.
In addition, students should also keep a writer's journal. This should include reflections on their
own and others writing, as well as samples of work, pictures, ideas for writing, descriptions etc,
which may be used as a resource for ideas.
Teachers will use an inquiry approach where students will consider significant questions such as:
What makes an effective piece of writing?
What are the most useful writing techniques?
How can I develop a personal voice?
How can I make my writing more accurate?
Assessment

JOURNALISM (To be offered in 2017)
Pathways beyond high school: Media Production 2 or 3*, VET Media programs
This Journalism course will develop in response to student input and skills. It will include the
following units of work
Ethics of journalism
Print Media newspaper/magazine production
Students will be expected to write and publish work for a wide audience e.g. the school
student newspaper or blog, the internet, the Mercury and PHAROS, the school year
book
Students will learn how to:

Use information and communication technologies effectively to research and produce their
own texts
Research and investigate issues to put forward their findings and views
Work constructively with others on team projects
Develop writing strategies and techniques appropriate to specific audiences and purposes
Use a range of drafting and revision techniques to create texts of publication quality
Detect bias, rumour and stereotyping in some forms of media presentation
Plan, organise and reflect upon their own learning
Teachers will use an inquiry approach where students will consider significant questions such as:
What are the characteristics of the news media?
What is the role of the news media in Australian society?
What makes an effective piece of journalism?
What part should ethics play in journalism?
What are the conventions of journalistic writing?
How can we capture in print what is important to students?
Assessment

DESIGN Craft Enterprise
Pathways beyond high school: Design and Production 2, VET Construction and Engineering
programs
Student will:
Design and create craft projects and prototypes.
Work with a range of materials including glass, timber, metals, veneers and plastics.
Develop mathematical understandings through measurement, estimation and costing of
material and time.
Learn about the necessary processes and develop skills with tools.
Work on a series of set and free choice projects.
Investigate the concepts of design through looking at the aesthetics and function of items.
Exhibit their work.
Students across a range of skill levels can achieve success in this program. Craft Enterprise
emphasises making and marketing saleable projects.
How can I design and create a functional item that meets the needs of individuals?
How can I make quality items at an affordable price?
How best can I display and market crafts?
How can I budget and set goals in a small business?
Assessment

DESIGN AND APPLIED TECHNOLOGY
Pathways beyond high school: Design and Production 2, VET Construction and Engineering
programs
Students will:
Investigate the concept of design through looking at the aesthetics, function and testing of
their product.
Work with a wide range of materials including glass, clay, woods, metals, veneers and plastics.
Work on a series of set and free choice projects.
Design and make original, high quality objects such as containers, storage devices, furniture,
powered vehicles, boats, tools and electronic devices.
Learn about the necessary processes and systems needed to realise a design.
Develop mathematical understandings through measurement, estimation, scale, costing and
orthographic drawing.
Learn safe machinery use and develop hand tool skills.
Exhibit their work.
Students across the range of skill levels can achieve success in this program. Design and Applied
Technology emphasises the design and making of set projects as well as student choice projects.
How do we design and create unique solutions for specific markets?

How does function affect the appearance of designed objects?
What are the unique properties of various materials?
How do we evaluate the effectiveness of our designs?
What are the safety considerations of various processes?
Assessment
these additional costs or provide their own materials.

DIGITAL PHOTOGRAPHY AND GRAPHIC DESIGN
Pathways beyond high school: Computer Graphics and Design 2 or 3*, Art and Production 2
or 3*, VET Media
Students will:
Develop an understanding and appreciation of the history of photography.
Understand the features of a digital camera and how it works.
Consider the fundamentals of capturing images in outdoor and studio settings using
photographic media e.g. composition, depth of field, subject matter, viewpoints and lighting.
Manipulate images using hands on and computer generated techniques to create original
works and to improve the quality of images. Software may include Gimp, Paint, PowerPoint,
Word and PhotoShop.
Design a range of items including original artworks, invitations, catalogues, labels, books,
posters, cards, logos and clothing/textile designs.
Learn the conventional principles and elements of design and apply their understandings to
their own work.
Understand the different graphic file types and their characteristics to best store work within
a digital portfolio.
Interpret and appraise the works of others using artistic/industry vocabulary and consider the
ethics of digital manipulation.
Learn to mount their own work and to appreciate the importance of well-presented work.
Exhibit their work.
What do I need to know or do to become a better photographer and/or graphic designer?

