Year 10 Subject Guide 2020

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THIS COURSE INFORMATION BOOKLET FOR YEAR 10, 2020 BELONGS TO:

Student Name: ……………………………………………………………………………………….

Year and Tutor Group: .……………………………………………………………………………..

2019 – IMPORTANT DATES TO PUT IN YOUR STUDENT PLANNER NOW:

29 July:

Compulsory Course Selection Evening for all Year 9 students and their parents in The Great Hall, from 6.00pm -7.30pm - school uniform is to be worn. Web Manager opens online today.

31 July:

All Year 9 students participate in one-on-one My Career Path (MCP) Plan counselling sessions in KIP. Bring MCP Plan forms to finalise subject selection for Year 10 in 2020.

1 August:

Subject selection forms must be finalised online in Web Manager by this date.

CONTENTS Introduction ................................................................................................................................................. 3 Key Staff Contacts ...................................................................................................................................... 4 College Philosophy ...................................................................................................................................... 5 Queensland Certificate of Education (QCE) ............................................................................................... 6 Australian Tertiary Admissions Rank (ATAR) ........................................................................................... 6 International Baccalaureate Diploma Programme (IBDP) .......................................................................... 7 International Baccalaureate Middle Years Programme (MYP) ............................................................. 8 - 9 Subject Selection for Year 10 in 2019 ...............................................................................................10 – 11 Subject Articulation from Year 9 to 12 ................................................................................................... 12 Careers Connections .........................................................................................................................13 – 14 Year 10 Subjecta - Readiness Criteria ...................................................................................................... 15 General Mathematics Preparation ..................................................................................................... 17 - 18 Mathematics Standard ...................................................................................................................... 19 - 20 Mathematics Extended ..................................................................................................................... 21 - 23 Language and Literature .................................................................................................................. 24 - 25 Language Acquisition: French ........................................................................................................ 26 - 27 Language Acquisition: German ....................................................................................................... 28 - 29 Language Acquisition: Japanese ....................................................................................................... 30 - 31 Business and Entrepeneurship .......................................................................................................... 32 - 33 Economics ......................................................................................................................................... 34 - 35 Geography ......................................................................................................................................... 36 - 37 Global Politics ................................................................................................................................... 38 - 39 History ............................................................................................................................................. 40 - 41 Legal Studies .................................................................................................................................... 42 - 43 Philosophy ....................................................................................................................................... 44 - 45 Biology ............................................................................................................................................. 46 - 47 Chemistry ......................................................................................................................................... 48 - 49 Physics ............................................................................................................................................. 50 - 51 Performing Arts - Drama .................................................................................................................. 52 - 53 Performing Arts - Music ................................................................................................................... 54 - 55 Visual Arts ......................................................................................................................................... 56 - 57 Media Arts ........................................................................................................................................ 58 - 59 Digital Design ................................................................................................................................... 60 - 61 Engineering and Design .................................................................................................................... 62 - 63 Physical and Health Education ........................................................................................................... 64 - 65 Year 10 in 2019 Subject Outlines__________________________________________________ 16 - 65

INTRODUCTION

The Year 10 Subject Selection book is a resource for planning your final year of the Middle Years Programme (MYP) and the start of your senior education pathway.

It will provide you with information regarding this next phase of your secondary schooling, including subject selection, qualifications and tertiary entrance.

Contained in this guide are outlines of the subjects offered at Somerset College for students transitioning into Year 10 in 2019.

Please note that subjects will only run where sufficient student numbers exist for the classes. This decision is at the discretion of the College.

Please use this guide to assist you in planning your pathway. To assist you, we have designed a rigorous process for parents and students in which to engage that supports informed decision making and choices.

KEY STAFF CONTACTS

COLLEGE LEADERSHIP: Dean of Middle Years Mrs Michele Sauer msauer@somerset.qld.edu.au Dean of Studies Mrs Karen Crowley kcrowley@somerset.qld.edu.au Deputy Headmaster Dr Michael Brohier mbrohier@somerset.qld.edu.au

For subject-specific information, contact:

HEADS OF DEPARTMENT: English Mr David Goodburn dgoodburn@somerset.qld.edu.au Mathematics Mr Ash Abdou aabdou@somerset.qld.edu.au Sciences Mrs Christine Wylie cwylie@somerset.qld.edu.au Business and Humanities Mr Damien Coleman dcoleman@somerset.qld.edu.au Design Mr Dallas O’Brien dobrien@somerset.qld.edu.au Foreign Languages Dr Scott Ham sham@somerset.qld.edu.au Performing Arts Mrs Sue Roberts sroberts@somerset.qld.edu.au Physical Education Mr Damien Healy dhealy@somerset.qld.edu.au International Baccalaureate Diploma Coordinator Mr Stephen Walther swalther@somerset.qld.edu.au

