Students explore a range of key ideas across nine focus areas; developing understanding and skills related to goal setting and self-regulation, the share market, students’ online engagement and safety as well as future employment, through the three strands of students' relationships, their community and their world.

In Stage 1 of Business Innovation, students cultivate a comprehensive understanding of how to design, and transform businesses in the contemporary world. This SACE course establishes a foundation in business design thinking and assumption-based business planning tools, advocating a customer empathy and user-centric approach to developing innovating problem-solution-fit. The 'learning through doing' approach encourages students to effectively collaborate, using business design and strategic thinking. In teams or independently, their goal is to anticipate, identify, and develop potential solutions. Through this hands-on approach students move from 'what if' concepts to 'how to' collaborations with Artificial Intelligent in the fast pace world of life game-changing technologies. It is a SACE course that makes learning fun and abstract in the matrix of reality. The knowledge and skills acquired in Stage 1 provide a robust foundation for advancing to Stage 2 Business Innovation.

Students build on their linguistic skills, becoming increasingly confident communicators in Chinese as they develop fluency and accuracy when applying language to spoken and written interactions. By exploring texts, analysing and interpreting language and content, students use critical thinking to develop their interculturality and open-mindedness. They further develop their ability to question stereotypes, thus expanding their understanding of the world and global perspectives. Students investigate a range of intercultural concepts related to the Chinese community, further developing their understanding of modern life in China.

Students who enrol in Digital Futures will focus on producing projects with a digital communication aspect, which could involve developing apps, websites or video games. In Stage 1, their understanding and comprehension of the design and realisation process will continue to grow. They will learn how to construct a design brief that acts as a foundation for creating potential solutions to their chosen design problems and challenges. Additionally, they will analyse design elements, methods, materials and production techniques to help make these solutions a reality.

This subject is a dynamic, interdisciplinary course that prepares students to create innovative, sustainable solutions for real-world challenges. By exploring design features, processes, materials and production techniques, students will learn to apply creative thinking and technological tools in designing and realising entrepreneurial solutions. The course emphasises effective communication of design concepts and solutions, critical evaluation of design development processes and thorough exploration of the ethical, legal, economic and sustainability aspects associated with these processes and solutions.

Drama, as one of the oldest and most powerful storytelling mediums, asks people to explore and contextualise the human experience. In this subject, students engage in studying, creating and presenting stories through performance, focusing on the influential theatrical movements of Realism, Epic Theatre, Surrealism and Absurdism, which have shaped art and entertainment today. Students can participate on stage as performers or offstage as designers (costume, lighting, set, sound), showcasing their work to different audiences. Drama develops analytical skills, creative practices, collaboration, problem-solving, empathy, vocal skills, confidence and literacy in image-text-sound synthesis and human psychology. It deepens students' awareness of how historical and social contexts shape human behaviour. The skills and knowledge gained in Drama align closely with future work demands, while linear pathways span theatre, creative arts, the humanities and education.

In Year 10 English, students engage with a range of texts that endeavours to create confident communicators, imaginative thinkers and informed citizens. In this subject, students understand how words can be manipulated to create an impact on readers while also empowering them as authors to shape their perspectives and views of the world. Through close studies of novels, films, poetry, and other mediums, students interrogate the layers of purpose, audience, form, context and language. At the core of English, teachers encourage students to share and exchange their interpretations of texts and provide opportunities for the creation of their own pieces that serve to develop their personal voices as responders and writers.

Exploring Identities and Futures is the SACE revitalisation of the Personal Learning Plan, first piloted in Semester 1, 2022. In Exploring Identities and Futures (EIF), students develop future pathways by exploring who they are and who they want to be. EIF encourages students to utilise retrospective and prospective reflection to learn more about themselves, their place in the world and to explore and deepen their sense of belonging, identity and connections to the world around them. Students are encouraged to develop autonomy and support their agency in the exploration of identity with planning, implementing and appraising being important stages that are applied continuously during the learning and assessment. Revealing reasoning and decisions applied to processes and challenges are vital in student success within EIF. A minimum 'C' Level is required to achieve SACE.

Students build on their linguistic skills, becoming increasingly confident communicators in French as they develop fluency and accuracy when applying language to spoken and written interactions. Through the exploration of texts, and analysis and interpretation of language and content, students use critical thinking to develop their interculturality and open-mindedness. They further develop their ability to question stereotypes, expanding their understanding of the world and global perspectives. Students investigate a range of intercultural concepts related to French communities, including how traditional customs have shaped France today.

Futures and Foresight offers students an opportunity to explore and understand the dynamics of our rapidly changing world. Through this course, students will develop critical thinking skills and gain insights into anticipating and shaping future outcomes. They will learn to systematically analyse trends, developments and events to navigate uncertainties effectively. The subject covers a wide range of disciplines, including business, politics and environmental science, providing students with a holistic understanding of future possibilities. By examining emerging technologies and global events, students will learn to identify opportunities for growth and innovation. The subject also emphasises the importance of long-term thinking for building a sustainable and equitable future. Overall, students can expect to gain the essential tools and knowledge needed to contribute to a better world through strategic foresight and action.

