Year 10 Subject Selection

Electives

Choose 3 for the entire year

LANGUAGES: FRENCH, ITALIAN AND JAPANESE 

Semester 1 & 2

 

Content Strands

  • Communicating
  • Understanding

 

Course Overview

In Year 10 Language study, students’ vocabulary and grammar usage is increased and experimentation occurs with different forms of communication. Students use the Language to communicate and interact with each other and with online resources, to access and exchange information, to express feelings and opinions, to participate in imaginative and creative experiences, and to design, interpret and analyse a range of texts and experiences.

 

They explore language variation and change, noticing how intercultural experience, technology, media and globalisation influence language use and forms of communication. Students investigate links between the Language and culture. They learn to analyse and reflect on different viewpoints and experiences, including their own cultural stances, actions and responses. Students experiment with intonation and supporting gestures to convey emotions or create emphasis in texts.

 

This is a period of language exploration and vocabulary expansion, and of experimentation with different modes of communication. Increasing control of language structures and systems builds confidence and interest in communicating in a wider range of contexts. Students become more fluent and accurate in spoken and written language production. They use familiar language patterns as a foundation for generating increasingly original language in their physical and social environments. They develop broader knowledge of vocabulary and grammar to produce more sophisticated language for a variety of audiences. They use the Language more fluently, with a greater degree of self-correction and repair.

 

What Will Students Learn?

Communicating 

Using language for communicative purposes in interpreting, creating and exchanging meaning. 

 

Socialising

Interacting orally and in writing to exchange ideas, opinions, experiences, thoughts and feelings, and participating in planning, negotiating, deciding and taking action. 

 

Informing

Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts, developing and applying knowledge. 

 

Creating

Engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music.

 

Translating

Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

 

Reflecting

Participating in intercultural exchange, questioning reactions and assumptions, and considering how interaction shapes communication and identity.

 

Understanding 

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange. 

 

Systems of language

Understanding language as a system that includes sound, writing, grammatical and textual conventions. 

 

Language variation and change

Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place. 

 

The role of language and cultureAnalysing and understanding the role of language and culture in the exchange of meaning

 

VISUAL ARTS  

Semester 1: The Portrait

 

Content Strands

  • Explore and Express Ideas
  • Visual Arts Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students explore and express ideas through the theme of Portraiture. They learn to explore and develop skills and techniques of specific two-dimensional art forms and conventions. The main focus of their art practice will be on drawing, photography, collage and painting. In doing so, students will develop decision making skills by working through the design process to  develop their own art practice and personal style. Students will document this process in a visual diary supporting a series of finished artworks. All artworks are presented as themed folios that are based on an investigation of particular artists and artistic styles. Students will experiment with imaginative and innovative ways of using traditional and contemporary skills, techniques and processes by using a variety of media and materials. 

 

Students learn to research, analyse and evaluate a range of contemporary and traditional art styles from a range of cultures, times and locations. They also learn to discuss how ideas and beliefs are interpreted by audiences. This Unit has been developed to compliment and prepare students for Unit 1 and 2 Studio Arts. 

 

What Will Students Learn?

  • By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks. 
  • Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice. They select, and manipulate materials, techniques, processes, visual conventions and technologies to express ideas and viewpoints in their artworks.
  • Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

Semester 2: The Sculptured form 

 

Content Strands

  • Explore and Express Ideas
  • Visual Arts Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students explore and express ideas through the theme of the Sculpted Form. They learn to explore and develop skills and techniques of specific three-dimensional art forms and conventions. The main focus of their art practice will be on carving, constructing and assembling. In doing so, students will develop decision making skills by working through the design process to develop their own art practice and personal style. Students will document this process in a visual diary supporting a series of finished artworks. All artworks are based on an investigation of particular artists and artistic styles. Students will experiment with imaginative and innovative ways of using traditional and contemporary skills, techniques and processes by using a variety of media and materials. 

Students learn to research, analyse and evaluate a range of contemporary and traditional art styles from a range of cultures, times and locations. They also learn to discuss how ideas and beliefs are interpreted by audiences. This Unit has been developed to compliment and prepare students for Unit 1 and 2 Studio Arts. 

