Year 10 Electives

The Arts

Arts VCE subjects available in Year 10

 
 
bathrooms-243009.jpg

Year 10 | Drama A +B

There are two courses Year 10 Drama A (Run in Semester 1) and Year 10 Drama B (Run in Semester 2)

OVERVIEW - DRAMA A

Semester One: This course offers students the opportunity to perform both solo and ensemble drama works. Students will be involved in Avila’s Creative Arts Spectacular via scripting and directing opportunities. This task will involve students developing and rehearsing the Junior Drama Club scene in the Creative Arts Spectacular.

Other activities include a Shakespearean monologue performance and a student-devised ensemble performance in the style of Epic Theatre.

All students in this course will see a professional theatre performance.

OVERVIEW - DRAMA B

Semester Two: This course examines performance development and involves sophisticated character work. Students write their own scripts, design and implement stagecraft, and undertake directing activities for the production of a play in the Year 10 Drama Festival.

Individual student needs are also catered for through the development and presentation of a student-written solo performance.

All students in this course will see a professional theatre performance.

ASSESSMENT - DRAMA A

  1. Creative Arts Spectacular Task

  2. Shakespearean Monologue Performance

  3. Epic Theatre Ensemble Performance

  4. Exam

ASSESSMENT - DRAMA B

  1. Year 10 Drama Evening Task (Scripting)

  2. Year 10 Drama Evening Task (Directing)

  3. Solo Performance

  4. Exam

 
 

 
 
Square_Music_2019.jpg

Year 10 | Music Performance

OVERVIEW

  • Perform every week in class either as a soloist or in a duo, trio or quartet

  • Record all performances for reflection and learning

  • Perform a ten minute recital at the conclusion of the semester

  • Perform a song/piece in a class ensemble at Music Festival

  • Identify and understand symbols, patterns, concepts used in music

  • Theory: rhythms, pitch, tonality, scales and chords

  • Aural: rhythmic and melodic transcription

  • Research the concept of ‘deliberate practice’ and do an experiment using the findings

  • Investigate the history, mechanics/anatomy of your instrument or the singing voice

  • Listen to and explore the elements of music in a variety of songs and pieces

  • Compose a short work using rhythm and scales as the stimulus

ASSESSMENT

  • Instrument or Singing investigation
    Do a class presentation on the history, mechanics and acoustic properties of your instrument or the singing voice

  • Solo performance in recital. Assessment task.

  • Aural, theory and analysis examination.
     

Pathways

Performer, Conductor, Song Writer, Video Game Scorer, Film Sound Track Composer, App Music Creator, Mobile Phone Ring Tone Composer, Sound Designer, Freelance Song Writer, Jingle Writer (Radio, TV and Other Media), Music Producer, Lyricist, Composer, Band member, Session musician, Music Teacher, Music Supervisor

 
 

 
 
piano-1655558_1920.jpg

Year 10 | Music Song Writing and Sound Design

overview

  • Study the processes involved in writing lyrics and music for original songs

  • Understand songwriting fundamentals including: lyric techniques of rhyme, metre & story and melodic & harmonic techniques of songwriting,

  • Identify & describe devices of structure, modulation & common forms,

  • Recognise songwriting techniques through critical listening

  • Study the processes used to develop and create sound designs for film, television, games and animation.

  • Identify the roles that dialogue, atmosphere, sound effects and music play in successful sound designs.

  • Explore how sound is used to communicate emotive and narrative information.

  • Understand how sound is used in collaborative multi sensory environments.

 

PATHWAYS

If you enjoy Music and are interested in exploring occupations and training visit the link below.

https://www.myfuture.edu.au/bullseyes/details?id=25#/

  • Performer Band member

  • Singer

  • Keyboardist

  • Guitarist

  • Session artist

  • Freelance Songwriter

  • Jingle Writer (Radio, TV and Other Media)

  • Music Producer

  • Lyricist Composer

  • Music Supervisor

 
 

 
 
Sprig Cactus.jpg

Year 10 | Studio Arts

overview


This semester unit encourages students to design and create original artworks devised from a range of stimuli.


