Arabic
During this phase at DUCV, students embark on a significant transition in preparation for secondary school. Their Arabic studies continue, enabling them to enhance their skills in navigating diverse situations, engaging with a variety of texts, and effectively communicating about their immediate environment as well as the Arabic-speaking world.
The learning focus broadens to encompass personal experiences, imagination, and a global outlook. Students establish connections across multiple subjects, exploring intercultural perspectives and experiences that are relevant to teenage life. Through various interactions, they express emotions, exchange and clarify viewpoints, describe actions and responses, negotiate, and make arrangements. Moreover, students develop the ability to read, comprehend, and interpret simple Arabic texts, while also gaining proficiency in translating them into English.
Art
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. Students experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text. They develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style. They produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues.
Students plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes. Students evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences.
In year 10 Art, students focus on the elements and principal of design to create an artwork piece of their dream car which is submitted to the Toyota Dream Car Art Contest. Students direct their focus on renewable resources & sustainability. Students brainstorm sustainable inventions and design a car that will help execute these actions. The car they create will be a dream car.
Students also extensively study the element “Value” and learn the technical skills for it in detail. When exploring the element “Value”, students learn about what value is, how light affects value and how artists use value in their artworks. Students look at and learn shading techniques, value scales and chiaroscuro. Students create a 3D drawing utilising the value skills they practiced.
Year 10 art, students are also provided with the opportunity to learn how a magazine is produced in the media arts domain. Students work in groups to plan for, hold editorial meetings and create their very own magazine that targets an audience of their choice. At the end of the magazine creation, each group prepares to ‘sell’ the finished product to the rest of the class, focusing on persuasive presentation and convincing explanation of their magazine’s likely appeal to its audience.
English
At DUCV the English curriculum is built around the three interrelated strands of language, literature and literacy. Our teaching and learning programs balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and our teachers revisit and strengthen these as needed.
In Year 10 students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media and the differences between media texts.
Students also create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and continue to create literary analyses and transformations of texts.
History
The History is one branch of study of humanities and social sciences at DUCV which helps students develop an understanding of human progress and the ways in which this has impacted on societies over time. Students can:
- explore important questions about the biological, physical and technological world.
- Be empowered to question, think critically, solve problems, communicate effectively, make decisions, and adapt to change.
- Through a range of inquiry-based projects and an integrated curriculum, view the world from a range of perspectives past, present and future.
This strand could be a potential leading VCE choice preparation for VCE History.
3 Periods per week (compulsory)
History Content
- Australia & World War II (1918-1945), The Cold War and After the Cold War
- Rights and Freedoms
- Migration Experiences
- Muslims in 21st Century
Mathematics
Study of mathematics at DUCV focuses on following key areas:
- Number and Algebra
- Measurement and Geometry
- Probability and Statistics
Students’ develop the following proficiencies while engaging with the content:
- Understanding
- Fluency
- Problem-solving
- Reasoning
Understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two- and three-step experiments
Fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets
Problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events
Reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.
Indices, Algebra, coordinate geometry, simultaneous linear equations and inequalities, quadratic functions, non-linear relations, trigonometry, financial maths, surface area and volume, deductive geometry, financial maths, statistics and probability.
Qur’an
Quran enhancement program at DUCV is to work towards every member within the school community to be Quran literate. This entails being able to read Quran with Tarteel and fluency, memorise minimum amount of Surah from the Qur’an, having an understanding of the Qur’an and continue to make Qur’an recitation as part of their protected daily routine. This will also promote the wellbeing of every member of the school community through the Divine light from the Qur’an.
1 period per week
- Naathirah of selected Surah
- Memorisation of Surah Ad-Dukhaan
Term 1: Hifz Revision An-Nas till An-Naba’, Hifz Ad-Dukhan Ayat 1-15
Term 2: Hifz Revision An-Nas till An-Naba’, Hifz Ad-Dukhan Ayat 16-30
Term 3: Hifz Revision An-Nas till An-Naba’, Hifz Ad-Dukhan Ayat 31-45
Term 4: Hifz Revision An-Nas till An-Naba’, Hifz Ad-Dukhan Ayat 46-59
Curriculum Coverage
- Naathirah :Juz 1-30 (Twice-2 khatam) (10 pages daily)
- Memorisation: Yasin, Revision Juz Amma, Surah Al-Mulk, As-Ssajdah
Term 1
- Naathirah : (Juz 1-15)
- Memorisation : ((Yasin Ayat 1-20, Revision An-Nas till Al-Mutaffifeen)
Term 2
- Naathirah: (Juz 16-30)
- Memorisation: (Yasin Ayat 21-40, Revision An-Nas till An-Naba')
Term 3
- Naathirah: (Juz 1-15)
- Memorisation: (Yasin Ayat 41-60, Revision An-Naas till An-Naba', Al-Mulk)
Term 4
- Naathirah: (Juz 16-30)
- Memorisation: (Yasin Ayat 61-83, Revision An-Nas till An-Naba’, Al-Mulk and As-Sajdah)
Science
In Year 10 Science, students explore the biological, chemical, geological and physical evidence for different theories such as the atomic theory to understand relationships within the periodic table. They explore different chemical reactions and how different factors influence the rate of reactions. Students get the opportunity to explore how motion and forces are related by applying physical laws. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students analyse interactions and cycles within and between Earth’s spheres, explore structure of DNA and explain the processes that underpin heredity and evolution. Students also develop and refine their scientific inquiry skills. They independently design and improve appropriate methods of investigation and explain how they have considered reliability, safety, fairness and ethical actions in their methods.