 

What Will Students Learn?

  • By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks. 
  • Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice. They select, and manipulate materials, techniques, processes, visual conventions and technologies to express ideas and viewpoints in their artworks.
  • Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

VISUAL COMMUNICATION DESIGN

Semester 1: The Graphic Designer

 

Content Strands

  • Explore and Express Ideas
  • Visual Communication Design Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students will develop their visualisation and design skills with a focus on the Communication Design Field. Students will explore the significance of visual communication in contemporary and historical times and investigate the practices of designers. Students will use methods for manipulating imagery and type for communication purposes and develop skills that are used to develop conceptual and aesthetic design solutions. Students will use the design process to respond to /or write a brief and research, generate ideas, develop concepts and refine visual communications. The audience, purpose, context, constraints and formats will be considered in making and responding to the design needs of the brief. Students learn critical, creative and reflective thinking. Students will use their design knowledge, understanding and skills to communicate ideas and information with a specific purpose. Freehand and manual drawing skills, selective use of materials, media and contemporary media/digital, will be used to create presentations that inform, advertise, promote and identify.

 

What Will Students Learn?

  • By the end of Level 10 students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information. Within visual communication fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. 
  • They evaluate, reflect on, refine and justify their decisions and aesthetic choices. Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields. They manipulate design elements and design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.

Semester 2: The Industrial Designer/Architect

 

Content Strands

  • Explore and Express Ideas
  • Visual Communication Design Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students will develop their visualisation and design skills through with a focus on the Industrial and/or Environmental Design Fields. The ideation and visualisation of ideas and observational drawing are the basis for researching and developing designs solutions either in two-dimensional and or three-dimensional formats. Students use design knowledge, understanding and skills to communicate ideas and information with a specific purpose for product design or designed space. Design process and thinking strategies will be used to generate ideas, develop and refine designs for industry or environment. The drawing methods in this study design can to be used for observation, visualisation and presentation. They can be manually or digitally produced with a range of materials and media and used to show industrial or environmental concepts.

 

What Will Students Learn?

By the end of Level 10 students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information. Within visual communication fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. 

They evaluate, reflect on, refine and justify their decisions and aesthetic choices. Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields. They manipulate design elements and design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.

 

MEDIA ARTS

Semester 2: Lights, Camera, Action

 

Content Strands

  • Explore and Express Ideas
  • Media Arts Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students will investigate the world of Action in cinema. They will complete a film analysis with an emphasis on how production and story elements are used together to create meaning in a narrative text. Students will create their own action sequence in production teams using special effects. They will then create print advertising material for an Action film using Adobe Photoshop. Students will investigate relative Media Regulations. 

 

What Will Students Learn?

  • By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute. 
  • Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks. 
  • Students communicate alternative viewpoints in media artworks for different community and institutional contexts. They apply design, production and distribution processes to the media artworks they make.

Semester 2: Smile For The Camera

 

Content Strands

  • Explore and Express Ideas
  • Media Arts Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students will investigate the world of photography. They will create a Self Portrait and explore how specific codes and conventions are used together to create meaning. Students will explore the photographic work of a number of contemporary artists, examining their style and the way in which they create representations.  Students will also create a series of photographs on a chosen theme. 

 

What Will Students Learn?

  • By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute. 
  • Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks. 
  • Students communicate alternative viewpoints in media artworks for different community and institutional contexts. They apply design, production and distribution processes to the media artworks they make.

DRAMA 

Semester 1

 

Content Strands

  • Explore and Express Ideas
  • Drama Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Using Historical World Events to create Ensemble Performances

In this unit, students will explore a plethora of world events to develop and construct storytelling techniques and scriptwriting through ensemble performance. Students will manipulate Brecht’s techniques of multimedia, narration, poetry, alienation techniques, use of placards and chant to bring these real life events to the performance space. They will embark on the world of ‘Poor Theatre’ and its influences on the 21st Century using the conventions of transformation of time, place, object and character symbolically to engage an audience. Students will also discuss and present parallels using excerpts from the Australian play Away by Michael Gow and Shakespeare’s play A Midsummer Night’s Dream. The application of dramatic elements, expressive and performance skills will be put into practice to convey various dramatic metaphors and visual imagery within a devised performance. Students will use their experiences of drama practices from different cultures and history to evaluate their drama. Part of this unit will involve students taking part in stagecraft workshops with particular emphasis on makeup and symbolic set design. Students will also analyse and evaluate a professional performance.