How can information be conveyed visually for maximum effect using graphic skills?
What impact do both photographers and graphic designers have on our visual world?
How can graphic information be conveyed, manipulated, reproduced, stored and transferred?
How can I express myself using graphics and images?
Assessment

3D GRAPHIC DESIGN
Pathways beyond high school: Art Production 2 or 3*, Computer Graphics and Design 2 or
3*, VET Media
Student will:
Learn the conventional principles and elements of design and apply their understandings to
their own work.
Design a range of 3D items which may include furniture, jewellery, housing etc.
Use a range of graphic 3D modelling programs such as Google SketchUp and Blender.
Learn to critique graphical works.
Locate and manage ICT resources and keep an electronic portfolio of their work.
Develop skills in layering, scale drawing, lighting, rendering etc.
Design and 3D print objects
Exhibit their work
How can graphical information be conveyed using a computer?

How can information be conveyed visually for maximum effect?
What impact do 3D graphics have on our visual world?
How can graphical information be stored, reproduced, transferred and manipulated?
What future employment opportunities does 3D modelling and graphic design offer?
Assessment

DIGITAL TECHNOLOGIES
Students are able to enter this course in either year 9 or 10. This course provides a structured
pathway as follow up to the year 8 course Computer Programming and Robotics, whilst still being
available to students with no previous experience.
The full year course is a combination of units offered in the two semester courses outlined below.
Pathways beyond high school: Computing 2, Computer Science 3*, Information Systems and
Digital Technologies 3*, Essential Skills Using Computers and the Internet 2
DIGITAL TECHNOLOGIES 1 - Robotics, Programming, Hardware And

Networking
Time allocated: 3 periods per week, semester 1
Students will:
Learn different programming languages including Basic, VB, LOGO, GameMaker and some
web languages (HTML, Javascript, Pearl).
Participate in the NCSS Python Programming Challenge to further develop their programming
skills.
Learn about the System Development Life Cycle as well as standard programming concepts:
algorithms, pseudo code, structure, logic, looping, data types, variables, error checking and
debugging.
Develop apps using xcode
Course content will be delivered via the Department of Educations Virtual Learning Environment,
Fronter.
For students electing to undertake projects in Robotics, they will engineer robots and develop
programs that fit a purpose. The RoboCup disciplines of Soccer, Rescue and Dance will be
explored and students will have the opportunity to be part of the senior RoboCup team(s).
How do computer programs work and why are logical structures important?
How do monitoring and control processes allow machines to appear intelligent and to
perform useful functions?
How does the process of design, develop, test and modify assist developers to produce useful
computer applications?
How is data stored and transmitted via a network? How is a network configured? What are
the social implications of data sharing?
How can computer technologies create possible future personal pathways?
Assessment:
Students will be assessed against the Australian Curriculum Year 9 & 10 Digital Technologies

DIGITAL TECHNOLOGIES 2 Computer Game Making
Students will:
Learn computer languages including GameMaker, RPG Maker, Unity3D and FLASH action
script.
Create computer applications for a purpose.
Engage in exercises that develop the concepts of structure, programming logic and debugging.
Course content will be delivered via the Department of Educations Virtual Learning Environment,
Fronter.
What makes an effective computer game?
How do computer programs work and why are logical structures important?
How does the process of design, develop, test and modify assist developers to produce useful
computer applications?
Assessment:
Students will be assessed against the Australian Curriculum Year 9 and 10 Digital Technologies

