An overview of core requirements for students
Introduction
The Barker College Curriculum in Year 10 is designed to provide foundational experience in courses of study which develop a systematic and self-directed approach essential for academic success in Years 11 and 12, as well as establishing secure foundations in the knowledge, skills and understanding expected in the major subject areas offered in the Preliminary (Year 11) and HSC (Year 12) courses. Students cannot proceed to Preliminary Courses without having completed Stage 5 satisfactorily.
All Year 10 students at Barker are required to study English, Mathematics, Science, HSIE, Christian Studies and Personal Development, Health and Physical Education (PDHPE). In addition, three elective subjects must be chosen in Year 10.
Further information about the core subjects can be found below.
Contact
Director of Curriculum Strategy: Philip Mundy
Email: pmundy@barker.nsw.edu.au
Core Subject Requirements
Christian Studies
Students in Year 10 have the choice between the regular Christian Studies course and the Extension Christian Studies
In Year 10 our theme is “Stories”. Students discover God’s unfolding plan through His overarching story of grace and forgiveness. They learn about the Old Testament story of David told in the books of 1 and 2 Samuel. They also learn about Jesus’ story in the Gospel of Mark. Students learn about the many stories told by Christians throughout history. Stories from Maritn Luther, C.S Lewis, Augustine of Hippo, Dietrich Bonhoeffer and many more. Students are then asked to consider their own story.
Extension Christian Studies - READ MORE
English
Barker’s Year 10 English course is designed to instill in our students a love of engaging with, and responding to, texts. The current program acknowledges the need for students to be prepared for the rigorous Stage 6 English program in Years 11 and 12 and, as such, each term of study deepens students’ appreciation of concepts which are integral to their study of English in their final years.
The Stage 5 Syllabus focuses on developing the skills of reading, writing, speaking, listening, viewing and representing when responding to a wide range of texts. Indeed, the range of texts Year 10 students will explore throughout their course of the study will include traditional and contemporary literature, mass media texts, visual texts and a range of other exciting forms including multimedia texts.
Our program for study enables students to become familiar with the ways in which composers of such texts represent their ideas and achieve their purposes. Students consider the significance of textual issues as they engage with a study of William Shakespeare’s The Merchant of Venice and then later of F. Scott Fitzgerald’s The Great Gatsby. They explore how context influences the meaning of texts and the way we respond to them through a close examination of poetry and novels.
In addition, students examine the way meaning is conveyed through plays and dramatic performances. Film and multimedia texts have been given a great deal of focus in all Senior English syllabuses and as such, students in Year 10 at Barker relish their ability to deconstruct the ‘language of film’ and documentary.
The process of student learning is characterised by independent and collaborative learning strategies and self-evaluative procedures. Assessment of students during Year 10 is a combination of class assessment and formal assessment including examinations. A strong focus will be given to critical analysis and essay writing.
Mathematics
All students are required to study Mathematics over Years 9 and 10. There are four courses of study within Mathematics, called ‘Pathway to Extension’, ‘Pathway to Advanced’, ‘Pathway to Standard’ and ‘Core’. These courses are designed so that students will cover the mandatory content for Mathematics during these two years, as well as prepare them for their chosen Mathematics course of study during Years 11 and 12.
All Year 10 assessments will contain common content between adjacent pathways so that all students will know how they compare to students in pathways immediately above and below them. This will enable greater transparency over student’s suitability to alter their pathway.
Pathway to Extension: This course has been designed for the highly capable Mathematics student who shows a real aptitude for Mathematics and a significant ability to problem solve in unfamiliar contexts. As a guide, we expect around 25% of the cohort to be placed in this course. If it turns out that this course becomes too demanding, students can move to Pathway to Advanced.
The nature and format of the Pathway to Extension course enables students to learn the mathematical principles required for the study of any one of the three courses in Year 11 and 12, namely: Mathematics Standard, Mathematics Advanced or Mathematics Extension. Even highly capable students who do not apply themselves appropriately can find this course a significant challenge and a real struggle. Students and parents who wish to choose this level against the Mathematics Department’s recommendation should realise the vast majority of students who have done so have struggled to cope, lost confidence and generally performed poorly.
Pathway to Advanced: This course has been designed for the capable Mathematics student who shows a moderate aptitude for Mathematics and some ability to problem solve in unfamiliar contexts. As a guide, we expect around 40% of the cohort to be placed in this course. If it turns out that this course becomes too demanding, students can move to Pathway to Standard. If this course is not challenging enough, students may be able to move to Pathway to Extension.
The nature and format of the Pathway to Advanced course enables students to learn the mathematical principles required for the study of any one of the three courses in Year 11 and 12, namely: Mathematics Standard, Mathematics Advanced or Mathematics Extension, although an exceptional result would be required to access Mathematics Extension. Students and parents who wish to choose this level against the Mathematics Department’s recommendation should realise the vast majority of students who have done so have struggled to cope, lost confidence and generally performed poorly.
Pathway to Standard: This course is an appropriate level of study for those students who possess a reasonable level of mathematical intuition and ability. As a guide, we expect around 30% of the cohort to be placed in this course. If it turns out that this course becomes too demanding, students can move to the Core course. If this course is not challenging enough, students can move to Pathway to Advanced.
The nature and format of the Pathway to Standard course enables students to learn the basic mathematical principles required for the study of the Mathematics Standard course in Years 11 and 12. The Pathway to Standard course is not sufficient for the Year 11 Mathematics Extension or Advanced courses.