The elements and principles of art are considered in the production of two and three dimensional works using a wide range of media selected for painting, drawing and sculpture topics.

The development of drawing skills is a focus in each unit, with a variety of techniques and materials explored throughout the studio process.

Students research and analyse a range of historical and contemporary art styles, presenting informed responses in written and visual formats.


Assessment

  • A folio of artwork

  • A record showing the development of ideas and evaluation of completed artwork

  • Written and visual responses to selected artwork

  • Examination

 
 

 
 
camera-1246655_1920.jpg

Year 10 | Studio Arts Photography

overview

During this course, you will be introduced to the history of photography and develop your own digital photography folio. You will also study contemporary photographers and will be shown the correct procedures to use digital media, including digital single lens reflex cameras.

Computer software, Adobe PhotoShop will be used to edit, enhance or manipulate photographic images. Studio Arts is a subject that provides you with an opportunity to develop critical thinking skills, problem-solving strategies and explore different viewpoints.

Assessment

  • Prepare a folio of final artistic photographs

  • Maintain a folio that records and documents photographic media and processes

  • Research historical and contemporary photographers and photographic styles

  • Examination

 
 

 
 
deer-3275594.jpg

Year 10 | Visual Communication and Design

overview

Visual Communication Design conveys ideas and information to an audience through visual language. This subject develops students’ conceptual and aesthetic understandings about design solutions in the world around them.

Students will develop technical drawing skills, digital design processes and develop critical and creative thinking.

Assessment

  • Folio of drawings and printed computer graphics

  • Visual and Written record of techniques and processes undertaken

  • Verbal and Written analytical responses to design issues

  • Examination

 

 

Technologies

Technologies VCE subjects available in Year 10

 
 
land_by_teagan.png

Year 10 | Big Ideas in Computer Technologies

overview

In Year 10 Big Ideas in Computer Technologies, you learn a variety of useful skills with the possibility of pursuing a personal interest. All students learn some computer programming, data analysis and 3D modelling. Each then gets a month to learn, with some guidance, about what interests them most (see Areas of Study for examples).

PREREQUISITES

N/A


AREAS OF STUDY

Computer programming:

We learn to solve engineering problems with programming, such as:

  • Turn on fans when the temperature is high

  • Sound an alarm when an intruder is spotted

3D modelling:

  • Make realistic 3D models

  • Print them on a 3D printer

Data analysis:

Answer an interesting question to you:

  • Do maths grades and musical skills go hand in hand?

  • Does more sleep help you do better at school?

Pursue an interest. Examples from previous years:

  • A program that hides secret messages in a picture

  • A 3D animation

  • An Alexa APP that plays your favourite music

  • A laser shooting game


ASSESSMENT

  • Pair project for programming where you make a model with moving parts

  • 3D image

  • Group poster on data analysis

  • Individual project on your area of interest

PATHWAYS

This subject stands by itself. If, during the semester, you decide that you’d like to pursue VCE Algorithmics in the following year, the teacher will help you choose projects that prepare you for that.

 
 

 
 
y10 product.jpg

Year 10 | Design and Technology

overview

This Unit further extends your practical and problem solving skills with a focus on designing for and working with a different genre of textiles, comfortable and versatile stretch knits.

This course provides you with new materials knowledge, broader skills and the space to develop your own designs using draping techniques and extensive pattern redevelopment. You will develop a critical awareness of design and technology from the perspectives of both consumer and designer. You will broaden your awareness of the roles and responsibilities of designers in relation to the UN Sustainable Development Goals.

Engagement with the highly regarded Wool4School Design competition gives you an opportunity to pitch your design skills against your peers across Australia. This involves designing for an authentic design brief that refreshes every year. Throughout the design process you will record each step in your folio, manage and produce your design and evaluate your project management.

ASSESSMENT

  • Design - a folio of design and planning tasks

  • Production - Production assessment is based on your application to, and quality of finish of the major product(s) based on the design brief requirements.

