Stage 5 Elective Handbook - nbcs.nsw.edu.au

Page 1 · Stage 5 Elective Handbook 2022 · Northern Beaches Christian School

Stage 5Elective Handbook

2022


Stage 5 Elective Handbook 2022

Published by: Northern Beaches Christian SchoolUpdated: August 2021

This Information Guide is for indicative purposes only. Information contained in this booklet is subject to change without notice. For full policy documents, please contact the School Office.

From the Head of Secondary

Dear Students and Parents/Guardians,

Welcome to Stage 5 (Years 9 and 10). This is the beginning of a new part of the learning journey for all students as they begin the exciting opportunity to select some courses of interest. One third of the timetabled classes will be the student’s choice in Years 9 and 10 and all are encouraged to select courses that will engage and interest them as they continue to be active learners in all their courses, both electives and mandatory courses.

Enjoy exploring the options available at NBCS and we look forward to seeing the direction each individual takes.

Kind regards,

Jenny PhillipsHead of Secondary

Welcome


Welcome Page 2General Information Page 4NSW School of Languages Page 5Accelerated Studies of Religion (2 unit) Page 6Commerce Page 7Design & Technology Page 8Drama Page 9Elective Geography Page 10Elective History Page 11Food Technology Page 13French Page 14Industrial Technology - Engineering Page 15Industrial Technology - Timber Page 16Information & Software Technology Page 17Music Page 19Photographic & Digital Media Page 20Physical Activity & Sports Studies Page 21Textiles Technology Page 23Visual Arts Page 24

Contents


General InformationMandatory Subjects

In Years 9 and 10 students will study mandatory subjects and elective subjects.

Stage 5 Mandatory Subjects:

• English• Mathematics • Science• History• Geography• PDHPE (Personal Development, Health and

Physical Education)• Christian Studies

Elective Courses

In addition to Mandatory Subjects, students select courses in two different elective lines: Line 1 and Line 2.

All elective courses follow the NESA syllabuses for the course. Students will study each of their Stage 5 Electives for Years 9 and 10 in order to be credentialled for the 200-hour course in their Record of School Achievement (RoSA).

• NSW School of Languages • Accelerated Studies of Religion (2 unit)• Commerce• Design and Technology• Drama• Elective Geography• Elective History• Food Technology• French• Industrial Technology - Engineering• Industrial Technology - Timber • Information and Software Technology • Music • Photographic and Digital Media• Physical Activity and Sports Studies• Textiles Technology• Visual Arts

Course Selection Form

Students will be asked to complete an Electives Selection Form (online) for these courses. This process will occur well in advance of the commencement of courses.

Changing Courses

Any student seeking to change their Elective courses can only do so in negotiation with the Assistant Principal - Learning. This must be within the first two (2) weeks of the course. Any such change would be dependent on the availability of places and the commitment of the student to complete any additional work assigned, in order to meet the minimum requirements for that course.


NSW School of Languages

Application process required

These courses are run as distance education courses which incur an additional cost for NBCS students.

All applications for enrolment at the NSW School of Languages must be made approved by the Assistant Principal - Learning, Mr Tim Harding, and must meet limited enrolment criteria established by the Department of Education and Training. Students are unable to nominate the NSW School of Languages as an elective without prior approval.

For further information about these courses, please contact Nerida O’Neill in person or via email ([email protected]).

NSW School of Languages


Accelerated Studies of Religion (2 unit)Students may choose to apply for the Accelerated Studies of Religion (2 unit) course as part of their Stage 5 electives. In this course, students will complete the Preliminary course and appropriate assessment tasks during Years 9 and 10. In Term 4 of Year 10, students will commence the HSC course, which they will complete during Year 11. Students will undertake their HSC examination for the course at the end of Year 11. This course is suitable for students who have demonstrated a mature work ethic and interest in the humanities. Students are advised that an additional selection process will be involved.

KEY INFO

Department: Christian Studies

ATAR 2 Unit Course

Board Developed Course

FUTURE STUDIES

Studies of Religion, in an overarching sense, provides a flexible structure within which students can prepare for further education and training, employment and full and active participation as citizens.

