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MYP Subjects

Language and Literature (MYP)

The English course offered at Year 10 is designed to introduce students to the higher academic demands expected of senior students. Consequently, the Year 10 course involves a broad development of the skills required in successful verbal communication, while writing is extended by a focus on structural strategies, vocabulary development and experience in a variety of writing genres which include language analysis and point of view writing. Students undertake detailed studies of three texts including a Shakespearean play, and film text, which aim to improve students' reading comprehension and increase their appreciation of high-quality literature and film. The course also encourages oration skills designed to improve public speaking and listening skills.

Mathematics (MYP)

The Year 10 Mathematics course is designed to improve the students’ background in mathematics and act as a preparatory course for the IB Diploma and VCE Mathematics. Mathematical skills in expanding and factorising, trigonometry, linear and quadratic relationships, probability and statistics are developed and enhanced throughout the course.

Individuals and Societies (MYP)

The Year 10 IAS provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.

Science (MYP)

Year 10 students will study a general science course which will be divided into four terms and will include Biological sciences, Chemical sciences, Physical sciences and finally Earth and space science.
This course is designed to enhance student’s knowledge and expose students to the different branches of science in preparation for year 11 and 12 whilst providing ‘hands on’ opportunities that will enable the students to develop a variety of practical skills essential for scientific research and methodology.
The science course at year 10 is structured so that teachers who are specialised in their learning areas teach students over the year.

Language Acquisition (MYP)

Arabic

The Year 10 Arabic course is designed to develop and extend students’ knowledge of Arabic. It aims to develop their skills in speaking, listening, reading and writing Arabic. The course provides students with the opportunity to explore the language and culture of Arabic speaking communities through the study of a wide range of texts. It also provides the opportunity to develop the knowledge and understanding of historical issues, aspects of contemporary Arabic society and the Arab literary and artistic heritage.

French

The Year 10 French course is designed to develop and extend students’ knowledge of French. It aims to develop their skills in speaking, listening, reading and writing French. The course provides students with the opportunity to explore the language and culture of French speaking communities through the study of a wide range of texts. It also provides the opportunity to develop the knowledge and understanding of historical issues, aspects of contemporary French society and the French literary and artistic heritage.

Turkish

The Year 10 Turkish course is designed to develop and extend students’ knowledge of Turkish. It aims to develop their skills in speaking, listening, reading and writing Turkish. The course provides students with the opportunity to explore the language and culture of Turkish speaking communities through the study of a wide range of texts. It also provides the opportunity to develop the knowledge and understanding of historical issues, aspects of contemporary Turkish society and the Turkish literary and artistic heritage.

Religious Education (MYP)

The Year 10 Religious Studies course is designed to develop knowledge and understanding of core Islamic belief concepts and traditional Islamic religious law system (The Shari’ah) at a much higher level than in previous years.

Art (MYP)

The Year 10 Art curriculum has been devised to prepare students for studies in VCE Studio Arts, VCE VCD and IB Visual Art.

During Year 10 of the Visual Arts students will refine their knowledge and understanding of Art and Artists, develop their ability to think critically and develop their information literacy skills. Students will create artistic responses that reflect on the world around them. Students will be required to regularly maintain a Visual Journal that is evidence of their learning and will be used for assessment. The Visual Arts curriculum is divided into 50% Theory and 50% practical. Students will be required to complete two major research tasks that revolve around the study of two artists, artistic intention, audience, cultural context, function, and purpose. This provides a stepping stone for further study in their senior years. The practical part of the Visual arts is comprised of creating a body of work that is submitted at the end of each term as their portfolio. Students are required to submit their portfolio with a reflection piece justifying their creative choices.

Design (MYP)

Design at Year 10 is a core subject that consists of two periods per week for the academic year. This subject is designed and assessed in keeping with the demands of the IB Design Subject Curriculum. The course is extensively practical in nature and students will be encouraged to complete problem solving assignments and/or case studies based on a variety of application software programs, many of which will be new to them. Assessment is therefore based on project results, rather than an end of semester examination.

Physical Education (MYP)

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

Year 10 Exam Guidelines

Semester 1 Exam Guidelines Presentation

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Year 10 VCE Subjects

Click the link below to Access the IB DP and VCE Conversion Table. Here you will find what range in percentage A+ to NA is in VCE and 7 to 1 in IB.

2021 Grade Conversion Table

BUSINESS MANAGEMENT (VCE)
UNIT 1: Planning a Business(VCAA Code: BM031)
UNIT 2: Establishing a Business(VCAA Code: BM032)

In Unit 1 students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

In Unit 2 students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.

PSYCHOLOGY (VCE)
UNIT 1: How Are Behaviour and Mental Processes Shaped(VCAA Code: BM031)

UNIT 2: How Do External Factors Influence Behaviour and Mental Processes?

(VCAA Code: BM032)

Unit 1: Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

A student-directed research investigation related to brain function and/or development is undertaken in this unit. The research investigation draws on content from Area of Study 1 and/or Area of Study.

Unit 2: A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.

A student practical investigation related to internal and external influences on behaviour is undertaken in this unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

HISTORY (VCE)
UNIT 1: Twentieth Century 1918-1939(VCAA Code: BM031)
UNIT 2: How Do External Factors Influence Behaviour and Mental Processes?(VCAA Code: BM032)

In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars.

World War One is regarded by many as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures. These changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by the Great Depression also contributed to the development of political

These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror. In these units students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative. They construct an argument about the past using primary sources as evidence and evaluate the extent to which the revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical interpretations about the causes and consequences of revolution and the effects of change instigated by the new order.

In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century.

The establishment of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human rights.

Despite internationalist moves, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, setting the backdrop for the Cold War.

The period also saw challenge and change to the established order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. New countries were created and independence was achieved through both military and diplomatic means. Old conflicts also continued and terrorism became increasingly global. The second half of the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement, feminism and environmental movement.

BIOLOGY
UNIT 1: How Do Living Things Stay Alive?(VCAA Code: BI011)
UNIT 2: How is Continunity of Life Maintained?(VCAA Code: BI022)

In Unit 1 students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth of a population.

A student practical investigation related to the survival of an organism or species is undertaken in Area of Study 3. The investigation draws on content from Area of Study 1 and/or Area of Study 2.


In Unit 2
students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disadvantages of these two types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered. Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

A student-directed research investigation into, and communication of, an issue related to genetics and/or reproductive science is to be undertaken in Area of Study 3. The investigation draws on content from Area of Study 1 and/or Area of Study 2.