FASHION PRODUCTION
Pathways beyond high school: Art Production 2 or 3*, VET Applied Fashion Design and
Technology
Students will:
Develop technical skills and express their creativity
Learn basic techniques in hand-stitching, using a sewing machine and using basic patterns
Create a garment, e.g. skirt, using the sewing machine
Create an accessory, e.g. purse, bag
Hand stitch and embellish an accessory, e.g. gloves
Negotiate a project
Keep a record of their planning
Research and reflect on their ideas and progress
Produce samples showing their technical skills to support their practical work
Complete a theory assignment on the work of a craftsperson to support their practical work
Exhibit their work
What techniques are needed to work with textiles?

What is the role of planning and evaluation in presenting effective craft-works?
How are the elements of colour, form, line and texture used effectively in garments and
accessories?
In what ways do garments and accessories reflect current culture and sub-culture?
Assessment

FOOD STUDIES
Pathways beyond high school: Health Studies 3*, Food and Nutrition 3*, Food, Cooking and
Nutrition 2, VET Hospitality programs
Students will:
Learn to mise en place (kitchen set up)
Prepare and present caf quality food products
Learn about food safety and be encouraged to use safe, hygienic kitchen procedures
Expand their food knowledge and its vital role in their personal well being
Work in pairs or in teams and develop essential life skills that will prepare them for the
achievement of personal as well as potential career pathways
Be invited to contribute recipe ideas
Learn basic skills to cook meals at home
Complete an inquiry project for each unit
Each week participate in one practical, one theory and one demonstration lesson
Each semester group will begin with a food safety course, followed by an introduction to baking.
The second unit will be selected from the following:

Home cooking skills
Spice Trail Developing a palate and learning about spice mixes
Cooking for a special occassion
Advanced baking
What skills do I need to cook a meal?

How can I broaden my knowledge about cooking with seasonal produce?
How do I plan a menu?
What do I need to learn about food preparation and food presentation?
How can I produce caf quality food in 75 minutes?
Assessment
Vocation and Applied Learning (VAL) standards.

HOSPITALITY & CATERING
Pathways beyond high school: Health Studies 3*, Food and Nutrition 3*, Food Cooking and
Nutrition 2, Food and Hospitality Enterprise 2, VET Hospitality programs
Students will:
Prepare, present and taste caf quality food products
Learn about food safety and use safe, hygienic kitchen procedures
Expand their food knowledge and its vital role in their personal wellbeing
Work in pairs or in teams
Develop essential life skills that will prepare them for the achievement of personal as well as
potential career pathways
Contribute to recipe development and function planning
Participate in barista training
Provide 20 hours service for student led caf days and functions
What basic cooking skills do I need to cook a meal?

How can I broaden my knowledge about cooking with seasonal produce?
How do I plan a menu?
What do I need to learn about food preparation and food presentation?
How can I produce caf quality food in 75 minutes?
Assessment
Students learning in this program will be assessed against the Tasmanian Curriculum Framework
Vocation and Applied Learning (VAL) standards.
Students who complete all areas of the course may obtain statements of attainment for:
1. Food hygiene and food safety
2. Barista course
3. Basic cookery skills

FRENCH
Pathways beyond high school: French 2 or French 3*
Students of all levels can achieve success in this course.
Why learn French?
French is the official language of 57 countries around the world, including some of our closest
Pacific neighbours, Vanuatu and New Caledonia. French is still the language of diplomacy and
students considering further education will benefit from this background.
Students will:
Read, write and speak French with competence.
Develop a deeper understanding of the grammatical structure of their own language by
comparison.
Develop understanding of other cultures through language learning.
Predict, analyse and apply language rules in another form of communication.
Use an online program, Language Perfect, to develop vocabulary and sentence construction
skills.
Who speaks French? Why?

How are the different French speaking cultures different/similar to my own?
What are the rules and patterns of language?
Assessment
Students learning in this program will be assessed against the Tasmanian Curriculum Framework
Languages (LOTE) standards.

