Using the Year 10 learning areas: planning courses of study Curriculum planning is a school-based decision. Schools may choose to use all or part of the information contained in the Guidelines, or use all or part of individual Year 10 learning areas to construct units or courses of study. The Guidelines include five options for planning courses of study using the Year 10 learning areas: units Year 10 courses Years 9–10 or Years 8–10 courses Years 10–12 courses integrated multidisciplinary or transdisciplinary courses. Units Term- or semester-length can be planned from a selection of the learning statements. Units could serve as an introduction to a particular learning area or specific subject in Years 11–12. Schools may use units as a marketing tool to “sell” specific Years 11–12 subjects. Year 10 courses Stand-alone single-year courses in Year 10 can be developed around the learning statements of a single Year 10 learning area or across one or more learning areas. For example, Year 10 Geography would be planned from the Year 10 Geography learning statements, whereas Year 10 Home Economics would be planned from Year 10 Technology and Year 10 Health and Physical Education. Years 9–10 or Years 8–10 courses Two- and courses across Years 9–10 or Years 8–10 can be developed from the learning statements of Year 10 learning areas and Years 1–9 Essential Learnings. For example, The Arts subjects in lower secondary could be developed from the specific organisers in the Years 1–9 Essential Learnings and the Year 10 learning area to create courses in Visual Art, Drama, Dance, Music and Media. Structuring curriculum as 9–10 or Years 8–10 courses builds on the current practice of a large number of secondary schools. Many schools offer lower secondary courses of study using the key learning areas shaped as specific school subjects. Traditionally, these courses have provided some degree of transition to senior subjects and have provided a “sampler” to help students make an informed decision when choosing senior subjects. Using the learning statements from the Year 10 Guidelines will further strengthen this approach.
Standards: Health and Physical Education (HPE) (continued from previous page) A B C D The student work has the following characteristics: Insightful evaluation with significant and logical decisions proffered and convincing conclusions Thorough evaluation with logical decisions proffered and defensible conclusions drawn Evaluations with decisions made and reasonable conclusions drawn Information presented with conclusions drawn Points of view expressed Performance of complex movement sequences that modify and combine sophisticated movement skills, demonstrating advanced and successful application of movement concepts Performance of movement sequences that modify and combine movement skills, demonstrating the successful application of movement concepts Performance of simple movement sequences that combine rehearsed movement skills, demonstrating the application of movement concepts Performance of simple movement sequences that combine rehearsed movement skills, demonstrating learnt movement concepts Performance of rehearsed movement sequences Insightful application of significant and relevant personal development skills and effective complex strategies in team and situations Application of personal development skills and effective strategies in team and situations Application of personal development skills and suitable strategies in team and group situations Application of personal development skills and strategies in team and group situations Application of personal development skills