LEARNING ENHANCEMENT AND STUDENT SUPPORT: Educational Psychologist Mrs Vicki Goodsell vgoodsell@somerset.qld.edu.au Learning Enhancement Teacher Mr Tim Wyatt twyatt@somerset.qld.edu.au

COLLEGE PHILOSOPHY

OUR MISSION “To develop engaged global citizens aspiring to excellence, demonstrating integrity and valuing difference.” Leadership in rigorous education: We acknowledge that in order for students to reach their personal potential, both as leaders and learners, they need to be provided with the least restrictive environment possible. This means that students receive meaningful and equitable access to the curriculum, while upholding their interests, and removing barriers so they can find success. Inquiring, knowledgeable and caring citizens: To assist students to develop their real potential as citizens of the world, the College acknowledges the need to inspire and motivate students to learn. Inquiry will be promoted through the provision of a curriculum with the appropriate level of challenge, thereby ensuring that all students build on their knowledge so that they can become caring and active members of our communities. Intercultural understanding and respect: Nurturing intercultural understanding and respect among students occurs when educators understand and respect the needs of all learners. Being knowledgeable of the exclusive personal and educational needs of each student, the College recognizes and appreciates that not every individual can have the same educational experience. The diversity of the College learning community is viewed as a valued resource that can enrich learning, providing students and staff with opportunities to increase awareness and expand their thinking.

THE LEARNER PROFILE The Learner Profile is an integral part of an IB Education and is reflected in all three programmes, (Primary Years Programme - PYP, Middle Years Programme - MYP and Diploma). The profile is not intended as a profile of a perfect student, rather it is a guide for all students to use as they strive to become successful lifelong learners. The College encourages students to strive to be …

inquirers thinkers

   

communicators

risk-takers

Who are…

knowledgeable principled open-minded

     

caring

balanced reflective

SENIOR PHASE OF LEARNING Our goal is for each student to have a meaningful pathway and to establish the foundations for a successful future. We expect each student to achieve a Queensland Certificate of Education (QCE).

STRONG PERFORMANCE CULTURE Rank Somerset State OP 1 9.5% 2.8% OP 1 to 5 39% 21.8% OP 1 to 10 76.2% 54% OP 1 to 15 94.3% 82.7%

(2018

QUEENSLAND CERTIFICATE OF EDUCATION (QCE)

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) What is an ATAR?  The ATAR is a fine grained rank order of students.  It is a number between 0.00 and 99.95 with increments on 0.05  The ATAR is commonly used in other states and territories of Australia. Calculating ATARs: The Queensland Tertiary Admissions Centre (QTAC) is responsible for calculating students’ ATARs. QTAC will calculated ATARs based on either:  A student’s best five General (currently Authority) subjects results, as is currently the case for the OP system; or  A student’s best results in a combination of four General subject results PLUS an Applied Learning subject results; or

Somerset College expects all students completing Year 12 to attain a QCE as a minimum qualification standard. The Queensland Certificate of Education (QCE) qualification will be awarded to eligible students by the Queensland Curriculum and Assessment Authority (QCAA). The QCE offers flexibility in what, where and when students learn. This means that not all learning needs to take place at school. The QCE recognises broad learning options – academic, vocational education, workplace training and university subjects. Different types of learning attract different numbers of credits.

You need …

The QCAA stipulates that:

Best four QCAA General subjects plus The best results in a: QCAA Applied subject (currently Authority-registered subject or Subject Area Syllabus subject) or Certificate III or Certificate IV or Diploma or Advanced Diploma



An amount of learning

20 credits

Best five QCAA General subjects or:



At a set standard

At a ‘C’ grade or equivalent 

At least 12 credits from completed Core courses of study plus an additional 8 credits from a combination of any courses of study

In a set pattern

• English is a requirement for ATAR eligibility. • In the new system of tertiary entrance, eligibility for an ATAR will require satisfactory completion of a QCAA English subject. • Satisfactory completion will require students to attain a result that is equivalent to a Sound level of achievement in an English course. • While students must meet this standard to be eligible to receive an ATAR, it will not be mandatory for a student’s English results to be included in the calculation of their ATAR.

but a maximum of 6 credits from Preparatory courses of study

and meet Literacy and Numeracy requirements  … to gain a QCE

Students in Queensland are issued with a Senior Education Profile upon completion of Year 12. For more details information regarding QCAA requirements including the Senior Statement, you can download the QCE handbook from the QCAA website.

If a student is eligible for an ATAR in both categories, QTAC will use their highest ATAR.