Core: This level is an appropriate level of study for those students who possess a basic standard of mathematical intuition and ability. As a guide, we expect around 5% of Barker of the cohort to be placed in this course.
The Core course allows students to complete the requirements for the study of Mathematics during Years 9 and 10. The nature and format of this level also enables students to learn the basic mathematical principles required for the study of the Mathematics Standard course in Years 11 and 12. This course is not sufficient for the Year 11 Mathematics Extension or Advanced courses.
The Pathway to Standard and Core courses can be good options for students to regain confidence. For example, a student who completed the equivalent of the Core course in Years 9 and 10 recently came second at Barker in the HSC Mathematics Standard course.
Science
The study of Science in Year 10 develops students’ scientific knowledge, skills, values and attitudes within broad areas of science that encompass the traditional disciplines of Biology, Chemistry, Earth Sciences and Physics. Science inquiry is used to develop science knowledge and understanding through learning experiences set in relevant contexts.
To help facilitate the students’ smooth progression into the senior sciences, Year 10 is taught by teaching teams. Students complete modules which broadly reflect the courses on offer in Year 11 and 12. Students spend one semester studying Physical Science (Physics and Chemistry) and the other semester studying Life Science (Biology and Earth and Environmental Science). Students will have a different Science teacher in each semester.
The topics of study in Year 10 include:
• Biology: Genetics and Disease
• Chemistry: Chemical Reactions
• Earth and Environmental Science: Evolution and Plate Tectonics
• Physics: Newton’s Laws of Motion (Kinematics)
Each module is taught within a context that attempts to link in with the students’ experiences and will help develop knowledge and understanding about the nature, development, use and influence of science, and scientific concepts, ideas and principles related to the Chemical World, Earth and Space, the Living World and the Physical World.
Students will also have the opportunity to carry out an independent research project. The best research projects will be submitted to the Young Scientist Competition and will also be eligible for the Peter Hull-Smith Science Prize. The assessment of the course is through a variety of tasks including practical tests, semester examinations and the research project.
HSIE
In Stage 5 (Years 9 and 10), all students must also complete one year of Mandatory History and one year of Mandatory Geography. The School also offers History (Elective) and Geography (Elective) courses in addition to these mandatory courses. Students can choose to study these electives regardless of which year they are taking Mandatory History and Mandatory Geography.
Mandatory History
The Mandatory History course helps provide an understanding of Australian history since 1945 and explores Australia’s relationship with the rest of the world.
The Year 10 History course prepares students for the study of Modern History and Ancient History in Years 11 and 12. It helps to provide an understanding of Australian history since 1945 and explores Australia’s relationship with the rest of the world.
Following the theme of people, power, and politics, the course investigates ancient as well as modern topics ranging from the presidency of John F Kennedy to Gough Whitlam’s reforms to the challenge of Changing Rights and Freedoms in the United States and Australia. The course also explores international relations in the Cold War era with a particular look at the Vietnam War Era.
The course encourages students to think about the important historical concepts of evidence, causation, and change over time as well as significant substantive concepts such as democracy, communism, and citizenship. In doing so, the course equips students for further study in History in the senior years.
Students have the opportunity to conduct their own historical research on a topic of their choice, and they have a range of opportunities such as visiting speakers and excursions.
Mandatory Geography
At the conclusion of studies in Stage 5 Mandatory Geography students should understand:
• the diverse features and characteristics of a range of places and environments
• processes and influences that form and transform places and environments
• the effect of interactions and connections between people, places and environments
• perspectives of people and organisations on a range of geographical issues
• management strategies for places and environments for their sustainability
• differences in human wellbeing and ways to improve human wellbeing
Students will focus upon four main units of learning:
Sustainable Biomes
• What are the main characteristics that differentiate the world’s biomes?
• How do people use and alter biomes for food production?
• Can the world’s biomes sustainably feed the world’s population?
• What strategies can be used to increase global food security?
Human Wellbeing
• What makes human wellbeing a geographical issue?
• How can the spatial variations in human wellbeing and development be measured and explained?
• What are the economic, social and environmental impacts of variations in development and human wellbeing?
• How do governments, groups and individuals respond to inequalities in development and human wellbeing for a sustainable future?
Changing Places (urbanisation, migration, refugees)
• Why has the world become more urbanised?
• How does migration impact on the concentration of people into urban places?
• How does urbanisation change environments and places?
• What strategies are used to manage environmental change in urban places to enhance sustainability?
Environmental Change and Management
• How do environments function?
• How do people’s worldviews affect their attitudes to and use of environments?
• What are the causes and consequences of change in environments?
• Why is an understanding of environmental processes and interconnections essential for sustainable management of environments?
The course is supported by a field trip to Sydney’s CBD featuring a session atop Sydney Tower and a visit to the finger wharf in Woolloomooloo, an optional tour to Timor-Leste and the Winter Sleepout.
PDHPE
Personal Development, Health and Physical Education aims to develop young people’s capacity to manage personal health, to achieve movement potential and to think critically about health and physical activity issues. This will enable them to be an advocate for health and physical activity. This subject will develop and challenge students through a holistic and integrated approach to health and associated issues.
Students will participate in class work and physical activities to develop the knowledge, skills and attitudes necessary to understand, value and lead a healthy lifestyle. Strands covered include:
• self and relationships
• movement skill and performance
• individual and community health
• lifelong physical activity