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TABLE OF
CONTENTS
Section
1 Introduction
Introductory
Message
Our Vision
Curriculum Profile
Section
2 Course Selection
Year
9 Studies 2008
Year 9 Studies at St. Brigid’s 2008
Year 9, VET and other Vocational Pathways
Section
3 Program Guidelines
Enrolment
How to Graduate to Year 10
Assessment
External Examinations
Assessment Grades and study Scores
Attendance
Authentication
Excursion Policy
Results
Submission of work by due dates
Section
4 Unit Descriptions
Core Subjects
Religious Education
English
Mathematics
Science
Studies of Society and Environment
Information Technology
Physical Education
Elective
Subjects
Art
Food and Technology
LOTE – Italian
Materials and Technology – Fibres
Materials and Technology – Woodwork
Music
Outdoor and Environmental Studies
Textiles
Travel and Tourism
Visual Communication and Design
Section
1 Introduction
Introductory Message
This handbook has
been prepared for students moving into the middle years of secondary
schooling. It contains important details about the subjects available
for YEAR 9 students at St. Brigid’s College, Horsham. During August
to October, Year 8 students will be making important choices and with
the help of this booklet the process, hopefully, will be made easier.
In making subject
choices students are reminded to consider their future career options.
Students need to consider the scope of the work that is necessary to
complete YEAR 9; and select subjects that both interest the student
as well as cater to a student’s feeling that he or she can cope
with the depth of the subject.
A preliminary subject
choice will be made in August or September. Later, students will make
their preferred selection. This latter stage will be completed after
consultation with the parents, the YEAR 9 Co-ordinator and subject teachers.
St. Brigid’s
considers academic excellence important, but it is not the only aspect
of a student’s development that is considered. The College aims
to promote the personal development and the personal determination and
responsibility of each student.
Our Vision
Our College aims
to foster the full potential of all students by promoting personal development,
individual determination and responsibility and academic excellence.
We continually aim
to:
• Deepen the student’s understanding of, and appreciation
for the Gospel of Jesus as proclaimed by the Catholic Tradition.
• Promote the integral development of students’ physical,
emotional, intellectual, moral, aesthetic and spiritual ability.
• Achieve greater co-operation in our College community.
• Continually build our College - its resources, offerings and
standing.
• Offer a viable educational alternative for young people of Horsham
and the surrounding district.
Curriculum Profile
YEAR 9 students
are required to study the following core subjects for two semesters
each year:
• Religious Education (150 minutes per week)
• English (200 minutes per week)
• Mathematics (200 minutes per week)
• Science (150 minutes per week)
• SOSE – History, Geography, Civics and Citizenship (150
minutes per week)
• Health and Physical Education (150 minutes per week)
YEAR 9 students
have the opportunity to supplement their core studies by selecting from
a broad range of semester courses or year courses. The YEAR 9 Elective
Program and all relevant enrolment and assessment criteria are detailed
below.
Our VCE Enrolment
policy does not allow students at YEAR 9 level to enrol in VCE Unit
1 / 2 sequences.
Section
2 Course Selection
YEAR
9 Studies 2008
Students enrolled in YEAR 9 courses will be required to accept more
responsibility for their learning than when studying in Years 7 and
8, and to be actively engaged in the collection and analysis of material
that is relevant to a particular study. “Out of class” requirements
make it essential for students at the YEAR 9 level to become more independent
and to relate the learning to the community and the world in which they
live.
YEAR
9 Studies at St. Brigid’s 2008
Information in this section is currently being updated.
YEAR
9, VET and other Vocational Pathways
Programs such as VET and VCAL are not available to YEAR 9 students;
however YEAR 9 is not too early for students to consider their future
educational and vocational pathways. Our Careers Advisor would be more
than willing to offer advice to students and parents interested in planning
future educational needs.
Section
3 Program Guidelines
Enrolment
Successful completion of YEAR 8 courses is required in order to enrol
in YEAR 9 courses.
How
to Graduate to YEAR 10
Graduation from YEAR 9 depends upon the satisfactory completion of the
units that make up each student’s studies based on outcomes.
Each subject has outcomes. These describe the knowledge and skills you
should be able to demonstrate by the time you have completed the subject.
For example, the outcomes for English might read like this:
Outcome 1
On completion of this unit the student should be able to identify and
discuss key aspects of a set text, and to construct a response in oral
or written form.
Outcome 2
On completion of this unit the student should be able to create and
present texts taking account of audience, purpose and context.
Outcome 3
On completion of this unit the student should be able to identify and
discuss, either in writing and/or orally, how language can be used to
persuade readers and/or viewers.
Your teacher decides
whether you have satisfactorily completed a unit by achieving the outcomes
for the subject. In order to make this decision, your teacher will set
assessment tasks to see how you are progressing. Your teacher will give
you a list of the work and the deadlines for submission. You would need
to give a very good reason for a deadline to be extended, so if you
have more than one deadline within a short time you’ll need to
plan to get all your work done by the time it’s due. Failing to
meet deadlines may mean you do not satisfactorily complete a unit.
Assessment
This section of the document is currently being updated.
