Years 9 – 10 Subject Selection

Semester Unit

In Year 9 Dance, students will develop, create, explore, analyse, reflect and perform. Students will explore and choreograph dances by manipulating and combining the elements of dance, choreographic devices, and production elements to communicate choreographic intent. They will learn dances and sequences, demonstrating technical and expressive skills appropriate to the genre and style. Students will also evaluate the impact of dance from different cultures, places and times and reflect on their own and others work. This unit culminates in the preparation of a performance piece for Performing Arts Showcase.

Year-Long Unit

Within this course students study technique in different styles and choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. In groups they choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style. Students understand the importance of safe dance practice and evaluate the impact of dance from different places and times on Australian dance. At the end of each semester students will perform at PLC’s bi-annual Performing Arts Showcase.
This course will allow students to:

• build on their awareness of the body and how it is used in particular dance styles
• learn new movement skills to include dance style-specific skills
• extend technical skills from the previous year, increasing their confidence, accuracy, clarity of movement and projection
• reflect on their own and others work
• explore meaning and interpretation, form and elements within professional choreographers’ works
• understand that safe dance practices underlie all experiences in the study of dance
• perform within their own body capabilities and work safely in groups.

Semester Unit

Course Overview: A semester course providing students with an opportunity to explore and be creative in a digital space. A focus on developing digital and problem-solving skills.

It is a practical, project-based course with a focus on students having the freedom to choose from a wide variety of topics. Topics could include but are not limited to:

• Embedding LEDs into clothing/devices
• 3D modelling and printing
• Minecraft coding

Throughout the course students are encouraged to experiment with building and extending skills with technologies to create and solve problems. Students will have the opportunity to to create products that can be taken home during the semester.

Year-Long Unit

Course Overview: A year long course providing students with an opportunity to explore and be creative in a digital space. A focus on developing digital and problem-solving skills, that can be applied to real-world problems.

It is a practical, project-based course with a focus on students having the freedom to choose from a wide variety of topics. Topics could include but are not limited to:

• Image creation using Adobe Illustrator
• Image manipulation using Adobe Photoshop
• Creating an escape room
• 3D modelling and printing
• Lego robotics
• Designing, building, and coding drones

Throughout the course students are encouraged to experiment with building and extending skills with technologies to create and solve problems. Students will have the opportunity to to create products that can be taken home during the year.

In Year 9, Drama students will be given opportunities to refine their knowledge and skills to present drama as an event safely using processes, techniques and conventions of drama. Students develop drama based on devised drama processes and appropriate, published script excerpts using selected drama forms and styles. Student work in devised and scripted drama focuses on reflective and responsive processes supported through scaffolded frameworks using drama terminology and language. 

Semester Unit – Semester 1

Throughout the first half of the semester, students will study the dramatic form and style of Commedia Dell’Arte. Students will look at the basis of stock characters and physicality and how they can be used to communicate a story to an audience effectively.

During the second half of the semester, students will work in groups of between two and six performers to devise and perform an original piece of drama based on a given stimulus. The piece should last approximately 6 minutes.  Students must use various staging techniques e.g. lights, sound, set and costume to support their performance.

Semester Unit – Semester 2

Throughout the first half of the semester, students will undertake a practical analysis of a script. Students will explore how the creative team including actors, directors, sound, costume, set and lighting designers would approach a script from initial vision concepts to performance reality.

During the second half of the semester, students will study the dramatic form and style of Melodrama and its importance in the lead-up to Naturalism by Konstantin Stanislavski. Students will understand the importance of themes and how adding music as a creative aid to develop the emotional values of scenes.

Year-Long Course

Term 1: Physical Theatre

Throughout this unit, students will study various physical skills associated with this dramatic style and form. These include lifts, floor work, mime, mask work, and chorus work. Students will be required to devise a scene on a theme of their choice that highlights the skills taught.    

Term 2: Script Analysis 

During this unit, students will study and analyse the script “The Exam” by Andy Hamilton and through classroom practical explorations will gain an in-depth idea of the playwrights’ intentions to perform the characters as intended. Students should through their practical exploration gain a deeper understanding of a range of dramatic techniques that will enable them to do this.    