Course Description

Religion has been and is an integral part of human experience and a component of every culture. An appreciation of society is enhanced by an understanding of religion, its influence on human behaviour and interaction within culture. The Studies of Religion syllabus is designed for students in all schools and ensures students study more than one religious tradition. The course enables students to come to an understanding that each religious tradition has its own integrity and contributes to a well-ordered society. The content covered is purposefully foreign and quite controversial at times. On one level, students can expect to engage with different narratives and views that will prepare them for the world they travel and work in. This should hopefully see them become kind and empathetic members of society. On a deeper level, students will be challenged to rethink their own worldview and where they find meaning.

Course Units

PRELIMINARY COURSE

• The nature of religion• The study of three religious traditions: Christianity, Islam and Buddhism or

Judaism• Religions of ancient origin• Religion in Australia pre-1945

HSC COURSE

• Religious Belief Systems in Australia post-1945• Religious Depth Study: Christianity• Religious Depth Study: Islam• Religious Depth Study: Buddhism or Judaism• Religion and Peace• Religion and Non-Religion

ASSESSMENT

• Research Tasks• Presentations• Examination


CommerceCourse Description

Commerce is about obtaining, spending and investing money. Students will increase their financial literacy by exploring the ways individuals make, spend and invest their money. This will include topics such as getting a job, the intricacies of your first pay check, the how and why of getting a loan and the different structures that make up the financial system. It is an excellent course for those who want a firm foundation for their financial future and how to make wiser choices. The course is good preparation for Business Studies, Economics and Legal Studies for the HSC.

Course Units

Consumer and Financial DecisionsStudents learn how to identify and research issues that individuals encounter when making consumer and financial decisions.

The Economic and Business EnvironmentStudents develop an understanding of the importance, and features of, the economic environment, including markets.

Plus a choice of:• Investing• Promoting and Selling• Travel• Law in Action

Employment and Work FuturesStudents investigate the contribution of work to the individual and society and the changing nature of work.

Law, Society and Political InvolvementStudents develop an understanding of how laws affect individuals and groups and regulate society, and how individuals and groups participate in the democratic process.

Running a BusinessStudents investigate how entrepreneurial attributes and dispositions contribute to business success, and examine the considerations involved when planning and running a business

Our EconomyStudents investigate Australia’s place in the global economy, measurement of economic performance, trade patterns, the impact of changes in our economy and the implications of these changes for consumers, businesses and broader society.

ASSESSMENT

Commerce assessments are projects, completed in class, that reflect the direction of inquiry the class has taken. This can include law briefings, pitches of ideas, plans for future spending and marketing campaigns.


Design & TechnologyCourse Description

This course gives students the opportunity to become a designer and learn how to apply the design process in the development of creative and successful solutions. Students will identify problems and opportunities, investigate existing solutions, analyse data and information, generate, justify and evaluate ideas, and experiment with technologies to manage and produce design projects.

Students learn about the design, production and evaluation of quality designed solutions, processes, and the interrelationship of design with other areas of study. They develop an appreciation of the impact of technology on the individual, society, and the environment through the study of past, current, and emerging technologies. Students also explore ethical and responsible design, preferred futures, and innovation in design.

Course Units

Throughout Year 9 and 10 students will complete several design projects targeted at developing a broad range of skills that develop their style as a designer. They will be encouraged to take intellectual risks focussing on prototyping and refining their designs. The goal is to progress towards having greater autonomy, culminating with the design and development of a student negotiated project.

Some key projects:

• Skill builders - accessory mini projects Examples: headphone wrapper, coasters, concrete planters, soap dish, pegs • Chocolate packaging and mould making (graphics focus) • Jewellery range design • Architecture • Student negotiated project

Students will be introduced to:

• CAD software – Autodesk: TinkerCad, Fusion 360, Maya • Adobe software – Photoshop, Illustrator, InDesign • 3D printing technologies – prototyping in PLA and specialist blend filaments • CNC machinery - laser cutters and milling machines • Specialist shaping machinery – plastics oven, heat strips, vac formers • Mould making techniques – silicone moulds, concrete, and resin pours • Finishing skills – sanding, spraying, polishing, buffing • General workshop machinery and hand tools for cutting, forming, joining, and finishing.

ASSESSMENT

Design ProjectsDesign Folio DocumentationDesign Case StudyExamination


DramaCourse Description & Units

Play Building and the Elements of DramaStudents will develop their skills in the elements of drama, including voice, space, character and tension. Students will also learn the skills of play building, developing story lines and group collaboration. Students will apply these skills when devising a group performance for a primary school audience.

