cross curricular
Overview
Year 10 - Personal Learning plan
CODE: 1PLP10
SEMESTERS 1 Credits 10
The Personal Learning Plan (PLP) is a compulsory 10-credit subject. The PLP helps students plan for their future by: making informed decisions about the subjects they will study in Years 11 and 12, setting goals and considering the strategies necessary to achieve them. The PLP also supports students to investigate possible career options and encourages communication with community members to explore their ideas. The Semester long course culminates in a Panel Interview.
Students normally begin the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12. Students must achieve a C grade or better to successfully complete the PLP, and they have opportunities to add further evidence of learning at any stage during their SACE studies.
SEMESTERS 1 Credits 10
The Personal Learning Plan (PLP) is a compulsory 10-credit subject. The PLP helps students plan for their future by: making informed decisions about the subjects they will study in Years 11 and 12, setting goals and considering the strategies necessary to achieve them. The PLP also supports students to investigate possible career options and encourages communication with community members to explore their ideas. The Semester long course culminates in a Panel Interview.
Students normally begin the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12. Students must achieve a C grade or better to successfully complete the PLP, and they have opportunities to add further evidence of learning at any stage during their SACE studies.
Stage 1 - Research Practices
CODE: 1RPP10
SEMESTERS 1
Credits 10
This subject provides students with opportunities to examine the purpose of research; explore a range of research approaches, and develop their investigative and inquiry skills.
Students explore research practices to develop skills in undertaking research, such as planning their research, developing and analysing their data, and presenting their research findings
SEMESTERS 1
Credits 10
This subject provides students with opportunities to examine the purpose of research; explore a range of research approaches, and develop their investigative and inquiry skills.
Students explore research practices to develop skills in undertaking research, such as planning their research, developing and analysing their data, and presenting their research findings
Stage 2 - Research Project
CODE: 2RPA10, 2RPB10, 2RPM10
SEMESTERS 1
Compulsory at Stage 2
Credits 10
The Research Project is a compulsory subject which gives students the opportunity to study an area of interest in depth. It allows students to use their creativity and initiative, while developing the research and presentation skills they will need in further study or work.
There are 2 versions of the Research Project.
Students will be advised further during the counselling process.
SEMESTERS 1
Compulsory at Stage 2
Credits 10
The Research Project is a compulsory subject which gives students the opportunity to study an area of interest in depth. It allows students to use their creativity and initiative, while developing the research and presentation skills they will need in further study or work.
There are 2 versions of the Research Project.
- Variant A does not contribute to the Australian Tertiary Admissions Rank (ATAR)
- Variant B contributes 10 credits towards the ATAR.
Students will be advised further during the counselling process.
Year 10 - Sustainable Futures - Horticulture & Landscaping
CODE: 0SUS1
SEMESTERS 1 and 2
ALTERNATIVE:
Advice to students:
This is a practical, hands on course during which students will be involved in a number of horticulture and landscaping projects, both in the school and in the wider community. The emphasis of the course is sustainable practices.
Structure and Organisation:
Students will be involved in:
SEMESTERS 1 and 2
ALTERNATIVE:
Advice to students:
This is a practical, hands on course during which students will be involved in a number of horticulture and landscaping projects, both in the school and in the wider community. The emphasis of the course is sustainable practices.
Structure and Organisation:
Students will be involved in:
- Building, planting and tending vegetable gardens
- Mentoring Primary School students
- Building projects
- Landscaping projects
- Sustainable farming practices
Stage 1 - Workplace practices
CODE: 1WPS10, 1ILG10
SEMESTERS 1
Credits 10
Advice to Students:
Stage 1 Workplace Practices has three areas of study:
For both a 10 credit subject and a 20 credit subject, the teaching and learning program must include Industry and Work Knowledge and one of the following options:
Learning Requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
In this subject, students are expected to:
Structure and Organisation:
The unit aims to identify students’ individual skills and abilities and to set realistic job goals.
Topics studied include:
The course will involve the VET modules, Job Seeking Skills and Job Interviews.
SEMESTERS 1
Credits 10
Advice to Students:
Stage 1 Workplace Practices has three areas of study:
- Industry and Work Knowledge
- Vocational Learning
- VET.