GEOGRAPHY
Pathways beyond high school: History and the Environment 2, Australia in Asia and the Pacific
3*, Geography 3*, Environmental Science and Society 3*, Introduction to Tourism 2, VET Tourism
programs
NOTE: Students who are considering attempting pre-tertiary SOSE subjects of any kind in year
11 will, as a guide, need to achieve an Australian Curriculum rating of B in History and/or English.
Geography is a structured way of exploring, analysing and explaining the characteristics of our
world through perspectives based on the concepts of place, space and environment. Geography
integrates knowledge from the natural sciences, social sciences and humanities to build a holistic
understanding of the world.
Students will:
Develop a range of inquiries to investigate the geography of their world.
Collect, analyse and interpret information
Conduct fieldwork
Use spatial technologies to view and interpret data
Reflect and propose actions to shape a sustainable and socially just future
Students develop a wide range of general skills and capabilities, including information and
communication technology skills, an appreciation of different perspectives, an understanding of
ethical research principles, a capacity for teamwork and an ability to think critically and creatively.
These skills can be applied in everyday life and at work.
Why is the world the way it is?
How can we feed the world?
What techniques do geographers use to understand the world?
Assessment
Student learning in this program will be assessed against school based standards relevant to the
Australian Curriculum Geography Achievement Standards. Students wishing to receive an
Australian Curriculum Geography result should study the Big History semester unit in 2017 as
well as this program.

INFORMATION SYSTEMS
Students may choose either of 2 Information System semester units outlined below or combine
units to make up a full year course.
Pathways beyond high school: Computer Science 3*, Information Systems and Digital
Technologies 3*, Computing 2, VET Information, Digital Media and Technology programs
Information Systems offers students the opportunity to engage in a range of practical activities
designed to expand student knowledge of computer applications as well as providing opportunities
to develop advanced thinking and problem solving skills.
Through practical experience students should develop confidence in dealing with existing and
emerging information technologies and understand their application to work, leisure and
communication. Students will be encouraged to develop time management and planning skills.
INFORMATION SYSTEMS 1 - Mastering the Computer
Students will encounter a range of tasks and projects. They will have opportunities to specialise in
various areas of interest as well as complete compulsory assignments that align with current
workplace technology knowledge and skills.
Compulsory Topics:
Word processing and keyboarding
Excel spreadsheets
Presentation tools
Project management
Optional Topics:
Graphics and media
Publishing
Workplace communication
Social and legal issues
Multimedia
3D design
Digital product
Content will be delivered via the Department of Educations Virtual Learning Environment,
Fronter.
What technical skills are important to the workplace?
What are the key issues in the workplace surrounding technology?
How can key technological skills be applied in a chosen personal pathway?

Assessment:
Students will be assessed against the Tasmanian Curriculum Framework Information and
Communications Technologies standards.
INFORMATION SYSTEMS 2 - Computer Generated Animation
Students will encounter a range of tasks and have the opportunity to specialise in one or more
focus areas. These include:
Gif animation
Blender
FLASH interactive
Creating a story using Movie Maker.
Content will be delivered via the Department of Educations Virtual Learning Environment,
Fronter.
How can computer technologies enhance learning and improve communications?

What are the key computer generated animation skills required to create a simple or complex
animation?
Assessment:
Students will be assessed against the Tasmanian Curriculum Framework Information and
Communications Technologies standards.

HUMAN INTERACTIONS
Pathways beyond high school: VET Children Services, Introduction to Sociology and
Psychology 2, Psychology 3*, Sociology 3*
Students will:
Study the importance of understanding self and society.
Learn and develop an understanding of cultural differences thereby raising awareness of
cultural sensitivities.
Develop a research project related to psychology or sociology.
Learn about childrens development and parenting styles and skills.
Learn about motivation and behaviour modification.
Study the main schools of psychology including the work of the positive psychologists.
What are the big ideas students will learn from this program?
What motivates people?