 

 

What Will Students Learn?

  • By the end of Level 10, students develop and sustain different roles and characters to realise dramatic intentions and engage audiences. They perform devised and scripted drama in different forms, styles and performance spaces. They plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting and apply stagecraft. They use performance and expressive skills to convey dramatic action and meaning.
  • Students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use experiences of drama practices from different cultures, places and times to evaluate drama.

Semester 2

 

Content Strands

  • Explore and Express Ideas
  • Drama Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Comedy and The Bard

Students will participate in various physical workshops to fully immerse themselves in performance making, using expressive skills of voice, movement, gesture and facial expression. Students will be responsible for staging a selected play to a live audience. Part of this unit will involve students taking part in stagecraft workshops with a particular emphasis on makeup and symbolic set design. Students will also analyse and evaluate a professional performance.

 

 

What Will Students Learn?

  • By the end of Level 10, students develop and sustain different roles and characters to realise dramatic intentions and engage audiences. They perform devised and scripted drama in different forms, styles and performance spaces. They plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting and apply stagecraft. They use performance and expressive skills to convey dramatic action and meaning.
  • Students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use experiences of drama practices from different cultures, places and times to evaluate drama. 

MUSIC 

Semester 1

 

Content Strands

  • Explore and Express Ideas
  • Music Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students will demonstrate performance skills and technique related to one of pop, ballad, jazz/blues and classical genres in both solo and ensemble repertoire. Students will select and apply musical elements and concepts in the creation of their own composition in the style of pop/ballad music. They will evaluate their composition and explain the inspiration and musical features used in their composition. Students will analyse two works of contrasting style both aurally and visually, identifying notation, terminology, stylistic characteristics and how the composer/artist interprets the work. Students also develop their musicianship skills via quizzes, challenges and practical exercises. This subject is designed for enthusiastic students who wish to gain experience in music performance and composition and are considering doing VET Music. 

 

What Will Students Learn?

  • By the end of Level 10, students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They demonstrate a developing personal voice and technical control, expression and stylistic understanding. They use general listening and specific aural skills to enhance their performances and use knowledge of the elements of music, style and notation to compose, document and share their music.
  • Students aurally and visually analyse works and performances of different styles. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.

Semester 2 

 

Content Strands

  • Explore and Express Ideas
  • Music Practices
  • Present and Perform
  • Respond and Interpret

 

Course Overview

Students will demonstrate performance skills and technique related to one of pop, ballad, jazz/blues and classical genres in both solo and ensemble repertoire. Students will select and apply musical elements and concepts in the creation of their own composition in the style of pop/ballad music. They will evaluate their composition and explain the inspiration and musical features used in their composition. Students will analyse two works of contrasting style both aurally and visually, identifying notation, terminology, stylistic characteristics and how the composer/artist interprets the work. Students also develop their musicianship skills via quizzes, challenges and practical exercises. This subject is designed for enthusiastic students who wish to gain experience in music performance and composition and are considering doing VET Music. 

 

What Will Students Learn?

  • By the end of Level 10, students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They demonstrate a developing personal voice and technical control, expression and stylistic understanding. They use general listening and specific aural skills to enhance their performances and use knowledge of the elements of music, style and notation to compose, document and share their music.
  • Students aurally and visually analyse works and performances of different styles. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.

FOOD TECHNOLOGY 

Semester 1:  Around the World Multicultural Cuisine

 

Content Strands

  • Technologies and Society
  • Technological Contexts
  • Creating Design Solutions

 

Course Overview

This subject focuses on embracing cultural diversity in foods. In this unit, students are introduced to the global perspective of food. They investigate the origins and roles of food around the world. Students explore a range of cuisines that have shaped Australia’s multicultural identity from Indigenous foods and beyond. A wide range of practical food preparation skills are developed through a wide range of cooking methods and techniques, whilst using a range of ingredients. 