Term 3: Abstract Theatre (Presentational Theatre) 

Using Edgar Allan Poe’s Story “The Tell-Tale Heart,” students will develop abstract skills to reinterpret the story in their own devised version. Students will be introduced to lighting and sound elements in this unit and will have to take on a creative role in the realisation of their performance.    

Term 4: Scripted Performance 

Students will study a script and will create a classroom performance of the script. Using skills covered throughout the year students will be required to take leadership of their performance, incorporating design features such as lighting, sound, costume and set design. The script for this unit changes from year to year. Previous texts have included “FAST”, “The Mobile Phone Show” and “The Curious Incident of the Dog in the Night-time”. 

The Year 9 Enrichment programme is offered to students who require additional support with their literacy and numeracy skills.

The programme runs parallel to the English and Mathematics syllabus by providing additional support in reading comprehension, punctuation, grammar, and text level writing for English, and computational skills in Mathematics.

Students continue to prepare for Year 9 NAPLAN and receive ongoing support with assessments for English and Mathematics.

Students who previously studied Year 8 Enrichment are encouraged to continue in this course of study.

Dive into the exciting world of food with our hands-on, practical course designed for girls who love to learn in a creative and collaborative environment. This course offers a unique opportunity to explore the artistic side of food preparation and presentation.

Students will develop and refine their cooking skills by preparing a wide range of delicious meals and snacks. Using their newfound knowledge they will have the opportunity to create impressive dishes and design a unique menu item perfect for a “Food Truck” concept.

While learning the art of food preservation, they will create a variety of preserved products and showcase their skills by assembling a scrumptious hamper to take home at the end of the semester.

In Year 9 Futures Thinking, students will learn and apply critical thinking and problem-solving skills by exploring ideas across a range of topics. Lessons will be divided between the Future Problem Solving Australia programme and ethics, in conjunction with the Association for Philosophy In Schools (APIS).

Future Problem Solving focuses on sustainability and the role of technology in addressing the challenges of the future. More information on the topics in 2023 can be found here. Ethics will introduce the foundation skills for critical thinking and argument and give students strategies for inquiry.

Futures Thinking will use collaborative learning to position students to succeed in a range of extension programmes and opportunities in their learning journeys. This will include a range of game theory and preparation for external academic competitions such as the da Vinci Decathlon, Tournament of Minds, World Scholars Cup, and Ethics Olympiad.

Futures Thinking has been designed to provide academic extension to compliment the Year 9 curriculum in core subjects.

Student information:

The Futures Thinking course will cover:

About half the lessons will be used for the Future Problem Solving Australia programme that teaches students problem-solving skills. Students will be introduced to a 6-step process for approaching problem-solving and then will refine these skills through set topics:

•  e-waste
•  Digital realities
•  Robotic workforce
•  Throwaway society

The remaining lessons will be divided between:

Learning the foundations to formal logic and ethics. This will be done using material from the Ethics Olympiad and Philosothon competitions and the Philosophy faculty at UWA.

Learning about game theory which gives them strategies to approach games such as chess. These are practical applications of thinking strategies that are useful in a range of subjects throughout education.

Some lessons will be used to prepare students participating in academic competitions such as the da Vinci Decathlon, and World Scholars Cup competitions, depending on which semester students are enrolled in.

Chinese Second Language

The Year 9 Chinese as a second language course builds on the skills, knowledge and understandings required of students to communicate in the Chinese language developed in Year 8.  The course focuses on extending students’ oral and written communication skills and their understanding of Chinese language and culture. They are increasingly aware of their personal and social worlds and are engaging with youth-related issues.  As such, we have catered for our Year 9 students by including topics that are relevant to teenagers. Students will be provided with authentic learning materials and are supported by personalised scaffolding.  Learning will also be supplemented with cultural experiences such as viewing of Chinese films, and outings and excursions, when permitted.

Specifically, we will cover the following four topics.

Term 1: we will look at student life in China and Australia (学生生活)

Students learn about a typical day in the life of a Chinese student and learn relevant vocabulary, expressions and grammar to be able to discuss and describe their own daily routine at home and at school. Students reflect on the similarities and differences between daily routine in Australia and China.

Term 2: we will look at the importance of friendship (我的朋友)

Students will reflect on the role and impact of friendship in their lives and learn relevant vocabulary, expressions and grammar to be able to describe their friends and express their opinions about friendship.