Greek Drama and MaskStudents will study the conventions and history of Ancient Greek theatre. They will explore the physical structure of Greek Theatres, the works and styles of Playwrights, investigate the techniques of choral speech, explore the skills of using a mask on stage, and create their own Greek theatre performance.

Theatre Styles of the World Students will research and perform in styles of theatre from all around the world. This may include Indonesian Wayang puppetry, Japanese Suzuki, Chinese Opera.

Elements of ProductionStudents will develop their ability to analyse and interpret scripts through the study and practical application of the production elements for performance. Students will study and understand the role of the director and production team in producing a play, and take on production roles or acting roles.

ImprovisationStudents learn the skills of improvisation through playing theatre sports games and other activities. The class will be involved in a theatre sports competition where they perform unrehearsed to an audience.

Play Building and The Elements of DramaStudents will develop their skills in the elements of drama, including movement, mood and rhythm. They will also learn the skills of play building, developing story lines and growing in their abilities in group collaboration.

Commedia Dell’arteStudents learn about the background to Commedia and then explore the stock characters and improvise scenarios through a range of practical activities. Different types of masks and performance strategies will be explored which will lead to a variety of scripted and self-devised performances.

Script to ScreenStudents will have the opportunity to create a short film learning useful techniques such as story boarding, screenwriting, cinematography, directing and acting. Students will have the opportunity to create films from scripts, and also create their own creative projects. Short and SweetStudents will get the opportunity to create 10 minute plays, put on a short play festival in the style of “Short and Sweet”, act in the productions, as well as taking on the roles of director, costume designer and so on.

Monologues Students will get an opportunity to write and perform a monologue, preparing them for the HSC when many will perform monologues for their major works.

ASSESSMENT

Individual PerformanceGroup PerformanceSubmitted tasksExamination


Elective GeographyCourse Description Geography Elective emphasises the physical, social, cultural, economic and political influences on people, places and environments, from local to global scales. It also emphasises the important interrelationships between people and environments through the investigation of contemporary geographical issues and their management. The wellbeing of societies and environments depends on the quality of interactions between people and the natural world.

Course Units

Year 9

Topic 1 - Physical GeographyThe geographical processes that form and transform the physical world.

Topic 2 - Oceanography The features and importance of the world’s oceans and issues associated with them.

Topic 3 - Primary Production The patterns, functions and issues associated with primary production.

Topic 4 - Global Citizenship The role of informed, responsible and active global citizenship.

Year 10

Topic 1 - Australia’s Neighbours The environments of Australia’s neighbours and specific geographical issues within the Asia–Pacific Region.

Topic 2 - Political Geography The nature and distribution of political tensions and conflicts, and strategies towards effective resolutions.

Topic 3 - Interactions and Patterns along a Transcontinental Transect The factors responsible for causing variation in spatial patterns across a continent from one specific location to another.

Topic 4 – SustainabilityThe issues of sustainability around the world, with a specific focus on Australia.

ASSESSMENT

Elective Geography assessments are projects, completed in class, that reflect the direction of inquiry the class has taken. This can include essays, works of historical fiction, video-based submissions and presentations.


Elective HistoryCourse Description

Elective History is a course designed around the most interesting parts of history - answering all the questions you’ve wanted to ask but never had the chance to. It is also an important course in preparing for Year 11 and Year 12 study in any of the humanities. It specifically provides advanced training in research, writing, arguing and thinking critically. These skills are vital to students future study in Modern History, Ancient History, Legal Studies, Society and Culture and Studies of Religion.

Course Units

Year 9

Topic 1 – French RevolutionSocial upheaval, destruction of monarchy, the manifestation of Enlightenment ideals within a repressive regime, all encompassed within the one revolution. The French Revolution is often referred to as the start of modern history, the beginning of the end for medieval monarchy and aristocracy, and the rise of the peoples’ voice. This topic allows students to gain an understanding of how our own society has been influenced by the ideas of the past, from the acknowledgement of the rights of citizens, to when revolutionary change goes too far, or not far enough?Through this unit special attention is given to assisting students grapple with the complexities of history and develop their own critical voice as expressed through evidence-based historical writing.

Topic 2 – VikingsThey may not have worn horned helmets, but they certainly lived up to their bloodthirsty reputation that precedes them to this day. These fearsome Scandinavian seafaring warriors still capture our attention, regardless of their short 300 year history. Throughout this unit, students investigate who the Vikings truly were, whether it be raiders, voyagers, settlers, or formidable redheaded pirates of the arctic seas who struck fear into the hearts of all who caught a glimpse of their ships on the horizon.Students will delve into the various archaeological sites and objects that remain from the days of the Vikings. Through participating in the process of creating an historical reconstruction, students will wrestle with the challenges of bringing the past to life.