Term 1: DNA and Genetics, Evolution
Term 2: Periodic Table and Chemical Reaction
Term 3: Motion and Energy, Earth Spheres
Term 4: The Universe, Forensic Science
Science inquiry skills and the science as a human endeavour strand are embedded throughout the term.
Taribyah
Islamic Tarbiyah at Darul Ulum College focuses on the theoretical aspects of Islam as well as the practical ordinances, so that students are able to better practice Islam themselves as well as convey it to others. Islamic Tarbiyah focuses on nurturing students in a manner in which they will adopt and incorporate Islamic morals and values into each and every facet of their daily lives.
The primary goal of Islamic Tarbiyah is to help our children grow to be the finest examples of Islamic behaviour in practice, and to become valuable members of their communities.
Islamic Tarbiyah provides a framework for developing students' knowledge of the purpose of our existence in this world. It educates the students about their Creator and His attributes. It provides the knowledge essential to gaining true success i.e. the pleasure of our Lord. Students learn that Islam is a complete and the best way of life. It presents an environment conducive for the students to develop their Akhlaq (character).
2 periods per week
Islamic Tarbiyah at DUCV covers multi-dimensional key learning areas with significant theoretical aspects and practical applications.
Key learning areas to be covered in Semester One are:
- Islamic Jurisprudence [Fiqh]
- Islamic Beliefs [Aqaa-id]
- Etiquettes and Prophetic Traditions [Adab Sunnah]
- Islamic Theme: Taqwa [Fear of Allah] and Simplicity/ Gratitude
- Traditions of the Prophet PBUH [Ahaadith]
Key learning areas to be covered in Semester Two are:
- Islamic History [Taa-reekh]
- Autobiography of the Prophet PBUH [Seerah]
- Personal and Spiritual Development
- Etiquettes and Prophetic Traditions [Adab Sunnah]
- Islamic Theme : Daawah and Tabligh [Invitation and Propogation of Religion], Akhlaq [Character] and Ikhlas [Sincerity]
- Traditions of the Prophet PBUH [Ahaadith]
Year 10 VCE Accelerated Programme
Biology
The study of Biology explores the diversity of life. Students investigate the processes involved in sustaining life at cellular, system and species levels.
Students engage in a range of scientific investigation methodologies to develop key science skills. They work collaboratively as well as independently on a range of scientific investigations. Knowledge and application of the safety and ethical guidelines associated with biological investigations is integral to the study of VCE Biology.
Students develop capacities that enable them to critically assess the strengths and limitations of science and gain an awareness of the ethical contexts of scientific endeavours. Students consider how science is connected to innovation in addressing contemporary biological challenges. They use biological knowledge, scientific skills and ethical understanding to investigate and analyse contemporary bioethical issues.
VCE Biology can lead to a range of careers. Branches of biology include botany, genetics, immunology, microbiology, pharmacology and zoology.
Biology Unit 1 Topics
- the cell as the structural and functional unit of life
- cell growth, replacement and death
- stem cells in differentiation, specialisation and renewal of cells
- Plants and animals systems
A student-designed scientific investigation is an essential component of the subject . The investigation involves the generation of primary data and is related to the function and/or the regulation of cells or systems that draws on the key science skills and key knowledge.
Biology Unit 2 Topics
- relationship between genes, and the environment
- analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses
- reproductive cloning technologies
- structural, physiological and behavioural adaptations
- species relationships
- the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems.
A student-directed research investigation into a contemporary ethical issue is an essential component of the subject. The investigation relates to the application of genetic knowledge, reproductive science, inheritance or adaptations and interdependencies beneficial for survival.
Maths Methods Unit 1
The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are ‘Functions, relations and graphs’, ‘Algebra, number and structure’, ‘Calculus’ and ‘Data analysis, probability and statistics’.
In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs and differentiation, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.
Maths Methods Unit 2
The focus of Unit 2 is the study of simple transcendental functions, the calculus of polynomial functions and related modelling applications. The areas of study are ‘Functions, relations and graphs’, ‘Algebra, number and structure’, ‘Calculus’ and ‘Data analysis, probability and statistics’.
In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation and anti-differentiation, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.