Term 3: we will look at healthy life styles (健康生活方式)

Students will look at the impact of health lifestyles in their lives and learn relevant vocabulary, expressions and grammar to be able to talk about healthy habits and make suggestions about improving one’s health. Students reflect on the similarities and differences between lifestyles in Australia and China.

Term 4: we will discuss childhood memories and making connections with the past (我的童年)

Students will look at the activities/hobbies they used to do when younger and compare and contrast these to the activities they enjoy doing now. We will explore how the activities of Chinese children might differ to what is done in Australia and consider the reasons as to why this may be the case.

French Second Language

At this level, we anticipate students will bring existing knowledge of language and culture, as well as a range of learning strategies, to their studies of French. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues.  Consequently, we have catered the course in Year 9 to include topics that are relevant to teenagers by exposing them to a range of authentic materials designed for or generated by young French speakers in France and other francophone regions.  Learning will be supplemented with cultural experiences such as the viewing of French films, and outings and excursions, where permitted.

Specifically, we will cover the following four units.

Term 1: we will look at fashion and clothing in France and Australia (La mode)

Studens will explore the concept of clothing as a means of self-expression and identity and discuss fashion trends in France and Australia.  Students will build upon prior knowledge to describe what they wear on certain occasions and will look at how French fashion designers have influenced and shaped the world in which we live.

Term 2: we will look at the importance of family and daily life (Ma vie quotidienne)

Students learn about a typical day in the life of a French student and learn relevant vocabulary, expressions and grammar to be able to discuss and describe their own daily routine at home and at school. Students reflect on the similarities and differences between daily routine in Australia and France.

Term 3: we will look at mobile phones and new technologies (Le portable)

Students will reflect on the role and impact of technologies in their lives and in the lives of young people in French-speaking communities.

Term 4: we will discuss childhood memories and making connections with the past (Mon enfance)

Students will look at the activities they used to do when younger and compare and contrast these to the activities they enjoy doing now.  We will explore how the activities of Francophone children might differ to what is done in Australia and consider the reasons as to why this may be the case.

(*No prior experience necessary)

Content

Fashion: Design and Create

The focus of this unit is on students assuming the role of a designer and producing designs for a hoodie and skirt, pant or magic pillow quilt for themselves. They will build on the skills they have developed in Year 8 to create these items. Designs will be investigated and drawn, patterns will be created, and production plans written. A range of new fabrics will be explored and manipulated and stretch sewing, woven sewing and finishing techniques will be learned.

Hoodie Design Project

Hoodie – With extra features of your choice

• Applique Motif
• Digital print
• Kangaroo pocket
• Draw cord

A linen /denim skirt or pant

With extra features of your choice

• Gathers
• Slits
• Pockets
• Darts
• Varying lengths- as fashion and opinion dictate

Magic Pillow Quilt

This is a pillow that becomes a quilt.

With decorative techniques including

• Applique
• Embroidery
• Ribbon application
• Photo transfer/digital print

Semester Units

Light up my life! (*No prior experience necessary)

Content

The aim is to provide opportunities for the students to develop existing skills and knowledge and explore their own creativity with a focus on designing for a purpose.

This will include using a range of materials, tools, machines, and practical skills to produce practical projects with various materials.

The students will also be to using the “design process” in which they will develop a design brief and a design project.

The brief requires that they seek a “client’s” requirements; explore existing products; development of design ideas using sketches and drawings; select appropriate materials; practical production of their own design and reflection.

Design Project

Create a project that will be attractive and illuminate an area in a home setting. It must be free standing, not able to be tipped easily.

Made from the materials made available by your teacher or found materials. Size is limited to a desk or bedside table.

Projects:

• Desk lamp
• Small stool
• Wood turning (wooden pens)

Popular films, Fashion Photography and Social Media Content Creation

Embark on a visual adventure in our inspiring Year 9 Media Studies course! Get ready to explore the heart of popular culture through:

• Iconic Teen Genre Films: Study classics like “10 Things I Hate About You”, “Clueless”, “Mean Girls”, “Bring it On”, and “High School Musical”. Then, create your own short teen-inspired film that captures the essence of youth.
• Social Media Content Creation: Master the art of TikToks and Reels. From Get Ready with Me to A Day in the Life, learn to craft captivating short-form content and produce viral videos using CapCut.
• Fashion and Location Photography: Step into the spotlight with professional studio lighting and photo editing. Venture into the city for a Street Art Excursion in Perth CBD, capturing stunning photographs.