Topic 3 – Julius CaesarPower hungry tyrant, or a progressive popularis? Ancient Rome is full to the brim with great, and somewhat corrupt, leaders, but none as controversial as Gaius Julius Caesar. His rise to prominence, his time as dictator perpetuo, and his untimely death are shrouded in scandal and intrigue. Through investigating the social, political and economic structures of ancient Rome, students construct an understanding of the ancient world, but also make connections to political nuances that still exist within our own society.This unit presents an opportunity for students to engage with a range of contemporaneous sources and modern accounts of Gaius Julius Caesar’s life and death. In doing so, they are stretched to consider the ways interpretations of so-called great men are altered and changed overtime.

Topic 4 - Crime and PunishmentLaws are an important aspect of a civilised society. Yet they’ve also changed a lot, as have the ways in which societies have punished those who break their laws. This unit explores the changing definition of a crime, the ways law, crime and power intersect and how societies have punished those who commit a crime. Areas explored may include Roman law, witch trials and the development of international law.

ASSESSMENT

Elective History assessments are projects, completed in class, that reflect the direction of inquiry the class has taken. This can include essays, works of historical fiction, video-based submissions and presentations.

Elective History


Elective HistoryYear 10

Topic 1 – RomeRome is one of the most significant societies of the ancient world and a foundational pillar to many western societies. With this in mind, what makes Rome special? Who were the Romans? In particular, this unit will provide a deep study of individual characters within Rome, such as Scipio Africanus, Julius Caesar, Augustus and Nero

Topic 2 – Historical Fiction Writers constantly look to history for inspiration. They rewrite legends of the past, use ancient societies for their setting and call on the great characters of history to fill out their books. What is the role of the historian in this process and how should history be portrayed? Can the author change history? Is it the author’s responsibility to be as factual as possible? Can a historian be a writer? These are the questions you will be challenged with as you write your own piece of historical fiction.

Topic 3 – War and ReligionWar is often seen as the result of religion, as religions drive the fuel for violence and hatred between societies devoted to different religions. But is this theory proven throughout history? This unit explores this question in-depth, with a specific focus on the Crusades, the Irish troubles and the War on Terror.

Topic 4 – World Myths and LegendsFor many students, myths are what makes history so interesting. Stories of the gods, centaurs, Medusa and mighty heroes are told around the world. This unit explores the nature of these myths, from their foundations in texts like Homer’s Illiad and Odyssey, as well as the range of myths from other civilisations.

ASSESSMENT

Elective History assessments are projects, completed in class and at home, that reflect the direction of inquiry the class has taken. This can include essays, works of historical fiction, video-based submissions and presentations.

Elective History (CONTINUED)


Food TechnologyCourse Description

This course gives students opportunities to develop practical skills in preparing and presenting food, enabling them to select and use appropriate ingredients, methods and equipment. Students will explore the impact of food and food technology on individuals, society, the environment and the food industry. They will develop a broad understanding of food properties, preparation and the interrelationship of nutrition and health.

Course Units

Year 9

Food in Australia Students will examine the history of food in Australia, together with continuing immigration from a variety of cultures. They will prepare food that reflects our rich cultural influences.

Food Selection and Health Students will investigate the role of food, nutrition and the health status of Australians. They will prepare safe and nutritious foods to reflect national food guides.

Food Product and Development Students will explore the reasons for developing food products and the impact of past and present food product innovations. They will design and prepare innovative food solutions.

Food Equity Students will investigate food production and distribution globally, research aid agencies and prepare a range of meals from people groups and nations around the world.

Year 10

Food Service and Catering Students will examine different food service and catering ventures and the employment opportunities within. They will prepare a range of appealing foods appropriate for catering.

Food for Special Occasions Students will examine a range of special occasions including social, cultural, religious, historical, and family. They will plan for and prepare a range of foods to celebrate occasions.

Food for Specific Needs Students will explore the range of specific dietary needs people have and prepare meals that cater for them.

Food Trends Students will investigate historical and current food trends, develop and prepare appealing food that reflects contemporary food trends.