For both a 10 credit subject and a 20 credit subject, the teaching and learning program must include Industry and Work Knowledge and one of the following options:
- Industry and Work Knowledge
- Vocational Learning
- VET
- Vocational Learning and VET.
Learning Requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
In this subject, students are expected to:
- demonstrate knowledge and understanding of industry and work
- develop and apply relevant work skills
- identify and investigate processes and issues related to work, industry, and the workplace
- work independently and with others
- review, and reflect and report on, their experiences, abilities, interests, and aspirations in relation to planning for work and future pathways.
Structure and Organisation:
The unit aims to identify students’ individual skills and abilities and to set realistic job goals.
Topics studied include:
- Self-awareness and career aptitude
- Workplace issues
- Work skills - resume and application writing, interview techniques
- Work Experience
The course will involve the VET modules, Job Seeking Skills and Job Interviews.
Stage 2 - Workplace Practices
CODE: 2WPA10, 2WPB10, 2WPC20, 2ILG10 or 20SEMESTERS 1 or 2Credits 20
Prerequisites: 1WPS10
Advice to Students:
Workplace Practices is a subject that is valuable for all students as they make decisions about their options after secondary schooling. All Work Education programs require students to participate in learning outside the classroom in appropriate work environments or contexts. This subject encourages an understanding of relevant work and vocational learning in its broadest sense, such as part-time paid employment, student business and/or enterprise, structured workplace learning, simulated workplace learning, work-shadowing or observation, volunteering, or care giving. Students will be able to develop relevant work-related skills and plan for further training, education, and/or employment.
Work Education programs can be tailored to include training in workplaces or community organisations in which the student is involved, such as casual or part-time employment, the student’s business activities, involvement in community organisations, or their caregiver roles within their families and communities. Students should talk to their teacher about including this experience in their program.
Content
Stage 2 Workplace Practices has three areas of study:
LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
In this subject, students are expected to:
Prerequisites: 1WPS10
Advice to Students:
Workplace Practices is a subject that is valuable for all students as they make decisions about their options after secondary schooling. All Work Education programs require students to participate in learning outside the classroom in appropriate work environments or contexts. This subject encourages an understanding of relevant work and vocational learning in its broadest sense, such as part-time paid employment, student business and/or enterprise, structured workplace learning, simulated workplace learning, work-shadowing or observation, volunteering, or care giving. Students will be able to develop relevant work-related skills and plan for further training, education, and/or employment.
Work Education programs can be tailored to include training in workplaces or community organisations in which the student is involved, such as casual or part-time employment, the student’s business activities, involvement in community organisations, or their caregiver roles within their families and communities. Students should talk to their teacher about including this experience in their program.
Content
Stage 2 Workplace Practices has three areas of study:
- Industry and Work Knowledge
- Vocational Learning
- VET
LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
In this subject, students are expected to:
- understand and explain concepts of industry and work
- analyse the relationships between work-related issues and practices in workplaces
- demonstrate knowledge of the roles of individuals, government legislation and policies, unions, and employer groups in work-related and workplace issues
- investigate the dynamic nature of work-related and workplace issues, cultures, and/or environments locally, nationally, and/or globally
- demonstrate and apply generic work skills and, where relevant, industry knowledge and skills, in a workplace and/or work-related context
- reflect on and evaluate learning experiences in/about the workplace.
Stage 1 - Community Studies
CODE: 1COM101, 1COM102
SEMESTERS 1 and 2
CREDITS 10 or 20
Advice to Students:
The challenges facing young people in their transition from school to post-school training, education, and employment have increased. As tertiary institutions and employers refine their recruiting procedures in response to the changing labour market, selection panels are seeking a range of skills, competencies, and attributes, developed through community and work-related experiences. The vocational education and training (VET) sector recommends that students should gain competencies that are accepted nationally.
These challenges are compounded as young people explore and refine their personal values and lifestyle choices. It is essential to develop social and life-skills in order to participate effectively in contemporary Australian society.
This course offers students opportunities to meet these demands through the following six fundamental principles of learning:
All students have access to twelve areas of study, which can be adjusted to meet their particular aspirations, needs, and skills. Students are required to work with their teachers to negotiate and develop challenging and achievable assessment contracts.