In Year 10, Geography is organised into two courses. Environmental Change and Management (Semester 1) focuses on investigating environmental geography through a study of Ecological Footprints, Climate Change and Natural Resources. Students apply human-environment thinking to understand the causes and consequences of changing environments and evaluate strategies designed to manage change. Geographies of Human Wellbeing (Semester 2) focuses on investigating global, national and local differences in human wellbeing between places. Students investigate the methods used to measure wellbeing and the causes of differences between countries. They explore spatial differences in wellbeing and evaluate the differences from a variety of perspectives. Throughout the semester, students develop their geographical knowledge and understanding, and geographical inquiry skills.

Students develop their historical and political understanding through study of the period 1918 to the present, encompassing the Interwar Years, World War II, Civil Rights in the USA and Australia, and the Cold War and Communist Threat.

In Year 10 Mathematics, immersion in a rigorous curriculum allows the growth of mathematical skills, knowledge, techniques and dispositions. Three senior Mathematics pathways are offered in Year 10 aligned with subject choices in Stage 1 and 2 and teacher recommendations.

Pre-Essential Mathematics: This is a course designed for students to be using real-world mathematics with clear applications. It is appropriate for students wishing to complete Essential Mathematics at Stage 1 and 2.

Pre-General Mathematics: A combination of algebraic and graphical skills, applied to real-world scenarios, this course is appropriate for students wishing to complete General Mathematics at Stage 1 and 2.

Pre-Methods Mathematics: This courses focuses on the development of pure mathematical skills and abstract thinking. It is appropriate for students wishing to complete Mathematical Methods at Stage 1 and 2.

The 10A course is designed to complement Pathway 1 at Year 10 and will focus on algebraic techniques and extending student's knowledge of mathematical concepts. Year 10 students wishing to complete Mathematical Methods or Specialist Mathematics at Stage 1 and 2 are strongly advised to consider completing this additional course, as many of the concepts introduced will be studied in further depth in Year 11.

Music in Year 10 expands students’ musicianship skills and provides students with the opportunity to apply their understanding in a variety of musical contexts. This includes solo and/or ensemble performance, original composition and arranging and delving into the captivating world of musical analysis and research, unravelling intricacies and stories behind beloved compositions. This course aims to enhance students' appreciation of the art form.

Students rationally investigate questions about existence, knowledge and ethics, to which there are no simple answers. In their study of Philosophy, they will develop critical reasoning and foundational argument analysis skills, which will help them recognise and evaluate the positions of philosophers as well as develop their own positions in response. Students build their capacity to be creative and independent critical thinkers who can articulate and justify philosophical positions and argue reasoned action.

Physical Education aims to provide students with a diverse range of movement experiences to build their confidence, proficiency and enjoyment of lifelong physical activity. The Sport Australia 'Physical Literacy Framework' guides student's understanding of the physical, cognitive, psychological, and social dimensions required to positively impact their own and others’ wellbeing. Through the use of innovative movement opportunities and contexts, students develop the skills, knowledge and behaviours to lead healthy, active lives.

In Year 10 Science, students cycle through Biological, Chemical and Physical sciences. Students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They will learn how chemical reactions are used to produce products and how varied factors influence the rate of reactions. They will explore the concept of energy conservation and represent energy transfer and transformation within systems. Students will apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They will evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They will explain the processes that underpin heredity and evolution. Students will analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students will be trained in the creation of both film and animated products and this subject will see them collaborating with industry professionals who will help guide them and inspire them. They will learn how to run and set up a professional filming environment, develop animation and film creation skills, learn to run film production programs and create high-quality products for clients. While a large portion of the course is completed in class time, to meet the required hours students will have to commit to additional filming days across the year. Working in collaborative teams and through experimentation, problem solving, creation and reflection, they will interpret and share meaningful stories and their creative endeavours will be celebrated with their community through screenings and festivals.

The Certificate III in Sport Coaching in Semester 1 equips girls with foundational knowledge and practical skills in coaching and sport science. This certification prepares them for potential coaching roles and offers opportunities for career advancement in the sports industry. By learning to plan, deliver and evaluate team training sessions, as well as understanding the human body through anatomy and physiology, girls can apply holistic coaching practices to develop athletes effectively.

In Semester 2, Stage 1 Physical Education further enhances girls' movement, confidence and competence by exploring various physical activities. The integrated approach covers biophysical, psychological and sociocultural domains, providing a well-rounded understanding of human movement. This knowledge and skill set are valuable for students’ future endeavours in medicine, allied health, exercise science or any field that involves promoting physical activity and wellbeing. The transferrable skills gained such as critical thinking, collaboration and data analytics are highly transferrable and equip students with the tools for future success in the workforce.

The Visual Arts course offers students the opportunity to engage in learning through creating and responding to artworks from various perspectives. It helps them develop skills to effectively communicate ideas, observations and imagination about their world. Students experience joy in exploring diverse visual art forms and learn to critically reflect on their own work and respond to the work of others. By engaging with historical and contemporary artworks, students enhance their critical and creative thinking, gaining a practical understanding of how artists engage audiences and convey meaning. They also develop visual literacy, communication, critical thinking, problem-solving and creative skills, which are transferable to various fields. This course serves as preparation for further studies in the arts and opens doors to potential careers within creative industries