ASSESSMENT

Practical cooking assessmentsDesign & development of recipes Research & experimentation


FrenchCourse Description

This is the perfect course for students with an ambition to develop genuine communicative ability in the French language. With sustained commitment, students can expect to acquire flexible and well rounded language skills in reading, writing, speaking and listening. They will be prepared to speak about many topics relating to their personal world: school, work, travel, family, friends, and aspirations, and use a range of tenses including the present, perfect, imperfect and future tenses.

In class, students can expect a mix of systematic grammar and vocabulary training along with improvised speaking and listening activities, and engagement with authentic French texts such as advertisements, articles, and popular music.

At home, students are encouraged to treat French like a passion and a hobby; following Francophone current affairs, pop culture and podcasts, and reading in French for pleasure.

IMPLICATIONS FOR STUDYING FRENCH IN YEARS 11 & 12

In Years 11 and 12 there are two French courses: the “French Beginners” course and the more difficult “French Continuers” course. Student who have studied French for more than 100 hours prior to Year 11 are not permitted to enroll in the French Beginners course.

Due to this constraint, NBCS places the following restrictions on Year 9 and 10 French study:

1. Students who complete the French course in Year 9 and intend to continue in Year 11 and Year 12 must maintain their French study in Year 10 so they are adequately prepared for the rigour of the French Continuers course.

2. Students who choose not to study French in Year 9 cannot then pick up the course in Year 10. However they can wait until Year 11 and undertake the Beginners course, subject to availability.

ASSESSMENT

Research projectIn class speaking/listeningTake-home reading assignmentYearly examination


Industrial Technology - EngineeringCourse Description

We live in a complex and ever-changing technological society. Engineering makes a unique contribution to the development of the skills required to perceive, use, understand, produce, maintain, and control the technological environment under God’s authority.

This will be achieved through practical activities, which provide students with the opportunity to become involved with materials, tools, processes, and the design of projects. By introducing students to, and developing competence in, the correct use of tools and equipment.

This course will also provide a pathway for students that are interested in pursuing Engineering Studies in Stage 6 and on to University.

Engineering:

1. Provides opportunities to relate student experiences to domestic, vocational and leisure time activities 2. Facilitates a practical and theoretical understanding, appreciation, and application of safety 3. Investigates and applies the practical meeting of needs and solutions to problems 4. Encourages the conservation of materials and natural resources under the stewardship that God expects5. Develops self-sufficiency, resourcefulness, mature judgement, and the capacity to work co-operatively and responsibly with reference to key competencies

Course Units

Engineering is a practical subject made up of several units of study across stage 5. Each unit will take six-months of study. Year 9 will focus on the core syllabus modules of Engineering Structures and Engineering Mechanics. The Year 10 course will focus on the environment and sustainability, giving students the opportunity to work on an area that they are passionate about.

Year 9

• Engineering Structures• Engineering Mechanism

Year 10

• Alternative Energy• Sustainability

ASSESSMENT

Workshop projects with accompanying portfolioExaminations


Industrial Technology - TimberCourse Description

Industrial Technology develops students’ knowledge and understanding of materials and processes in a range of technologies. They develop knowledge and skills relating to the selection, use and application of materials, tools, machines and processes through the planning and production of quality practical projects.

Our goal is to use traditional skills/ techniques and complement them with emerging technologies. Students will be required to complete workshop projects over the two years using the materials supplied. They will also complete a variety of theory work which forms their portfolio.

Students will be introduced to: • industrial techniques• a wide variety of timber joints - domino, mortise & tenon, dowel, through housing and butt joints• annotated sketching, rendering and CAD drawing techniques• Workplace Health Safety (WHS) • using hand, power tools and workshop machines• basic welding and grinding• laser cutting designs• 3D printing• excel to create finance plans• Fusion 360 CAD software• finishing techniques

Course Units

Year 9

• Timber Component Box• Timber Ladder

Year 10

• Timber Chair• Timber Mallet

ASSESSMENT

Workshop projects with accompanying portfolio.


Information & Software Technology (IST)Course Description

Students will be given the opportunity to choose between the major topics available in the NESA course - Information and Software Technology (IST):

1. Artificial Intelligence, Simulation and Modelling2. Authoring and Multimedia3. Database Design4. Digital Media 5. Internet and Website Development 6. Networking Systems 7. Robotics and Automated Systems 8. Software Development and Programming

While option topics may start out as separate topics, students may choose to combine elements of multiple topics to create interesting Major or Extension Projects. It is therefore possible to choose multiple Minor Projects before selecting a Major Project.