External
Examinations
YEAR 9 students sit the AIMS test in both English and Mathematics.
Students may choose to sit the University of New South Wales English
Examination, the Westpac Science Competition or the Westpac Mathematics
Competitions.
There are no other external examinations in YEAR 9.
Assessment
Grades and Study Scores
Grades in English, Mathematics, HAPE and SOSE are awarded as per the
guidelines of the Victorian Essential Learning Standards. Students who
are performing at an age appropriate level receive a C grade. Those
whose knowledge and skill level are advanced for their age will receive
a B or an A, depending on how advanced those students may be. Students
who receive a D or an E grade are deemed to be preforming at a level
below their age appropriate level.
Semester grades in other subject areas will be awarded according to
the following scores: A+ (90% and above), A (80% to 89%), B+ (79% to
79%), B (69% to 69%), C+ (59% to 59%), C (55% to 55%), D+ (88% to 88%),
D (44% to 44%), E (33% to33%), UG (below 22%).
Attendance
This section of the document is currently being updated.
Authentication
It is the responsibility of every student to ensure that all unacknowledged
work is genuinely his or her own work. The teacher monitors the development
of the work during class time and keeps a record of the process to attest
that the work is the student's own. Should work be deemed to not be
that of the student, then that work will not be assessed as part of
the finished work and additional steps may be taken.
A breach of authentication rules may involve:
(i) a student reprimand
(ii) re-submission of work
(iii) refusal to accept work (wholly or in part).
All sources, including texts and personal assistance, must be acknowledged:
(i) 'in text' references - used for direct or indirect quotes and included
in the Bibliography
(ii) footnotes at the bottom of the page.
Excursion
Policy
YEAR 9 students involved in co-curricular activities, such as sports
teams, musical activities, camps etc must ensure that they catch up
on any work they miss while absent from timetabled classes.
Results
The school policy is to inform students of their performance in tasks
as soon as these become available. At all times, teachers must advise
students that these are interim results and subject to statistical moderation,
since coursework scores may change following that process.
Submission
of Work by Due Dates
Due dates are set by teachers and must be adhered to. Should an extension
be required, students must apply for an extension with the teacher in
question prior to the due date. If no extension has been applied for,
then work submitted after the due date will not be accepted.
Section
4 Unit Descriptions
Core Subjects
Religious Education
English
Mathematics
Science
Studies of Society and Environment
Information Technology
Physical Education
Elective
Subjects
Art
Food and Technology
LOTE – Italian
Materials and Technology – Fibres
Materials and Technology – Woodwork
Music
Outdoor and Environmental Studies
Textiles
Travel and Tourism
Visual Communication and Design
Religious
Education
Rationale
Religious
Education lies at the heart of the curriculum of Catholic Schools, synthesizing,
enriching and complementing the learning experiences of students.
Religious Education
engages students with the intellectual, ethical and spiritual richness
of human spirituality, with a focus on our Catholic tradition. Religious
education promotes a life-long journey of awakening to the deep meaning
of human life and community.
Religious education
intends to awaken learners intellectually by
• encouraging critical thinking and inquiry
• firing imaginative capacity
• enlightening experiences with reason
• broadening perspectives through Scripture and Tradition.
Religious education intends to awaken learners ethically by
• forming moral character
• attuning minds and hearts to the attitudes of Jesus
• promoting responsibility and integrity in living.
Religious education intends to awaken learners spiritually by
• relating human life to the mystery of God
• developing prayerful and liturgical habits
• connecting compassion with justice.
Structure
The course of study follows the outlines of the Ballarat Diocese AWAKENINGS
Religious Education for Year 9 students.
In Semester 1 students
study the following units:
• “Stewardship” – students examine the contribution
that Christianity makes to understanding the place of nature in God’s
plan and the development of an attitude of stewardship towards the environment
• “Who is Jesus” – students investigate a synoptic
gospel in terms of its context, content, structure, purpose, themes
and audience. Students reflect on the Gospel’s portrait of Jesus
for Christians today. A comparative approach with the other Synoptic
Gospels will promote deeper understanding of the Gospel under study.
In Semester 2 students
study the following units:
• ”Prayer and Meditation” – students focus on
the concept of prayer as communication with God, expressing our relationship
with God, both individually and communally in order to make meaning
of life experiences both in formal and informal prayer forms.
• “Prophets and Saints” – students investigate
the lives of people who strove to live out the message of Jesus, people
who challenge, inspire and motivate us to live our modern lives as examples
of Christian discipleship.
Entry
There is no pre-requisite study required for enrolment in this course.
Outcomes
After the “Stewardship” unit, students should be able to
determine how they can play a role in creating a world in which God’s
desires for the fullness of life for all creation is realised.
After the “Who
is Jesus” unit will be able to identify ways in which the Gospels
inspire and challenge us to live.
After the “Prayer
and Meditation” unit, students should be able to recognise prayer
as central to growing in faithful relationship to a loving God.
The “Prophets
and Saints” unit will inform students about the sacrifices and
commitment that humans can make in order to promote the teachings of
Jesus Christ.
Assessment
Assessment will be based on written work in the form of assignments.