How do children learn?
How can we modify childrens behaviour?
What are the key features of effective parenting?
How can we use an understanding of psychology to live better lives?
Assessment

HUMANITARIAN STUDIES
Pathways beyond high school: Geography 3*, History 3*, Legal Studies 3*, Business Studies 2
or 3*, Australia in Asia and the Pacific 3*
Students will:
Understand their power to make a difference in the world.
Understand causes and consequences of poverty.
Understand the impact of war and natural disasters.
Understand how world organizations work to support others.
Understand the life journey of some significant humanitarians.
Achieve personal and team goals to develop valuable life skills such as teamwork, negotiation,
delegation, leadership, problem-solving and communication skills.
Develop awareness of and build knowledge of another country.
Volunteer, locally and internationally.
Investigate, plan and organize events.
What makes a fair and just community?

What is culture?
What influences our attitudes and values?
What does it mean to be a volunteer? Why do people volunteer?
How can I make a difference?
How can I influence the choice and decisions of others in a positive way?
Sustainability, what is it?
How do the Millennium Development Goals fit into our world?
Assessment
Student learning in this program students will be assessed against the school based standards.

PERSONALISED LEARNING
Time allocated: FLEXIBLE number of periods per week: minimum 3ppw, maximum 9ppw,
semester or year long
Pathways beyond high school: Student Directed Inquiry 3*
Who is best suited to this form of learning?
This program will suit you:

If you have a passion or interest that you would like to pursue
If you are ready to work both at Clarence High School and with experts in your interest area
in the community
If you have good independent work skills.
What will students do in this program?
Each student will work with Personalised Learning teachers to negotiate an individual program
based around their interests and learning needs. Students will learn through projects based on
their areas of interest. Students will work at their own pace and get help when they need it. They
will conduct a number of projects as internships in the community working with employers and
mentors.
Students will:
Negotiate their individual learning program.
Learn how to take responsibility for their learning.
Keep a learning journal and develop project plans each term.
Investigate and plan their pathway to further training or work.
Present their work at the Personalised Learning exhibitions.
What skills will they develop?
Students will develop skills in:

Independent learning
Networking
Negotiation
Time management
Resource management
Assessment:
Vocational and Applied Learning standards.
these additional costs or provide their own materials.

SPORT SCIENCE
Pathways beyond high school: Sport Science 3*, Health Studies 3*
Sport Science may be studied in years 9 and/or 10, with different topics addressed each year. This
is an academic, theory based course with some practical laboratories. Sport Science is for
students who have an interest in the science of how sporting performance may be improved. This
course is preparation for those wishing to continue on to pre-tertiary Sport Science in year 11 or
12.
Students will study:

Anatomy(Musculoskeletal & Cardiorespiratory)
Energy systems
Fitness and Training Methods including gym visits
Sport Psychology
Nutrition and sporting performance (energy and fluid replacement)
Sports injuries: prevention, treatment and recovery. Acute vs chronic.
Recovery: stretching, ice, massage and heat
In what ways does an understanding of body systems assist in improving performance?

In what ways can movement skills be improved?
What are those factors and situations that can affect a persons ability to learn?
How can I optimise by performance?
Assessment

WORK STUDIES
Time allocated: 35 minutes per week, year-long
All students in years 9 and 10 will undertake a Work Studies course to help plan their path
from high school to further education and training. The Work Studies course incorporates skills
required for learning and work including a focus on the ICT skills required in 21st century
workplaces and the attributes and attitudes needed to create work.
Students will have the opportunity to explore and investigate pathways that are suited to their
own skills, interests, abilities and values. Everyones pathway is unique.
Year 9
Students will:
Develop their capacity to be a successful learner.
Reflect on their individual interests, values, preferences and strengths.
Develop a broad range of communication skills including using digital technologies.
Collect a portfolio of work demonstrating ICT competencies.
Year 10
Students will:
Undertake visits to a range of workplaces and educational institutions.
Develop a broad range of communication skills including using digital technologies.
Collect a portfolio of work towards completing the Year 10 ICT Checklist.
Develop an individual Transition Plan.
As the culmination of the years work, undertake work experience and be offered the
opportunity to participate in a range of practical courses such as first aid, barista training,
bronze medallion and a variety of other courses and activities
What are the big ideas?
How can I use my skills and knowledge to create work?