Course Units

Graphic Design

Students begin the course by selecting a software application to learn that is relevant to Graphic Design. A suitable learning path will be designed to match the student’s skill level from Beginner to Advanced levels as appropriate. Upon completion of the learning path, students may choose to continue with a new learning path or to create a Major or Extension Project.

Typical software used: Blender, Cinema 4D, Adobe Creative Cloud including PhotosShop, Flash, InDesign and Illustrator. Game Making software such as GameMaker and Unity are popular authoring platforms used to create 2D and 3D games. Students should have an interest in topics such as computing, graphics, animation and design to excel in this course.

Software Development

Students will be given the opportunity to create their own application from scratch while building up their coding skills. Students compete in various coding competitions including the NCSS Challenge which is run by Grok Learning (owned by the School of Information Technologies at the University of Sydney). Python is the main language used in the challenge.

Typical languages chosen by students to create appropriate personalised learning paths include: C++, C#, GML, Java, Python, Swift. Recently students have explored R and Blockchain programming. Students should have an interest in computing and coding to excel in this course.

ASSESSMENT

Minor Project Major Project Extension Projects


Robotics

DST3 Robotics includes the IST topics IST-7 Robotics and Automated Systems and IST-1 Artificial Intelligence, Simulation and Modelling. Students engage in the process of designing, building, programming and testing robots which need to perform a variety of tasks. These tasks escalate in difficulty until the final search and seek robot is created.

Students should have an interest in topics such as computing, design, construction, programming and team work to excel in this course.

ASSESSMENT

Minor Project Robots are created to either dance, follow a line or an infra-red ball.

Major Project: Search and Retrieve• RoboCup Rescue - Robots are designed and programmed to navigate more complex courses including

finding a victim that needs to be rescued.• RoboCup Soccer - Robots are designed and programmed with sufficient Artificial Intelligence to play

competitive games of robot soccer.The major project has a direct pathway into NSW State RoboCup Junior Australia competitions, where NBCS has an exemplary record progressing on to National and International competition.

Extension ProjectThere are opportunities to prepare for the various RoboCup competitions at State, National and international levels. Other competition pathways such as FIRST and ZERO Robotics allow students to work on collaborative projects with other schools and host Universities.

Web Design

DST4 Web Design includes the IST topics IST-5 Internet and Website Development, IST-3 Database Design and IST-6 Networking Systems. In this course students investigate tools and uses of the Internet, particularly related to web design and development. Students manipulate tools to design, produce and evaluate websites for a given purpose. Students engage with technologies such as HTML5, CSS, PHP, jQuery, Javascript and SQL to design and develop websites from scratch that rich in interactive media content.

Students have the opportunity to compete in the ‘code.comp’ nationwide competition run by the NCSS, University of Sydney. Students should have an interest in topics such as computing, online technologies, data, networks and design to excel in this course.

ASSESSMENT

Minor Project Online learning phase using Grok Learning, Codecademy, Unity or other suitable platforms that allow for the creation of an appropriate learning path for each student. The Minor project will assess their understanding of the principles of Internet, Database, Networking or Web Design as applied to their chosen learning path.

Major Project Typically the creation of a website that demonstrates competency in the skills learned during the Minor Project.

Extension Projects Authentic Web Design projects that may be commissioned or requested by Student Service Teams.

IST (CONTINUED)


MusicCourse DescriptionThe Stage 5 Music course is designed as a two year program where students will have various opportunities to write, record and release their own compositions each semester. Students intending to study Music in Year 11 are strongly encouraged to study Music in both Year 9 and Year 10.

Course Units

Write, Record, Release

The music course in Stage 5 is underpinned by a Learning Experience (skills-based) approach focussed on developing students’ skills in Performing, Composing and Listening. Working with their teacher, students devise and undertake projects that allow them to find and/or develop their passion for writing, recording and presenting their music. Each project will build on the skills and knowledge developed in the previous project.

In order to present the best possible product, students will research a broad range of styles of music including Australian performers and composers. The focus of their research will be to understand the unique stylistic components of the music, the performers/composer creative process and their historical and cultural impact. This research will inform the creative process for the student who will be expected to be able to articulate how they have assimilated the knowledge they’ve gained into their work.

Each project will require the students to compose, record and perform in a variety of settings including solo, duo/trio and small ensemble.