 

What Will Students Learn?

  • A range of cuisines from around the world will be researched, including the Mediterranean region, Eastern Europe, the Middle East, Asia, America and Australia. Students will gain an understanding and appreciation of how multiculturalism has influenced and shaped the food in Australia today.
  • A range of theoretical knowledge on food, cultures and techniques will be developed and this is applied to practical applications.
  • Students will apply the knowledge gained in this subject to designing with food and adapting recipes for designed solutions, in particular, designing and preparing food for a set Design Brief
  • Students will explore a range of food preparation techniques and skills in preparing a wide variety of sweet and savoury dishes.

Semester 2: Patisserie Course

 

Content Strands

  • Technologies and Society
  • Technological Contexts
  • Creating Design Solutions

 

Course Overview

This subject focusses on the art of preparing and producing patisserie items such as desserts, pastries, yeast-based products and biscuits. Students will investigate, design and produce a variety of sweet and savoury foods. The properties of food as well as the processes of key ingredients are examined. An opportunity to investigate nutrients and provide modifications to the nutritional value of foods is provided. Global bakery trends as well as environmentally sustainable work practices are explored.

 

 

 

What Will Students Learn?

A range of theoretical knowledge on baking, key ingredients, raising agents and food preparation techniques will be developed and this is applied to practical applications.

 

Students will prepare a range of sweet and savoury foods using a range of cooking techniques and explore the functional properties of ingredients in cooking.

 

Students will apply their knowledge to respond to a design solution for a specific Design Brief.

 

Students will explore a range of ingredients and foods and the related health and nutritional implications 

 

PRODUCT DESIGN AND TECHNOLOGY

 

Semester 1: Sustainable Fashion

 

Content Strands

  • Technologies and Society
  • Technological Contexts
  • Creating Design Solutions

 

Course Overview

Students explore and express ideas through the theme of Sustainable Fashion. They are encouraged to investigate sustainability to create a wearable garment constructed from recycled fabrics.  Practical skills are developed through the manufacturing of a garment. Students complete two assessment tasks, a Design Folio of a product, and a Written Investigation. This investigation covers Sustainability in the Textiles industry and teaches students how to analyse the work of others. A Design Folio is explored and students are introduced to the Design Brief in which they write a scenario  based on a chosen client. They learn design considerations, constraints and evaluation criteria through this process. Students apply sequenced production and management plans when producing designed solutions, making adjustments to these plans where necessary, documenting this in their folio. Students use commercial patterns but learn how to modify according to their scenario needs. Decoration and fabric manipulation techniques are investigated and applied to their product.

 

What Will Students Learn?

  • By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they have described. When creating designed solutions for identified needs or opportunities students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
  • Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They generate and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce quality designed solutions suitable for the intended purpose

Semester 2: Embellished Fashion

 

Content Strands

  • Technologies and Society
  • Technological Contexts
  • Creating Design Solutions

 

Course Overview

Students explore and express ideas through the theme of Embellished Fashion. They are encouraged to investigate different types of surface decoration techniques, developing the techniques as an integral part of a finished wearable garment. Practical skills are developed through the manufacturing of a garment.  Students complete two assessment tasks, a Design Folio of a product, and a Written Investigation. This investigation covers fashion embellishment and teaches students how to analyse the work of others. A Design Folio is explored and students are introduced to the Design Brief in which they write a scenario based on a chosen client. They learn design considerations, constraints and evaluation criteria through this process. Students apply sequenced production and management plans when producing designed solutions, making adjustments to these plans where necessary, documenting this in their folio. Students use commercial patterns but learn how to modify according to their scenario needs. Garment construction techniques are investigated and the best techniques chosen to manufacture the product.

 

What Will Students Learn?