With hands-on experience in Adobe Premiere Pro, Photoshop, and CapCut, you’ll refine your skills and emerge as a filmmaking and photography pro. Ready to make your mark? Join us and unleash your creativity!

The Year 9 course enables students to build on music skills and knowledge across a range of performing, composing, aural and listening activities. The performance component is weighted at 50%, each student choosing their instrument of study (can be two instruments and includes voice). As such, students who select Music will be undertaking weekly instrumental/voice lessons and participate in a School music group. The performance component comprises solo and group performances, assessed against each student’s level of experience and the standard of the piece selected by the student.

Students will experience, analyse and create a range of different music from Schubert to Sondheim to Swift and beyond. In line with the newly revised Year 11/12 ATAR and IB Music courses, there will be equal opportunity to experience music from Western Art, Jazz and Contemporary styles. Drawing on these different styles, students continue to develop aural skills, will compose works and analyse pieces such as Beethoven’s classic 5^th Symphony, Duke Ellington’s ‘Take The A Train’ and The Beatles hit, ‘Can’t Buy Me Love’. Using the elements of music, they examine similarities and differences between musical works and identify cultural, historical and stylistic features.

* In Year 9, students may choose to study Music in both semesters, developing further their skills in aural, analysis, performance and composition. This is recommended for students who wish to study ATAR or IB Music.

Sport and Recreation

Semester Unit

The Sport Education and Recreation unit covers a wide variety of activities with the emphasis on participation, improvement in fitness levels and skill development. The main aims of the course are to encourage leadership, teamwork, active participation and to foster an interest which may lead to enjoyable recreation pursuits later on in life.

Students are given the opportunity of fulfilling roles such as umpiring, organising fixtures, acting as a team coach, captain or manager and inventing games. They participate in a wide range of activities including peer teaching, water games including Water Polo, Indoor Soccer, Outdoor Volleyball, modified Football and European Handball.

The PE and Health course includes health and fitness, individual and team sports. The courses aim to foster a positive attitude toward physical activity to promote a healthy and active lifestyle.

Physical Education

Physical Education courses are delivered as units of inquiry and through the   philosophy of concept-based teaching and learning. The focus in Years 9 is on the execution of skills in competitive contexts and transferring strategies across sports. Courses are aimed at providing students with knowledge of specific motor skills through participation in a wide range of activities. Skills involving hand-eye co-ordination, general body co-ordination and components of fitness will be developed. The rules and general principles of team play will be introduced to allow the girls to participate in matches at Inter-School or social and recreational levels.

Students are assessed in the following:

1. Performing and Applying (50%) – Performance of individual skills and skills in competitive contexts. (Practical)
2. Understanding Movement (25%) – Communicating understanding and problem solving. (Theory)
3. Learning through Movement (25%) – Planning for performance and interpersonal skills. (Practical/Theory)

Students will have the opportunity to participate in activities including:

Water Polo • Lifesaving • Basketball • Soccer • Rhythmic Gymnastics • Yoga • Coaching • Tournament Play • Games

Health

The aim of the Health programme is to allow students to construct their own understanding of health and well-being issues within a factual framework through a broad range of activities. Students will develop skills in assertiveness, risk assessment, self-esteem building, decision-making, critical thinking, peer resistance, self-monitoring and communication. A variety of guest presenters enhance the understanding of the course.

Semester 1 and 2

Content

In this Year 9 Art course, students will have the opportunity to experience, adapt and manipulate materials, explore innovative techniques, develop skills, apply art styles and develop creative processes to produce a 2D and/or 3D artwork.

Students experience a growing awareness of how and why artists are influenced by their environment and the contexts of culture, time, place, and other artists.

Studio Project

Art forms may include 2D painting, printmaking and drawing; or 3D ceramics, sculpture, mixed media assemblage.