What are the behaviours and protocols which will enable me to be successful in the
workplace?
How can I learn to be a successful, lifelong learner?
Assessment
Student learning in this program will be assessed against the Year 10 ICT Checklist.


Curriculum Guide Year 9 and 10 2016

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Clarence High School

Curriculum Guide 2016

Curriculum Guide Grade 9 and 10 2016 Page 2

Curriculum Guide Grade 9 and 10 2016 Page 3

The Curriculum Expo on Wednesday 14 October 4.30 6.30pm will provide

Curriculum Guide Grade 9 and 10 2016 Page 4

Effective assessment enables:

Mathematics, Science, English, History, Geography, Digital Technologies and Health

reflect on their thinking and learning

Students benefit enormously when families actively engage together in discussion of

Curriculum Guide Grade 9 and 10 2016 Page 5

Our Supportive School Community addresses such things as:

HOME GROUP TEACHER

Curriculum Guide Grade 9 and 10 2016 Page 6

Curriculum Guide Grade 9 and 10 2016 Page 7

At Clarence we value diversity and excellence and so we provide a curriculum that

o Encouraging and supporting students to enter a number of competitions such as:

Australian Mathematics Competition

Curriculum Guide Grade 9 and 10 2016 Page 8

Curriculum Guide Grade 9 and 10 2016 Page 9

Students should choose a course made up of year-long and semester programs to a

KEY FOR PROGRAM OUTLINES

Curriculum Guide Grade 9 and 10 2016 Page 10

Maths Methods (10) Mathematics in Society

Mathematical Studies (9)

Design and Applied Technology Big History (2017) Fashion Production

Curriculum Guide Grade 9 and 10 2016 Page 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2 10.25 11.00 10.25 11.00

3 10.25 11.40 10.25 11.40 10.25 11.40

Time allocated: 3 periods per week, year-long

Pathways beyond high school: English Applied 2, General English 2, English

Curriculum Guide Grade 9 and 10 2016 Page 13

Time allocated: 3 periods per week, year long

Pathways beyond high school:

Business Studies 2, Legal Studies 2, History and the Environment 2, Introduction to

Why Study History?

Builds on writing, analysis and research skills

Curriculum Guide Grade 9 and 10 2016 Page 14

Curriculum Guide Grade 9 and 10 2016 Page 15

Curriculum Guide Grade 9 and 10 2016 Page 16

Pathway to year 10: Mathematics in Society

Pathways beyond high school: Essential Skills Maths 2, Workplace Maths 2,

Students will investigate the following significant questions:

Curriculum Guide Grade 9 and 10 2016 Page 18

Pathway to year 10: Mathematical Studies or Maths in Society

Pathways beyond high school: Workplace Maths 2, General Maths 2

Mathematics in Society consists of two semester units.

MATHS AT WORK Semester 1

How and why to tradespeople use concepts of space and measurement?

Curriculum Guide Grade 9 and 10 2016 Page 19

These programs are designed at primarily year 9 C standard. Year 10 students

The 2017 Maths in Society semester units will be:

Maths of Going Places

Curriculum Guide Grade 9 and 10 2016 Page 20

Pathway to year 10: Further Mathematical Studies, Maths Methods 2

Students will investigate the following significant questions:

Curriculum Guide Grade 9 and 10 2016 Page 21

Pathway to year 10: Only available to year 10 students

Students must have attained at least a year 9 C to enrol in this program.

Students will investigate the following significant questions:

Curriculum Guide Grade 9 and 10 2016 Page 22

Students studying Maths Methods will need to enrol in Personalised Learning to

Pathway to year 10: May only be studied in year 10