  • By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they have described. When creating designed solutions for identified needs or opportunities students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
  • Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They generate and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce quality designed solutions suitable for the intended purpose

DIGITAL TECHNOLOGIES 

 

Semester 1

 

Content Strands

  • Technologies and Society
  • Technological Contexts
  • Creating Design Solutions

 

Course Overview

In the Digital Technology course students analyse problems; they consider the functional and non-functional requirements of a solution by interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate and evaluate their solutions and existing information systems based on a broad set of criteria. They consider the privacy and security implications of how data are used and controlled and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.

Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, and sharing them online, students comply with legal obligations, particularly with respect to the ownership of information. 

Across the band, students will have had opportunities to analyse problems and design, develop and evaluate a range of digital solutions.

Practical Components: Programming & Web Design and Development

 

What Will Students Learn?

  • By the end of Level 10, students explain the control and management of networked digital systems and the data security implications of the interaction between hardware, software and users.
  • Students explain simple data compression, and why content data are separated from presentation. They take account of privacy and security requirements when selecting and validating data and use digital systems to analyse, visualise and model salient aspects of data. Students share and collaborate online, establishing protocols for the legal and safe use, transmission and maintenance of data and projects.
  • Students define and decompose complex problems in terms of functional and non-functional requirements. They design and evaluate user experiences and algorithms, and develop and test modular programs, including an object-oriented program. Students evaluate their solutions and information systems in terms of risk, sustainability and potential for innovation.

Semester 2

 

Content Strands

  • Technologies and Society
  • Technological Contexts
  • Creating Design Solutions

 

Course Overview

In the Digital Technology course students apply systems thinking skills when considering how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.

 

Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events. They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.

 

Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, and sharing them online, students comply with legal obligations, particularly with respect to the ownership of information.

 

Across the band, students will have had opportunities to analyse problems and design, develop and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations.

 

Practical Components: Graphics, Programming and Data & Research Study

 

 

What Will Students Learn?

By the end of Level 10, students explain the control and management of networked digital systems and the data security implications of the interaction between hardware, software and users.

 

Students explain simple data compression, and why content data are separated from presentation. They take account of privacy and security requirements when selecting and validating data and use digital systems to analyse, visualise and model salient aspects of data. Students share and collaborate online, establishing protocols for the legal and safe use, transmission and maintenance of data and projects.

 

Students define and decompose complex problems in terms of functional and non-functional requirements. They design and evaluate user experiences and algorithms, and develop and test modular programs, including an object-oriented program. Students evaluate their solutions and information systems in terms of risk, sustainability and potential for innovation.

 

STEM: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHS

ELECTIVE -  SEMESTER 1

 

Content Strands

Science & Engineering

  • Science Understanding
  • Science Inquiry Skills

Digital Technologies

  • Data and Information
  • Creating Digital Solutions

Mathematics

  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability

 

Course Overview

STEM is the combined application of Science, Technology, Engineering and Mathematics through a hands-on and project-based style of learning. This course will present students with various problems and design briefs which will allow students to make choices, interpret, formulate, model, investigate and communicate solutions effectively. A major focus of STEM is the introduction and use of the Engineering Process to solve real world problems. Using these new skills, students will face challenges that require the systematic approach of Engineering to develop the best solution possible. To reflect the nature of a career in any STEM related field, students will be required to work in project teams, develop their communication and collaborative skills and work within deadlines. 

 

In the first semester, students will work trough guided engineering problems in teams where they design and develop modifications to an electric car kit. In addition to deepening their understanding and application of the engineering process, students will learn about the technologies involved in the development & design of electric vehicles.

 

In Semester 2, students will further their engineering skills by applying a modular design and construction approach to their project. This semester sees students modify their own ride-on electric car  with the aim of meeting speed and performance requirements.

 

What Will Students Learn?

  • The Engineering Process to develop solutions
  • Prototyping methods to create and test solutions
  • The use of technology to accurately log and present data form a Scientific Investigation
  • How to create digital 3D models and the skills to produce (print) the model
  • How to use Data Logging equipment to solve problems
  • How to write up Engineering Reports to communicate their findings
  • How Engineering and STEM disciplines contribute to emerging technologies and global issues
  • Sustainable Transport