Art works may be inspired by different Art Movements

Within this course students study technique in different styles and explore the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They analyse and evaluate the work of professional choreographers both past and present and build on choreography, rehearsal, technical and presentation skills appropriate to the genre and style. Students will understand how the body works and how it moves. Anatomical awareness including the study of skeletal and muscular systems as well as safe dance practice. Within this unit students will perform at PLC’s annual Dance Showcase and be provided the opportunity to attend performances at both professional theatres and in-school performances.
This course will allow students to:

• build on their awareness of the body and how it is used in particular dance styles
• extend the combinations of fundamental movement skills to include style-specific movement skills
• extend technical skills from the previous year, increasing their confidence, accuracy, clarity of movement and projection
• reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified through the style of their choreography
• explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance
• understand that safe dance practices underlie all experiences in the study of dance
• perform within their own body capabilities and work safely in groups.

Course Overview: A year-long course providing students with an opportunity to explore and be creative in a digital space. A focus on developing digital and problem-solving skills, that can be applied to real-world problems.

It is a practical, project-based course with a focus on students having the freedom to choose from a wide variety of topics. Topics could include but are not limited to:

• Image creation using Adobe Illustrator
• Image manipulation using Adobe Photoshop
• Artificial Intelligence
• Augmented Reality
• App development
• Ethical hacking
• Website development

Throughout the course students are encouraged to experiment with building and extending skills with technologies to create and solve problems. Students will have the opportunity to to create products that can be taken home during the year.

Aims of the Course:

• Develop students’ understanding of drama through practical and theoretical study
• Enable students to understand the role of actor, director, and designer in creating a piece of theatre
• Develop students’ acting skills, both individually and in groups
• Enable students to develop their skills in devising original drama
• Help students communicate feelings and ideas to an audience
• Foster understanding of the performance process enabling students to evaluate the various stages of that process and encourage enjoyment of drama.

Content Overview:

• Extended extracts from published plays
• Stimuli (short titles, poems, pictures, songs, historical events, stories) for devising dramatic pieces
• Students’ own choice of dramatic repertoire dramatic material of their own devising

Term 1: Devising Theatre

Students will work in groups of between two and six performers to devise and perform an original piece of drama based on a stimulus. The piece should last approximately 10 minutes.  Students must use various staging techniques, e.g. lights, sound, set and costume.

Term 2: Acting Approaches

Students will study different approaches to acting, from realism to the absurd.

Term 3: Group Text-based Performance

As a class, students may either devise their own play to perform or take part in a performance of a pre-existing script. Students will study the context of their devised piece/chosen script to understand the practical performance aspects of production and its technical requirements, e g. lights, sound, set and costume.

Year 10 Enrichment course is offered to students who require additional support with their literacy and numeracy skills.

The programme is structured to coincide with the Year 10 English and Mathematics syllabus and aims to consolidate reading comprehension and writing skills in English, and computational skills in Mathematics.

Additional support is provided for the completion of homework and assessments tasks, as well as on-going support for OLNA.

Students who previously studied Year 9 Enrichment are encouraged to continue in this course of study.

This course invites Year 10 students to delve into the fascinating world of food fashion. Students will enhance their skills and unleash their creativity in food preparation and presentation, culminating in a delightful High Tea event.

As one of the highlights of the course, students will plan, prepare, and host a High Tea. This event will showcase their culinary skills and creativity. They will learn to make a variety of traditional and contemporary tea-time treats. Students will also focus on the art of presentation, ensuring that each dish is visually appealing. The event will be an opportunity for students to demonstrate their abilities, providing a real-world application of their learning.

Additionally, they will explore the cuisines of various cultures, embarking on a journey titled “Travelling with Your Tastebuds,” to understand how these culinary traditions influence community food patterns and choices.

Students will then have the opportunity to teach their peers about their chosen country, focussing on their chosen traditional dish.

Chinese Second Language

The Year 10 Chinese as a second language course builds on the skills, knowledge and understandings required of students to communicate in the Chinese language developed in Year 9.  The course focuses on extending their oral and written communication skills and their understanding of Chinese language and culture. They are increasingly aware of their personal, natural and social worlds. As such, we have catered for our Year 10 students by including topics that are relevant to young people’s experiences and interest in contemporary culture and social issues. Students will be provided with new challenges, authentic learning and intercultural experiences and are supported by personalised scaffolding.  Learning will also be supplemented with cultural experiences such as viewing of Chinese films, and outings and excursions, when permitted.

This course will prepare students for Year 11 Chinese, whether you choose IB or WACE.

Specifically, we will cover the following four topics.

Term 1: we will look at technology (科技的影响) 

Students will reflect on the role and impact of technologies in their lives and in the lives of young people in Chinese-speaking communities.