Recognising that musicians need to be proactive in creating a compelling product and finding their audience, students will be expected to develop their skills in creating multimedia through the use of digital audio, video, websites and other technologies relevant to the modern musician.

The final product of the project will be presented to the audience through a variety of channels to be agreed upon between the teacher and student and will cover settings such as live performance, pre-recorded audio performance, pre-recorded video and internet streaming.

ASSESSMENT

Listening / Musicology CompositionPerformance


Photographic & Digital MediaCourse Description

Photographic and Digital Media provides opportunities for students to enjoy photography, film making and multiple editing platforms. It enables students to represent their ideas and interests about the world, to engage in contemporary forms of communication and understand the modern world. Photographic and Digital Media enables students to investigate new technologies, cultural identity and the evolution of photography and digital media into the 21st century. Students are provided with opportunities to create their own portfolio of digital works and learn about the professional industry in greater depth and breadth than through the Visual Arts elective course.

What will students learn about?Students learn about the pleasure and enjoyment of making different kinds of photographic and digital media works in still, interactive and moving forms. They take inspiration from modern day trends, photographers, videographers, film-makers, computer/digital and performance artists to create their works. Students learn about how photographic and digital media is shaped by different beliefs, values and meanings by exploring artists and works from different times and places, as well as relationships in the artworld between the artist – artwork – world – audience. They also explore how their own lives and experiences can influence their photography and critical and historical studies.

What will students learn to do?Students learn how to use Digital SLR cameras in still and video modes to build an ePortfolio using Wix, which is a leading website for professional photographers. They develop their research skills, approaches to experimentation and how to make informed personal choices and judgements for successful digital works.

Students develop skills in:• Adobe Suite – Photoshop, Lightroom, Premiere Rush/Pro• Photojournal – creating a visual narrative, layout creation• The Exposure Triangle – ISO, shutter speed, aperture• Operating a DSLR – multiple lenses, tripods and lighting setups• Short Film making techniques – script writing and story boarding

Course Units

• Experiment and Innovate• Social Commentary• Time based Media installation• Sweding – Appropriation • Objects and Still Life• The Urban Environment• Creative Creatures - Short Film Making

ASSESSMENT

Art Making – Body of WorkCritical and Historical Study


Physical Activity & Sports Studies (PASS) Course Description & Units

Nutrition and Physical Fitness

Students will compare general nutritional needs for health and physical activity of specific groups assess the value, accuracy and reliability of a range of internet websites with nutritional information. They will investigate issues related to physical activity and compare the nutrient requirements for people who engage in physical activities of varying intensity and duration. In addition, students will assess physical activities they enjoy that can assist in developing physical fitness, participate in a specific physical activity in order to explain and prioritise the components of physical fitness required and justify how physical fitness enhances performance and safety. They will be given the opportunity to analyse the benefits of regular vigorous physical activity on health and wellbeing through examining simple ways to be active in the home by participating in a physical fitness routine using readily available equipment. Students will also have the opportunity to design and demonstrate a training program to develop components of physical fitness relevant to a specific context, and will critically analyse fitness measurement and evaluation protocols by evaluating how they are used, for example injury rehabilitation, team selection, distinguishing between effective and ineffective methods and through measuring physical fitness levels.

Enhancing Performance - Strategies, Techniques and Technology, Participation and Performance in Sport

Throughout this unit students will demonstrate an understanding of rules and etiquette through participation in physical activity and sport. They will develop games which incorporate rules from different sports and instruct the group in the playing of the game and practice and develop the movement skills that enhance performance in physical activity and sport. They will identify errors in technique and modify action to improve skill performance while also experimenting with changes in technique and skill execution to achieve set performance goals, eg spin and swing bowling, still water and surf swimming. They will enhance their ability to design, perform and evaluate strategies and tactics to improve performance while analysing and evaluating a performance using a variety of methods. Students assess the impact technology has had on sport and the ethical implications technology can have on access and equity for participants and performers.

Being an Elite Athlete and Coaching

Students will describe coaching styles effective in specific contexts, eg beginners versus elite performer, outgoing versus shy personality, child versus adult and discuss the positive characteristics of coaches they have experienced and assess how they have impacted on participation and performance. They will have the opportunity to demonstrate basic coaching skills by instructing a small group in a specific movement skill and evaluate and provide constructive feedback on the coaching skills of peers or others. Students will interview a coach to determine strategies they have found effective in instructing, supporting and motivating others and critique a code of conduct for coaches in a selected sport. Students analyse and evaluate a session conducted by an accredited coach while designing and conducting a session for a selected physical activity or sport. Students will participate in activities which are typical of programs aimed at developing Elite athletes. The opportunity to explore Sports Science laboratories to assess fitness and injury will also provide students an insight into the world of an elite athlete.