  • Journal and Evaluation

  • Examination

 
 

 
 
IMG_2806.JPG
IMG_2795.JPG

Year 10 | The Menu

overview

This course is designed for students to build on their expertise and become more specialised in their approach to food and food preparation. They develop specific knowledge about the variety of foods suited to menu items and the cookery methods used to create textural appeal and contrast.

From this knowledge they should be able to make informed decisions to design and create menus and menu items. Students will use a variety of tools and equipment to complete more complex processes and techniques. They will develop work-plans to assist in the production process so as to manage time and resources, identify issues and then critically review the end product.

They will make adjustments as required. They will examine sources of food and seasonality to address aspects of sustainability.

assessment

Assessment is based on a number of practical activities, a report and a major design task.

PATHWAYS

  • VCE Food Studies

  • VET Certificate II in Hospitality

 

 

Humanities

humanities VCE subjects available in Year 10

 
 
44560342_2158563990821345_4301373424405577728_n.jpg

Year 10 | Economics

overview

The purpose of this Economics and Business unit is to explore the ways individuals, families, the community, businesses and governments make decisions in relation to the allocation of resources. It aims to enable students to understand the process of economic and business decision-making and its effects on themselves and others, now and in the future.

The study of economics and business develops the knowledge, understanding and skills that will inform students about the economy and encourage them to participate in and contribute to it. The curriculum examines those aspects of economics and business that underpin decision-making at personal, local, national, regional and global levels.

The civics component of the unit examines government and democracy, laws and citizenship and diversity and identity. This unit aims to introduce the four VCE disciplines of Accounting, Business Management, Economics and Legal Studies.

 

assessment

  • Comparative Report

  • Australia vs An Asian Nation

  • Case Study

  • Financial recording and reporting

  • End of unit examination

pathways

VCE studies in Accounting, Business Management and Legal Studies

 
 

 
 
44560342_2158563990821345_4301373424405577728_n.jpg
44597610_2158564024154675_7330103955462029312_n.jpg

Year 10 | Geography

overview

In Year 10 Geography we explore Environmental Change and Management with a particular focus on forests. We consider different perspectives on the ways forests are used and valued.

We undertake fieldwork in the Victorian Central Highlands, visiting the Toolangi State Forest and The Yarra Valley Chocolatiere. In the other unit for Year 10, we investigate Geographies of Wellbeing, learning about different ways of measuring human wellbeing and studying a variety of wellbeing issues in Australia and around the world.

We describe and analyse maps and data, and develop skills in explaining causes, impacts and responses to natural and human events occurring in our world.

assessment

  • Group investigation comparing the wellbeing of different countries

  • Report on our findings from fieldwork and related research

  • End of semester examination

pathways

Studying Geography in Year 10 supports your learning across a wide range of subjects.

It could also benefit you in accelerating to Units 3 + 4 VCE Geography or Global Politics in Year 11.

 

 

Languages

 
 
paris-4011964_1920.jpg

Year 10 | French

overview

In Year 10 French students investigate more deeply the links between the French language and culture. They analyse and reflect on different viewpoints and experiences, including their own culture.

Students learn by applying vocabulary specific to the topics studied and make use of more complex grammar to express their point of view. Students consolidate the skills involved in learning French: reading, writing, speaking, listening and viewing.

Students further develop strategies for self-correction by putting into practice grammar in context. By learning to use a range of everyday language both orally and in writing to exchange information about their personal, social, local and broader issues, students explore how intercultural experience, technology, media and globalisation influence communication in the world today.

ASSESSMENT

In French students are assessed in the five macro skills that inform all language use: listening, speaking, reading, writing and viewing.

Connections, comparisons and communities provide the context for learning, while the interpersonal, interpretive and presentational contexts define how students use the language.

pathways

Students are able to engage with French-speaking communities in Australia and internationally in a variety of endeavours, such as tourism, hospitality, the arts, diplomacy, social services, journalism, commerce, fashion, education, translating and interpreting.

 
 

 
 
Indonesia.jpg

Year 10 | Indonesian

overview

In Year 10 Indonesian students investigate more deeply the links between the Indonesian language and culture. They analyse and reflect on different viewpoints and experiences, including their own culture.