Term 2: we will look at the family relationships and influential people in life  (对我有影响的人)

Students will reflect on the role and impact of family relationships and influential people in their lives and learn relevant vocabulary, expressions and grammar to be able to express their opinions about these close connections.

Term 3: we will look at learning Chinese and future job pathways (中文学习和未来)

Students will reflect on their Chinese language learning experience and its potential impact on their future plans, opportunities and job pathways. How might my study of Chinese language benefit me in my future endeavours?  Students will learn to express relevant vocabulary, expressions and grammar to be able to describe how their Chinese language acquisition and cultural understandings broaden their worldview.

French Second Language

At this level, we anticipate students will bring existing knowledge of language and culture, as well as a range of learning strategies, to their studies of French. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues.  Consequently, we have catered the course in Year 10 to include topics that are relevant to teenagers by exposing them to a range of authentic materials designed for or generated by young French speakers in France and other francophone regions.  The Year 10 course will provide the foundations for the study of French in Upper School by refining communication skills and the knowledge of how the language works.

Learning will be supplemented with cultural experiences such as the viewing of French films, and outings and excursions, where permitted.

Specifically, we will cover the following three units.

Term 1: we will look at French Cinema (Le cinéma français).

Students will explore various topics, such as self-identity and the complexities of relationships through the medium of film.  Students will investigate and learn more about French film festivals and explore the changing place of cinema in both French and Australian teenagers’ lives

Term 2: we will look at future plans (Moi et mon avenir)

Students will discuss their current interests and hobbies and how these might influence subject choices and career options.  Students will reflect on how their personal attributes can shape their relationships and will consider what life will be like when they are older.

Term 3: we will look at everyday essential French (Le français essentiel)

Students will become familiar with expressions and vocabulary relating to everyday situations they may face when travelling in Francophone countries, such as going to the doctor, pharmacy or staying in a hotel.  Students will discuss upcoming plans for holidays, taking into consideration what can go wrong when overseas.

Creative Solutions

Duration – Three Term Unit (*No prior experience necessary)

Content: Design and Create items for a Capsule Wardrobe for 2025

The focus of this course is on creating fashionable clothing.

This course is designed to build new skills while still catering for students less familiar with the studio. Students will design and create a fashionable capsule wardrobe for themselves.

They will complete a skills project which will culminate in making  useful clothing items for themselves.

Items can include recycled elements or be created using new materials. Individuality is encouraged.

Examples of items that can be made include

• Low waist pant featuring fly zips and wide legs
• Tops
• Hoodies with zip closures
• Skirts- long or short

Creative Solutions

Duration – Three Term Unit (*prior experience preferred but not compulsory)

Product Design

The aim is to provide opportunities for the students to develop existing skills & knowledge and take it to another level. Students who are interested in exploring what it means to be a product designer. This will include using a range of materials, tools and machines, and practical skills, to produce practical projects with various materials.

The students will also be to using the “design process” in which they will develop a design brief and a design project. The brief requires that they seek a “client’s” requirements; explore existing products; develop limitations, development of design ideas using rapid sketches and drawings; select appropriate materials; production of their own design and reflection.

Develop an understanding of what is required when communicating a working drawing to be used for manufacture. Use of CAD software sketch. Activities may also involve

Design Project

Create a jewellery box to suit a particular need in your family home or client. Whether it be in the kitchen, bedroom, games room or music room.

Consider your prior experience and the available materials.

*               Fusion 360

*               Peer teaching Primary students

Projects

Sausage dog paper towel holder, carry box, stool/table, Jewellery box, Wood turning

*additional projects

Salt and pepper mill on wood lathe

Students extend and consolidate music skills and knowledge across a range of performing, composing, aural and analysis activities. The performance component is weighted at 50%, each student choosing their instrument of study (can be two instruments and includes voice). As such, students who select Music will be undertaking weekly instrumental/voice lessons and participate in a School music group. The performance component comprises solo and group performances, assessed against each student’s level of experience, the standard of the piece selected by the student and the performance standards as outlined by SCSA in the Year 10 Music syllabus. Students practise and perform a wider range of solo and ensemble repertoire developing and consolidating technical skills, expression and stylistic integrity. Students explore their emerging personal style and music ideas when composing and arranging, using the Sibelius music writing software provided.