Issues in Sport

Students investigate changes in society that have influenced topical issues in physical activity and sport while describing the roles played by key figures and groups associated, eg sport administrators and players’ code of behaviour. Students will also distinguish between the positive and negative effects associated with topical issues on participants, spectators and society and investigate the impact on the profile of physical activity by creating a media file. They will be encouraged to investigate strategies that have been designed to manage the impact of a variety of current issues and examine the ethical and legal implications associated. Students will have the opportunity to investigate case histories and reflect on the implications for the participant, spectators and the community and examine existing strategies and propose additional strategies to promote positive outcomes in relation to the issue.

ASSESSMENT

Submitted tasksExaminationPractical activities

ADDITIONAL COST

$150 will be billed to Term 1 school fees to cover the cost of excursions and incursions throughout the year.

PASS (CONTINUED)


Textiles TechnologyCourse Description

The study of Textiles Technology provides students with knowledge of the properties, performance and uses of textiles. They explore fabrics, yarns, fibres and colouration. Students examine the historical, cultural and contemporary perspectives on textile design and develop an appreciation of the factors affecting them as textile consumers. Students investigate the work of textile designers and make judgements about the appropriateness of design ideas, the selection of materials and tools, and the quality of textile items. Textile projects give students the opportunity to be creative, independent learners and to explore functional and aesthetic aspects of textiles.

Students learn about textiles through the study of different focus areas that recognise the following fields of textiles:• Apparel• Furnishings• Costume• Textile Arts• Non-apparel

Project work enables students to investigate their choices of textiles for particular uses. The focus areas provide the context through which the three areas of study; Design, Properties and Performance of Textiles, Textiles and Society are covered.

Design ideas and experiences are documented to communicate evidence of the processes of designing, producing and evaluating. Students learn about Work Health and Safety issues, and learn to select, use and manipulate appropriate materials, equipment and techniques to produce quality textile projects.

Students develop skills in:• Problem solving • Fashion drawing• Researching• Practical Textiles skills• Documenting the design process• Clothing construction – using commercial patterns• Manipulating and modifying patterns to reflect their creativity

Course Units

• Design Elements and Principles• Properties and Performance of Textiles• Innovative Interiors - Furnishings• Fashion Evolves - Costume and Apparel • Historical and Cultural Design

ASSESSMENT

Practical Design Folio DocumentationExaminationHistorical Case Study


Visual ArtsCourse Description

Visual Arts provides opportunities for students to enjoy the making and studying of art. It builds an understanding of the role of art in all forms of media, both in the contemporary and historical world, and enables students to represent their ideas and interests in artworks. Visual Arts enables students to become informed about, understand and write about their contemporary world.

What will students learn about?

Students learn about the pleasure and enjoyment of making different kinds of artworks in 2D, 3D and/or 4D forms. They learn to represent their ideas and interests with reference to contemporary trends and how artists’ including painters, sculptors, architects, designers, photographers and ceramists, make artworks.

Students learn about how art is shaped by different beliefs, values and meanings by exploring artists and artworks from different times and places and relationships in the artworld between the artist – artwork – world – audience. They also explore how their own lives and experiences can influence their artmaking and critical and historical studies.

What will students learn to do?

Students learn to make artworks using a range of materials and techniques in 2D, 3D and 4D forms, including traditional and more contemporary forms, site-specific works, installations, video and digital media and other ICT forms, to build a body of work over time. They learn to develop their research skills, approaches to experimentation and how to make informed personal choices and judgements. They learn to record procedures and activities about their artmaking practice in their Visual Arts diary.

They learn to investigate and respond to a wide range of artists and artworks in artmaking, critical and historical studies. They also learn to interpret and explain the function of and relationships in the artworld between the artist – artwork – world – audience to make and study artworks.

Course Units

• Print Making• Sculpture • Painting• Photography• Installation Art • Drawing • Ceramics • Mixed Media• Visual Design

ASSESSMENT

Art Making – Body of WorkCritical and Historical Study

Stage 5 Elective Handbook - nbcs.nsw.edu.au

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