Students will be assessed according to the criteria developed in their assessment contracts, which include substantial community learning activities. There is the opportunity for students’ work to have value in the community and for students’ achievements to be recognised.
In this way all students, including those who are gifted and talented or who have special needs, have access to an inherently inclusive method of learning.
The areas of study offered are of semester length and provide the breadth of curriculum to give students the best possible opportunities.
SEMESTERS 1 and 2
CREDITS 10 or 20
Advice to Students:
The challenges facing young people in their transition from school to post-school training, education, and employment have increased. As tertiary institutions and employers refine their recruiting procedures in response to the changing labour market, selection panels are seeking a range of skills, competencies, and attributes, developed through community and work-related experiences. The vocational education and training (VET) sector recommends that students should gain competencies that are accepted nationally.
These challenges are compounded as young people explore and refine their personal values and lifestyle choices. It is essential to develop social and life-skills in order to participate effectively in contemporary Australian society.
This course offers students opportunities to meet these demands through the following six fundamental principles of learning:
- Incorporating and placing value upon students’ past experiences and present skills;
- Involving students in planning and organising the direction and content of their studies;
- Involving students in working with others and in teams to extend their learning;
- Incorporating the community as a resource for student learning;
- Involving students in documenting and reflecting on their learning;
- Giving students opportunities to gain knowledge, understanding, skills, and competencies that they can use in life after school.
All students have access to twelve areas of study, which can be adjusted to meet their particular aspirations, needs, and skills. Students are required to work with their teachers to negotiate and develop challenging and achievable assessment contracts.
Students will be assessed according to the criteria developed in their assessment contracts, which include substantial community learning activities. There is the opportunity for students’ work to have value in the community and for students’ achievements to be recognised.
In this way all students, including those who are gifted and talented or who have special needs, have access to an inherently inclusive method of learning.
The areas of study offered are of semester length and provide the breadth of curriculum to give students the best possible opportunities.
STAGE 2 - COMMUNITY STUDIES
CODE: 2AAY, 2CAY, 2FAY, 2HAY, 2NAY, 2WAY, 2UBY, 2IBY, 2SBY
SEMESTERS 1 and 2
CREDITS 10 or 20
Advice to Students:
There are no prerequisite skills or knowledge for Stage 2 Community Studies, but students are given opportunities to:
Structure and Organisation:
Each student must develop an assessment contract for Stage 2 Community Studies. Students must work with teachers to negotiate, plan, develop, and write an assessment contract.
Students can base assessment contracts on the following areas of study:
SEMESTERS 1 and 2
CREDITS 10 or 20
Advice to Students:
There are no prerequisite skills or knowledge for Stage 2 Community Studies, but students are given opportunities to:
- use their school, their local community, and the wider community as primary resources for their learning;
- plan for themselves and take the responsibility of organising their time to achieve their goals;
- document their planning, progress, and learning;
- work with other people and as part of a team to achieve some of their goals.
- Students may undertake Community Studies for one or more of the following reasons:
- To develop confidence, self-satisfaction, and self-esteem.
- To improve their opportunities for post-school training, further education, and employment.
- To develop social and life-skills that will help them to participate effectively in society.
- To develop the skills, competencies, and attributes needed to undertake post-secondary education successfully.
- To pursue their own interests and develop skills for their personal satisfaction.
- To develop enterprise and self-sufficiency skills.
- To meet the requirements of the SACE through a range of learning styles.
Structure and Organisation:
Each student must develop an assessment contract for Stage 2 Community Studies. Students must work with teachers to negotiate, plan, develop, and write an assessment contract.
Students can base assessment contracts on the following areas of study:
- The Arts and the Community (2AAY10 or 20)
- Communication and the Community (2CAY10 or 20)
- Foods and the Community (2FAY10 or 20)
- Health, Recreation, and the Community (2HAY10 or 20)
- Science, Technology and the Community (2NAY10 or 20)
- Work and the Community. (2WAY10 or 20)
- Humanities and the Community (2UBY10 or 20)
- Interdisciplinary Learning and the Community (2IBY10 or 20)
- STEM and the Community (2SBY10 or 20)