Students build on their understanding of meaning and interpretation in musical works, using aural and critical analysis skills to compare and evaluate a range of Western Art, Jazz and Contemporary music, drawing upon knowledge of previously studied works. They use scores and music terminology to analyse and evaluate the use of the elements of music within a musical style and identify and discuss social, cultural and historical factors.

Hollywood Films, Photographic Art and Fashion Photography

Embark on a year-long adventure into the world of Hollywood and photography! Get ready to explore:

• Hollywood Film Genre & Director Style: Dive into the visual brilliance of directors like Greta Gerwig (“Barbie”), Christopher Nolan (“Oppenheimer”), and Tim Burton (“Beetlejuice”). Analyse and discuss how their unique styles shape their films.
• Innovative Film Production: Unleash your creativity by writing, filming, and editing your own stylised scenes and short films. Enter your masterpieces into film competitions and let your talent shine!
• Magazine Design, Journalism & Fashion Photography: Experiment with studio techniques and lighting to create stunning portraits. Step out of the classroom and into the city for exciting photo shoots that capture the essence of urban life.

Join us for a year of creativity, discovery, and hands-on experience in film and photography!

In this unit, students investigate the Elements of Risk (perceived, real and social) and the concept of Challenge in outdoor recreational pursuits. The unit is primarily practical activity, however, includes theory based sessions to conduct activity introductions, planning and risk assessments. 

Students will be assessed on their: 

1. Skill development 
2. Ability to plan and evaluate 
3. Awareness and adherence to safety procedures 

Aquatics 

• Snorkelling (pool / river / beach) 
• Paddling (river) 
• Stand paddle boarding (river) 
• Surfing (beach) 

Land Based 

• 1st Aid (school) 
• Trangia cooking (school) 
• Walking (Mosman Park)  
• Rock climbing (Peppermint Grove / Fremantle 
• Snow safety 

Physical Education

Physical Education courses are delivered as units of inquiry and through the   philosophy of concept-based teaching and learning. The focus in Years 9 and 10 is on the execution of skills in competitive contexts and transferring strategies across sports. Courses are aimed at providing students with knowledge of specific motor skills through participation in a wide range of activities. Skills involving hand-eye co-ordination, general body co-ordination and components of fitness will be developed. The rules and general principles of team play will be introduced to allow the girls to participate in matches at Inter-School or social and recreational levels.

Students are assessed in the following:

1. Performing and Applying (50%) – Performance of individual skills and skills in competitive contexts. (Practical)
2. Understanding Movement (25%) – Communicating understanding and problem solving. (Theory)
3. Learning through Movement (25%) – Planning for performance and interpersonal skills. (Practical/Theory)

Students will have the opportunity to participate in activities including:

Water Polo • Lifesaving • Basketball • Soccer • Rhythmic Gymnastics • Yoga • Coaching • Tournament Play • Games

Health

The aim of the Health programme is to allow students to construct their own understanding of health and well-being issues within a factual framework through a broad range of activities. Students will develop skills in assertiveness, risk assessment, self-esteem building, decision-making, critical thinking, peer resistance, self-monitoring and communication. A variety of guest presenters enhance the understanding of the course.

The topics covered in Year 10 include:

• Relationships: gender issues, sexual decisions, dilemmas.
• Safety: sexual harassment, sexual assault, consent, healthy romantic relationships, my body
• Mental Health: stress, healthy lifestyles, positive thinking.
• HIV/AIDS: knowledge, values clarification, safe behaviour and practices, attitudes, strategies for positive change.
• Sexual Health: STIs, contraception.
• Drugs: Club drugs, Ecstacy, Ice, Heroin, Cocaine

Students are assessed in the following:

1. 1. Being healthy, safe and active (50%) – Semester 1 Assignment
   2. Communicating and interacting for health and wellbeing; Contributing to healthy and active communities (50%) – Semester 2 Assignment

Content – Drawing and Painting

Studio Project

Drawing and Painting

Students will explore a range of creative media including collage, painting, drawing to express a response to the selected genre.

Students will create a contemporary oil painting that explores the genre.

Semester Two Unit

This is a dynamic and stimulating course which progressively builds skills and competence in art practice. By developing an appreciation of the art world, students acquire skills to produce contemporary artwork.

Students will be inspired by the painting techniques of a range of modern and contemporary artists.