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

Assessment in the IB Diploma Programme:

In 2019, the College will offer, for the 20th year, the internationally benchmarked Senior Tertiary Entrance Qualification called the International Baccalaureate (IB) Diploma Programme. Students at Somerset in Year 10 may elect to study the IB Diploma Programme course over Years 11 and 12. IB Diploma Programme students will also undertake a subject called the Theory of Knowledge, complete a research Extended Essay over the two years, and make a formal commitment to undertaking a sport/activity, a cultural creative activity and aspects of community service. This component of the IB Diploma Programme is called "Creativity, Action and Service" (CAS). The IB Diploma Programme is a challenging and diverse course and will provide students with a rich experience over Years 11 and 12. Whilst a student does not have to be exceptionally academic to undertake the IB Diploma Programme with success, it will be necessary to be organised, motivated and to have a very well developed work ethic. International Baccalaureate Schools: Somerset College is one of a select group of schools in Queensland to offer the IB Diploma Programme, yet there are over 71 IB Diploma schools in Australia, many of which are the leading academic schools in the country. In addition, Somerset is one of a handful of schools in Australia to offer all three IB programmes, from Primary Years Programme to Middle Years Programme to the Diploma Programme in senior school. Currently in the world, there are over 4,871 IB schools located in over 140 different countries.

In all but two subjects (Visual Art and Theatre), all IB Diploma Programme students will sit for external exams at the end of Year 12 in November. Exams for ab initio Italian take place in May of Year 12 . In most of the IB Diploma Programme subjects, these exams are weighted (60% to 70% of two senior year’s work) and are sat for by students across the world. The exams are criterion referenced and are not scaled. Information:  Mr Stephen Walther is the College’s International Baccalaureate Diploma Coordinator.

More information is available on the International Baccalaureate website: http://ibanswers.ibo.org



INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (MYP)

Through the MYP there are eight subject groups:

Learner Profile: At the core of the programme is the Learner Profile . The Learner Profile comprises ten attributes that represent a broad range of human capacities and responsibilities. By fostering these attributes in students we promote students who become responsible members of their local, national and global communities. IB learners strive to be:

Mathematics

       

Language and Literature Language Acquisition

Sciences

Design

Physical and Health Education

Arts

Individuals and Societies

This broad and balanced range of subjects encompasses disciplinary knowledge and understanding that meets national and international rigour in terms of breadth and depth. Year 10 students, in their final year of the MYP, will continue to study five compulsory subject groups: Maths, Language and Literature, Science, Individuals and Societies, and Language Acquisition, plus one subject from either Design, Physical and Health Education or the Arts. A further two electives are then selected from a possible 16 subjects, allowing students to either refine or further broaden their area of study.

Inquirers Thinkers

        

Communicators

Principled

Open-Minded

Caring

Risk-Takers Balanced Reflective

DISTINCTIVE FEATURES OF THE MIDDLE YEARS PROGRAMME Approaches to Learning: This demonstrates the commitment to Approaches to Learning (ATL) as a key component of the MYP for developing skills for learning. Approaches to Teaching: This emphasises the MYP pedagogy, including collaborative learning through inquiry. Concepts: These for the ‘big ideas’ and highlight a concept driven curriculum. These big ideas form the basis of teaching and learning in the MYP. They ensure breadth and depth in the curriculum and promote learning within and across all subjects.

The MYP framework itself offers an approach to teaching and learning that embraces yet transcends the focus on traditional school subjects. While insisting upon thorough study of various disciplines , MYP accentuates the interrelatedness of them, of knowledge, individuals, communities and the world, and so advances a holistic view of education. This inter-disciplinary perspective asks the student to consider issues and problems in their widest scope, and to realize that good solutions often draw insights one has acquired from many sources. Put another way, the programme shuns the fragmentation of knowledge that so often results when students move from one subject period to another, most often as if the subjects themselves had nothing to do with each other.

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (MYP)

DISTINCTIVE FEATURES OF THE MIDDLE YEARS PROGRAMME continued Global Contexts: Global contexts are used to support learning in context. The global contexts are specific, varied and highly situational. While concepts are broad and abstract, students learn that conceptual understanding is influenced by experiencing them through different contexts. Contexts offer the possibility of new perspectives, additional information, counter examples and refinements of understanding. By studying topics through multiple contexts, students understand that all concepts, for example the concept of ‘change’, are open to interpretation. The Global Contexts used throughout the Middle Years Programme are:

The Personal Project: The Personal Project holds a very important place in the programme. This is a significant body of work produced over an extended period. It is a product of the student’s own initiative and should reflect his/her experience of the MYP. The Personal Project requires students to apply their Approaches to Learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. The Personal Project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a Personal Project independently. The Personal Project is compulsory for all MYP students to complete in the final year of the programme. Students will be formally introduced to the Personal Project in Term 4 of Year 9. At this point, students will be provided with access to the Personal Project website, outlining the requirements of this piece of work. consolidation of their learning in the MYP. The project offers many opportunities for