Students learn by applying vocabulary specific to the topics studied and make use of more complex grammar to express their point of view. Students consolidate the skills involved in learning Indonesian: reading, writing, speaking, listening and viewing.

Students further develop strategies for self-correction by putting into practice grammar in context. By learning to use a range of everyday language both orally and in writing to exchange information about their personal, social, local and broader issues, students explore how intercultural experience, technology, media and globalisation influence communication in the world today.

ASSESSMENT

In Indonesian students are assessed in the five macro skills that inform all language use: listening, speaking, reading, writing and viewing. Connections, comparisons and communities provide the context for learning, while the interpersonal, interpretive and presentational contexts define how students use the language.

pathways

Students are able to engage with Indonesian-speaking communities in Australia and internationally in a variety of endeavours, such as tourism, hospitality, the arts, diplomacy, social services, journalism, commerce, fashion, education, translating and interpreting.

 
 

 
 
Italy.jpeg

Year 10 | Italian

overview

In Year 10 Italian students investigate more deeply the links between the Italian language and culture. They analyse and reflect on different viewpoints and experiences, including their own culture.

Students learn by applying vocabulary specific to the topics studied and make use of more complex grammar to express their point of view. Students consolidate the skills involved in learning Italian: reading, writing, speaking, listening and viewing.

Students further develop strategies for self-correction by putting into practice grammar in context. By learning to use a range of everyday language both orally and in writing to exchange information about their personal, social, local and broader issues, students explore how intercultural experience, technology, media and globalisation influence communication in the world today.

ASSESSMENT

In Italian students are assessed in the five macro skills that inform all language use: listening, speaking, reading, writing and viewing.

Connections, comparisons and communities provide the context for learning, while the interpersonal, interpretive and presentational contexts define how students use the language.

pathways

Students are able to engage with Italian-speaking communities in Australia and internationally in a variety of endeavours, such as tourism, hospitality, the arts, diplomacy, social services, journalism, commerce, fashion, education, translating and interpreting.

 

 

Literature

 
william-shakespeare-portrait-of-william-shakespeare-1564-1616-chromolithography-after-hombres-y-mujeres-celebres-1877-barcelona-spain-118154739-57d712c63df78c583373bb00.jpg

Year 10 | Literature

overview

Year 10 Literature offers students an opportunity to see experience what VCE Literature is like. There is a focus on language use and close analyses of texts. At the end of the unit, students may decide if they wish to continue onto VCE Literature.

ASSESSMENT

The assessment tasks consist of a creative response, a comparison of texts and close analyses.

PATHWAYS

Year 10 Literature leads to Units 1 and 2 Literature, but it is not necessary to complete Year 10 Literature to gain access to VCE Literature.


Health and PE

health and pe VCE subjects available in Year 10

 
 
IMG_9391.JPG

Health and Physical Education

overview

The Year 10 health and physical education curriculum engages students in critical inquiry processes that assist students to research, analyse, apply and appraise knowledge in health and movement fields. In doing so, students will critically analyse and critically evaluate contextual factors that influence decision making, behaviours and actions, and explore inclusiveness, diversity and social justice.

The knowledge, understanding, skills and dispositions students develop through movement in health and physical education encourage ongoing participation across their lifespan and in turn lead to positive health outcomes. Movement competence and confidence is seen as an important personal and community asset to be developed, refined and valued.

Students undertake units of work ranging from nutrition, health benefits of physical activity, mental health & wellbeing and community health to themed based physical activities such as invasion games, striking & fielding games, net & wall games, fitness and dance.

ASSESSMENT

Avila health and physical education students will approach learning by utilising their critical thinking, creativity, communication and collaboration skills. In doing so, they will develop the key character qualities of curiosity, initiative, persistence, adaptability, leadership and social awareness. Students will undertake a variety of common assessment tasks which include:

  • Collaborative tasks

  • Reflective journals

  • Self and peer assessments

  • Theoretical tests

  • Skills assessments

PATHWAYS

  • VCE Health and Human Development

  • VCE Physical Education