Identities and Relationships Personal and Cultural Expression Orientation in Space and Time Scientific and Technical Innovation Globalisation and Sustainability

     

Fairness and Development

These Global Contexts provide a shared starting point for inquiry into what it means to be internationally minded, framing curriculum that promotes multilingualism, intercultural understanding and global engagement. Action and Service Service is an essential component of the MYP from which there are clear learning outcomes that grow from student’s participation in local and global communities. Action may result from inquiry within a subject area, leading to service within the community or it may be self-initiated through personal interest.

SUBJECT SELECTION FOR YEAR 10 IN 2020 It is important to choose your Year 10 subjects carefully as your decisions affect not only the type of career you can follow after leaving school, but also your success and feelings about school, as well as your transition into Years 11 and 12. Even though there are many factors to consider, choosing your course of study can be made easier if you go about the task calmly and logically, and follow a set of planned steps. Overall Plan: As an overall plan, you are advised to choose subjects:  in which you have demonstrated some ability or aptitude  which help you reach your course and career goals  which give you skills, knowledge and attitudes useful throughout your life. These are quite general points, so it is wise to look in more detail at the guidelines outlined below. Guidelines: Relate subjects to current career information. It is helpful if you have a few career choices in mind before choosing subjects. If you are uncertain about this at present, seek help in trying to choose a course that will keep several career options open to you. Our Dean of Studies, Mrs Crowley, may be able to help you get started by giving you some suggestions on how to investigate jobs and how to approach career decision– making. The following resources are available and give information on subjects and courses needed for careers:  QTAC website www.qtac.edu.au  www.myfuture.edu.au By checking this information you will become aware of the distinction between:  which you enjoy

Investigate each subject fully. To do this, it will be necessary to:  read subject descriptions and course outlines in this booklet  talk to Heads of Departments and teachers of each subject  look at books and materials used in the subject  listen carefully at subject selection talks  talk to students who are already studying the subject. Make a decision on a combination of subjects that suits your requirements and abilities. Traps to avoid when selecting subjects: Do not select subjects simply because someone has told you that they "help you get good results and give you a better chance of getting into university". Try not to be influenced by suggestions that you should or should not choose a particular subject, because a friend/brother/sister either liked or disliked it when they studied it. Students aiming to maximise their chances of tertiary entrance are advised to follow these steps: 1. Select the prerequisite subjects you need for your preferred courses 2. Consider subjects in which you have both an interest and demonstrated ability Be prepared to ask for help: After following these suggestions, you and your parents/guardians may still be confused or uncertain about the combination of subjects you have chosen. It is wise at this stage to check again with some of the many people available to talk to:  

Teachers

     

Heads of Department Dean of Studies Dean of Middle Years IB Diploma Coordinator

 Prerequisite subjects (subjects which must be taken for future courses or careers)  Recommended subjects (not essential, but which are likely to make future courses easier to follow)  Useful subjects (not essential, but give a general background or help develop particular skills).

Deputy Headmaster Don't be afraid to seek their assistance. They are all prepared to help you.

SUBJECT SELECTION FOR YEAR 10 IN 2019 - continued Year 9 has been intended as a year of investigation to introduce students to a wide range of subjects and new academic routines.

IMPORTANT INFORMATION REGARDING SUBJECT PREFERENCES It is sometimes very difficult to completely satisfy the first preference of all subjects for all students. In addition, if numbers for an elective subject are too low, that subject may not be offered. IMPORTANT INFORMATION REGARDING ADDITIONAL FEES PAYABLE FOR OPTIONAL COURSES YEAR 10 Students and their families are expected to pay for the student’s registration and examination fees, in addition to the College’s annual school fees, if students enrol in the following subject selection option in Year 10. Brisbane School of Distance Education or similar – external subjects not offered at the College (ie languages). This is because these incur optional additional costs which are not included in the annual College fees: YEARS 11 AND 12 Please note that in Years 11 and 12, the following optional enrolment options also attract additional fees: QCAA External Subjects – external subjects not offered at the College (ie some languages)  Brisbane School of Distance Education - external subjects not offered at the College (ie some languages)  International Baccalaureate Diploma  Diploma of Business (VET) course or similar  

In Year 10, students can begin to fine-tune their range of subjects to suit individual academic strengths and interests and begin their senior pathway transition. The subjects offered are divided into two groups:  CORE SUBJECTS: which must be done by every student.  ELECTIVE SUBJECTS: from which each student must choose another two subjects. See subject details (see page 17 onwards) for more information on each subject. CORE SUBJECTS Students will make a choice of one subject from each of the following lines: 1. Language and Literature (English) 2. Language Acquisition (German, Japanese, French) 3. General Mathematics Preparation, Mathematics, Mathematics Extended 4. Biology, Chemistry, Physics 5. History, Geography, Economics 6. Physical and Health Education, Music, Visual Art, Drama, Digital Design, Engineering and Design, Media Arts ELECTIVE SUBJECTS The elective subjects for Year 10 permit all students to broaden their interests. Students can select two other elective subjects from those listed in lines 4, 5 or 6. Alternatively, they may choose 2 other elective subjects from the following: 1. Business and Entrepreneurship 2. Global Politics 3. Philosophy 4. Legal Studies

SUBJECT ARTICULATION FROM YEARS 9 TO 12

Year 9 MYP Subject

Year 10 MYP Subject

Articulate to following subjects in Years 11 and 12

Queensland Certificate of Education Subject General Mathematics Essential Mathematics (Applied subject)

International Baccalaureate Diploma Subject

Mathematics Fundamentals

General Mathematics Preparation

n/a

Mathematics

General Mathematics or Mathematical Methods

Mathematics: Analysis and approaches course SL/HL Mathematics: Applications and interpretation course SL/HL Mathematics: Applications and interpretation course SL/HL Mathematics: Analysis and approaches course SL/HL

Mathematics

Mathematics Extended

Mathematical Methods or Specialist Mathematics

Language and Literature

English Literature

IB English SL/HL

English as an Additional Language Essential English (Applied subject) English and Literature Extension (Year 12 only)

Individuals and Societies

History (Modern and Ancient combined)

Modern History Ancient History

IB History SL/HL

Geography Economics

IB Geography SL/HL IB Economics SL/HL

Global Thinking

Global Politics

Philosophy and Reason

IB Philosophy SL/HL, IB Global Politics (tbc), Theory of Knowledge

Studies in Commerce Legal Studies

Legal Studies

n/a

Philosophy

Philosophy and Reason Business Management

IB Philosophy HL/SL

Business and Entrepreneurship

IB Business Management SL/HL

Sciences

Biology Physics

IB Biology SL/HL IB Physics SL/HL IB Chemistry SL/HL

Chemistry

Chemistry Psychology

n/a

IB Psychology SL/HL (to be confirmed)

French German Japanese

IB French SL/HL IB German SL/HL IB Japanese SL/HL IB ab initio Italian SL

n/a

Physical and Health Education Performing Arts - Music Performing Arts – Drama

Physical and Health Education Performing Arts - Music Performing Arts – Drama Arts - Visual Arts

Physical Education

n/a

Music/ Music Extension (Year 12 only)

IB Music SL/HL

Drama

IB Theatre SL/HL

Visual Arts

IB Visual Arts SL/HL

Digital Design

Digital Design Engineering and Design

Digital Solutions

n/a n/a

Design

Engineering

Media Arts

Film Television and New Media

n/a

Extended Essay Theory of Knowledge

Personal Project

n/a

CAREER CONNECTIONS TO QCE AND IB DIPLOMA SUBJECTS The lists provided here are suggestions only. An interest in a particular subject may indicate an interest in careers related to that subject. Although related to the careers, the subjects are not necessarily prerequisites for those careers. Subject entry requirements should be investigated for careers which may be of interest to you. ENGLISH HISTORY / PHILOSOPHY MATHEMATICS Actor Archivist Author Court reporter Diplomat Editor Anthropologist Archaeologist Archivist Criminologist Accountant Actuary Architect

Bank officer Bookkeeper Computer operator Credit manager Economist Electrician Engineer Fitter and turner Geologist Industrial chemist Mathematician Pattern maker Primary teacher Quantity surveyor Rental officer Statistician Surveyor Tax assessor GEOGRAPHY

Diplomat Historian Judge Lawyer Librarian Minister of religion Museum curator Palaeontologist Patent attorney Playwright Reporter Secondary teacher Sociologist Solicitor Stage designer Theologian Accountant Actuary Agricultural economist Bank officer Business executive Ecologist Economist Home economist Hospital administrator Importer / exporter Insurance assessor Investment analyst Journalist Market research officer Quantity surveyor Regional and town planner Retail manager ECONOMICS/ BUSINESS

Interpreter Journalist Lawyer

Librarian Manager Personnel manager Playwright Printing tradesperson Publisher Radio and television announcer Receptionist Speech therapist Telephonist Travel consultant

FOREIGN LANGUAGES

Anthropologist Archaeologist Diplomat Editor Employment officer Flight attendant

Aerial photographer Biologist Cartographer Economist Environmental scientist Forest ranger Geographer Geologist Hydrographer Hydrologist Landscape architect Meteorologist Mining engineer Oceanographer Park and wildlife ranger Regional and town planner Rural technician Seismic observer Solar and water conservationist Surveyor Agronomist Animal care technician Bacteriologist Biologist Botanist Ecologist Environment control officer Forest ranger General practitioner Horticultural scientist Microbiologist Oceanographer Pharmacologist Radiographer Rural technician Soil and Water conservationist Stock and station agent Taxidermist Veterinary scientist Zoologist BIOLOGY

Interpreter Journalist

Language teacher Patent examiner Playwright Probation and parole officer Publisher Radio and television announcer Radio officer (marine) Ships steward Social welfare worker Agricultural scientist Analytical chemist Bacteriologist Botanist Chemical engineer Chemical laboratory technician Dentist Dietician Doctor Environmental scientist Sociologist Translator Travel consultant CHEMISTRY

Sharebroker Statistician Structural engineer

PHYSICS

Agricultural engineer Architect

Audiologist Biochemist Dentist Ecologist Electrical engineer Electrician Human movement instructor Hydrologist

Forensic scientist Health Surveyor Industrial chemist Industrial metallurgist

Marine engineer Marine surveyor

Mineralogist Optometrist Pathologist Physicist Plant engineer Radio technical officer Secondary teacher Sound engineer

Marine scientist Microbiologist Mineralogist Pathologist Pharmacist Sugar chemist

CAREER CONNECTIONS TO QCE AND IB DIPLOMA SUBJECTS

COMMERCE / BUSINESS Accountant Actuary Articled clerk Auctioneer Auditor Bank officer Business executive Chartered accountant Chartered secretary Clerk of works Commercial teacher Company secretary Court reporter Economist Insurance clerk Management consultant Pay officer Real estate agent Receptionist Tax consultant Teacher aide Actor Choreographer Dancer Disc jockey Governess Human movement instructor THE ARTS / MUSIC Music teacher Music teacher Musician Performing artist Playwright Preschool teacher Producer/director (Performing Arts) Record librarian Recreation officer Scriptwriter Singer Special education teacher Stage manager Teacher aide Accountant Actuary Astronomer Business computing Cartographer Computer programmer Economist Electrical engineering technician Electronics engineer Geneticist Geophysicist Librarian Market research officer Office machine mechanic Patent examiner Production engineer Secondary teacher Statistician Systems analyst Telecommunications technician Tertiary lecturer INFORMATION TECHNOLOGY

ENGINEERING TECHNOLOGY

THE ARTS / VISUAL ART

Architect Automotive electrician Builder Computer technician Draftsperson Engineer Fitter Industrial designer Industrial technician Instrument maker Land surveyor Landscape designer Mechanic Mechanical engineer

Architectural draftsperson Art teacher Cartoonist Commercial artist Coppersmith Display assistant Dress designer Early childhood teacher Engraver Fine artist Glass–blower Gold and silversmith Handcraft instructor Illustrator

Metalworker Patternmaker

Landscape architect Landscape gardener Photographer Potter (craft) Textile designer Weaver

Product Designer Quantity surveyor Radio / TV technician

THE ARTS / DRAMA / THEATRE HEALTH & PHYSICAL EDUCATION

Actor Choreographer Dancer Disc jockey Governess Human movement instructor

Ambulance officer Chiropractor City Council lifeguard

Enrolled nurse Health surveyor Masseur – Sports / Remedial Occupational therapist

Music teacher Music teacher Musician Performing artist Playwright Preschool teacher Producer/director (Performing Arts) Record librarian Recreation officer Scriptwriter Singer Special education teacher Stage manager Teacher aide

Physical education teacher – primary Physical education teacher – secondary Physiotherapist Podiatrist Professional sportsperson Radiographer Recreation Officer Residential care worker Sports Administration Sports coach Sports Management and Marketing Sports Medicine Doctor Stunt performer Swimming pool attendant

GLOBAL POLITICS Actuary Advertising executive Agricultural economist Architect Business executive Criminologist Diplomat Economist Environmental scientist General practitioner Human rights lawyer Humanitarian International Aid worker Interpreter Judge Lawyer/Solicitor Management consultant Playwright Politician Reporter/journalist Town Planner Web Developer

PSYCHOLOGY Advice worker Careers adviser Clinical psychologist Counselling psychologist Counsellor Detective Educational psychologist Forensic psychologist Further education teacher Health psychologist

High intensity therapist Human resources officer Life coach Market researcher Occupational psychologist Play therapist Psychological wellbeing practitioner Psychotherapist Sport and exercise psychologist

YEAR 10 SUBJECTS – READINESS CRITERIA When making choices for Year 10, we encourage you to apply the readiness criteria below. These readiness criteria are aligned to the prerequisites needed for success in Years 11 and 12, and should be used to plan your pathway forward. The readiness criteria are designed to support students and parents to use evidence of their learning when making decisions about Year 10 subjects. Students will have opportunity in Semester 1 of Year 10 to demonstrate they can achieve the Year 11 and 12 subject prerequisites. YEAR 10 SUBJECT READINESS CRITERIA – applied when selecting a subject to study at the commencement of Year 10 General Mathematics Preparation Completion of Year 9 Mathematics or Math Fundamentals Mathematics Completion of Year 9 Mathematics Mathematics Extended Completion of Year 9 Mathematics to a Grade 6 or in consultation with HOD Language and Literature Completion of Year 9 Language and Literature French Completion of Year 9 French German Completion of Year 9 German Japanese Completion of Year 9 Japanese Business and Entrepreneurship n/a Economics Completion of Year 9 Mathematics to a Grade 4 Geography Completion of Year 9 Individuals and Societies Global Politics n/a History (Modern and Ancient combined) Completion of Year 9 Individuals and Societies and Language and Literature to a Grade 4 Legal Studies n/a Biology Completion of Year 9 Sciences Chemistry Completion of Year 9 Sciences and Mathematics to a Grade 4 Physics Completion of Year 9 Sciences and Mathematics to a Grade 4 Performing Arts – Drama n/a Performing Arts - Music Completion of Year 9 Music or studies in instrumental/vocal music/ or in consultation with HOD Digital Design n/a Engineering and Design n/a Media Arts n/a Visual Arts n/a Physical and Health Education n/a Philosophy Completion of Year 9 Individuals and Societies and Language and Literature to a Grade 4

Year 10 into Year 11 (College Requirement)

To continue with a subject in Year 11, students will require a passing Grade of (4). Students who do not achieve a Grade of 4 or above will be counselled on appropriate Year 11 subject selection, to ensure the best Year 12 outcome for the student.

YEAR 10 IN2020 - SUBJECT OUTLINES

GENERAL MATHEMATICS PREPARATION

Year 10 MYP

Subject Outline General Mathematics Preparation follows of the Mathematics Standard framework and provides for the continuing mathematical development of students wishing to study QCE General Mathematics or Mathematics Studies as part of the IB Diploma Programme. It is aimed at those students who want to add to their mathematical skills but do not intend to undertake QCE Mathematical Methods or IB Mathematics Standard Level. In General Mathematics Preparation there is a strong emphasis on using mathematics in more practical contexts where students can more readily draw connections between what they are studying and real-life situations. Pathways General Mathematics Preparation articulates to the following Year 11 and 12 QCCA Senior Programme or the International Baccalaureate Diploma Programme in Year 11 2019: • As part of the Queensland Certificate of Education: - Essential Mathematics Units 1 and 2 - General Mathematics Units 1 and 2 This course will have an individualised assessment task which is assessed against MYP criteria.

MYP Objectives The aims of the teaching of Mathematics are to encourage and enable students to:  enjoy mathematics, develop curiosity and begin to appreciate its elegance and power  develop an understanding of the principles and nature of mathematics  communicate clearly and confidently in a variety of contexts  develop logical, critical and creative thinking  develop confidence, perseverance, and independence in mathematical thinking and problem-solving  develop powers of generalization and abstraction  apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments  appreciate how developments in technology and mathematics have influenced each other  appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics  appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives  appreciate the contribution of mathematics to other areas of knowledge  develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics  develop the ability to reflect critically upon their own work and the work of others.

• As part of the IB Diploma Programme: - Mathematics – studies

Structure Semester 1

Semester 2

Shape and Measurement  Surface Area and Volume of prisms, pyramids, cones, spheres  Obtain measurements from scale drawings, such as maps or building plans, to solve problems  Unit conversion  Pythagoras’ theorem

Further Trigonometry  Review the use of the trigonometric ratios to find the length of an unknown side or the size of an unknown angle in a right-angled triangle  Area of Triangle using Heron’s rule Statistics  Select and justify an appropriate graphical display to describe the distribution of a numerical dataset, including dot plot, stem-and-leaf plot, column chart or histogram  Describe the graphical displays in terms of the number of modes, shape (symmetric versus positively or negatively skewed), measures of centre and spread, and outliers and interpret this information in the context of the data  Determine the mean and standard deviation (using technology) of a dataset and use statistics as measures of location and spread of a data distribution, being aware of the significance of the size of the standard deviation.  Construct and use parallel box plots (including the use of the Q1 − 1.5 × IQR ≤ ≤ Q3 + 1.5 × IQR criteria for identifying possible outliers) to compare datasets in terms of median, spread (IQR and range) and outliers to interpret and communicate the differences observed in the context of the data  Compare datasets using medians, means, IQRs, ranges or standard deviations for a single numerical variable, interpret the differences observed in the context of the data and report the findings in a systematic and concise manner. Further Algebra  Substitute numerical values into linear algebraic and simple non-linear algebraic expressions, and evaluate.  Find the value of the subject of the formula, given the values of the other pronumerals in the formula.  Transpose linear equations and simple non-linear algebraic equations.  Use a spreadsheet or an equivalent technology to construct a table of values from a formula, including two-by-two tables for formulas with two variable quantities, e.g. a table displaying the body mass index (BMI) of people with different weights and heights.

Consumer Arithmetic  Simple Interest  Compound Interest  Percentages 

Salary, wages, piecework and commission

Linear equations and their graphs  identify and solve linear equations, including variables on both sides, fractions, non-integer solutions  develop a linear equation from a description in words  construct straight-line graphs using = x + both with and without the aid of technology  determine the slope and intercepts of a straight-line graph from both its equation and its plot  interpret, in context, the slope and intercept of a straight-line graph used to model and analyse a practical situation

Probability 

Simultaneous and Successive Events

Independent Events Conditional Probability

 

Assessment In Year 10 General Mathematics Preparation students complete six summative assessments. Summative assessments Semester 1 Semester 2

Criteria Assessed

Number Patterns Investigation

Life-related task

Examination

A, C

Examination

A, C

MATHEMATICS STANDARD

Year 10 MYP

Subject Outline The purpose of Mathematics at Year 10 is to prepare students for either mathematically orientated studies, for which mathematical reasoning is a necessary adjunct, or simply to ensure students have sufficient mathematical understanding to function in an increasingly technological society. Mathematics Standard students complete the Year 10 course of the Australian Curriculum and many elements of the Year 10A course. The Mathematics Standard course for Year 10 has been developed to align with all Mathematics subjects offered in Years 11 and 12, including pathways linked to the Queensland Certificate of education and the International Baculauret Diploma Programme. This course is designed as a gateway to ease the transition from the junior work to Mathematical Methods and Specialist Mathemaics offered in the senior years, as well as the International Baccalaureate Mathematics subjects. This course will have an individualised assessment task which is assessed against MYP criteria. Pathways Mathematics Standard articulates to the following Year 11 and 12 QCCA Senior Programme or the IB Diploma Programme in Year 11 2019: • As part of the Queensland Certificate of Education: - General Mathematics Units 1 and 2 - Mathematical Methods Units 1 and 2 - Mathematics Specialist Units 1 and 2

• As part of the IB Diploma Programme: - Mathematics – Studies - Mathematics – standard level (SL) - Mathematics higher level (HL)

Structure Semester 1

Semester 2

Shape and Measurement 

Number Plane Graphs 

Surface Area and Volume of prisms, pyramids, cones, spheres

Graphs of Parabolas and equations in the form  y = ax 2 + bx + c and y = a(x – h) 2 + k and  y = a(x – m)(x – n)  Graphs of Hyperbolas,  Exponentials, Circles and Cubics using the graphic calculator  Problem Solving Geometry Review including congruency proofs and Pythagoras’ Theorem  Similarity and using scale factors  Similar Triangle Proofs  Sides and Areas of Similar Triangles  Similar Solids Geometry Review and Similarity 

Consumer Arithmetic  Simple Interest 

Compound Interest

Depreciation



 Problem Solving including using the graphics calculator

Algebra Review and Quadratic Equations  Review of Equations Inequations and Formula  Factorising Quadratics  Solutions using factors  The Quadratic Formula  Problem Solving including using the graphics calculator

Further Algebra 

Review of linear simultaneous equations

Probability 

 Simultaneous Equations involving quadratics  Literal Equations

Simultaneous and Successive Events

Independent Events Conditional Probability

 

Functions 

Review of Indices Function notation

Further Trigonometry 



Review of Trigonometric Ratios for right-angled triangles  Trigonometric Ratios for Obtuse Angles  The Unit Circle in 2nd Quadrant only  The Sine Rule and The Ambiguous Case  The Cosine Rule  Area of Triangle

 Functions vs relations - vertical line test, domain and range  Transformations of f(x): y = f(x)+k and y=f(x – a)  Simple Exponential Equations

Statistics 

Representing, Analysing and Comparing sets of Data  Standard deviation using technology  2 Variable Statistics using technology

Assessment In Year 10 Mathematics Standard students complete six summative assessments. Summative assessments Semester 1 Semester 2

Criteria Assessed

Number Patterns Investigation

Life-related task

Examination

A, C

Examination

A, C

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