English
Rationale
The main purpose of the course is to prepare students for confident
and competent study of senior English. The course also aims to build
on junior English skills in the main areas of reading, writing, speaking
and listening.
Structure
The Year 9 English Course is a literature-based course designed to engage
and challenge Year 9 students through the study of a variety of texts
and by participation in active learning activities. It builds on the
content and the skills developed within the English programs at Years
7 and 8 and provides an important step in the preparation of students
for their study of English at Year 10 and VCE levels.
The English curriculum
for Year 9 incorporates a range of topics and activities that endeavour
to improve students’ skills. Students will practise and develop
punctuation, grammar, vocabulary and expression skills. These essential
skills will be applied to various tasks such as creative, argumentative,
descriptive writing and short stories. In addition to these areas, novel
comprehension will be emphasised as will the development of student
skills to analyse and dissect relevant information from varying texts
Reading for pleasure will also be encouraged.
In addition to writing
skills, students will also attempt a variety of tasks designed to improve
oral expression. Students participate in public speaking, play performance
and general oral responses to literature and current issues. These skills
are promoted to give students self-confidence in a semi-public setting.
Entry
Students are expected to have successfully completed a Year 8 English
course.
Outcomes
By the end of the course, students are expected to be able to write
competently and accurately:
• using properly constructed sentences and paragraph form;
• constructing writing in personal, imaginative, informative and
argumentative modes;
• having created a clear essay plan, following essay structure
guidelines;
• using a range of drafting, editing and self and/or peer evaluation
procedures; and
• responding to a range of set and wider reading texts
• observing appropriate audience and purpose
By the end of the
course, students are expected to have developed a range of Listening
and Speaking Skills, incorporating the abilities to:
• follow a discussion and contribute to it;
• listen to others attentively and politely;
• disagree with others while respecting their points of view;
• come to group decisions;
• take part in reasoned argument and discussion;
• present to a small group or full class setting as appropriate;
and
• appreciate the importance that varied audiences and purposes
have on content and meaning.
By the end of the
course, students are expected to have engaged in a range of Reading
tasks encompassing:
• close study of set class texts, including novels, a Shakespearean
play and poetry;
• wider reading texts;
• daily newspapers;
• film/non-print texts; and
• on-line research.
Homework
Homework is set regularly. It is important to note that such tasks are
often preparatory, consolidating and cumulative in nature, and that
failure by students to attempt them to the best of their abilities is
likely to hamper their progress.
Assessment
• Personal/ Creative Writing
• Argumentative Essays
• Novel Comprehension Questions and Essays
• Grammar, Punctuation and Spelling Tests
• Listening and Speaking activities
• Analysis of Current Issues
• Extended Writing
Reporting
Student progress is reported via Interim Reports at the end of Terms
1 and 3, and VELS Reports are issued at the end of Terms 3 and 4
Mathematics
Rationale
Mathematics touches on many and various aspects of our lives. It has
applications in many activities and provides a universal way of solving
problems in areas such as science and engineering, business and finance,
technology, arts and crafts and many everyday activities. Competence
in Mathematics may enhance both a student’s understanding of the
world and the quality of our participation in society.
Structure
• Pythagoras’ theorem
• Algebra - Binomial expressions
• Algebra - Factorising Quadratic Trinomials
• Algebra – Solving and Graphing Linear Equations
• Geometry
• Trigonometry
• Mensuration
Entry
Successful completion of a Year 8 Mathematics course is required for
enrolment in this core subject.
Outcomes
During the course students will engage in activities that develop:
• knowledge, facts and technical skills;
• depth of conceptual understanding;
• ability to communicate using clear and precise mathematical
language;
• ability to tackle non-routine problems systematically;
• ability to conduct investigations using mathematics;
• logical reasoning and a conception of the nature of proof;
• practical ability in measuring, estimating and making; and
• sensible use of calculators and computers
By studying mathematics
students will work towards:
• acquiring mathematical skills and knowledge in order to cope
confidently and competently with daily life;
• developing knowledge and skills in using mathematics for employment,
further study and interest;
• being able to interpret and communicate quantitative and logical
ideas accurately; and
• using technology to support their learning, and in carrying
out mathematical activities in context.
Assessment
Assessment will be made by means of:
• Topic Tests
• Assignments
• Problem Solving Exercises
• Formative
Reporting
Student progress is reported via Interim Reports at the end of Terms
1 and 3, and VELS Reports are issued at the end of Terms 3 and 4
Science
Rationale
The
Science program at St. Brigid’s College is design to ensure adequate
opportunities for all students to:
• Explore the nature of our biological and physical worlds through
observation, experiment and systematic enquiry.
• Develop abilities to design and carry out experiments, evaluate
and solve problems
• Study concepts and principles of science that are important
in understanding science, as well as being powerful tools for examining
the world.
Science extends students understanding beyond what affects us to include
what we can’t see, feel, hear or touch but can only imagine. Science
capability is multidimensional, consisting of dispositional facets (interest
and curiosity), operational facets (creativity and problem solving)
and cognitive facets (reasoning and critical thinking). The extent to
which our students as citizens understand and appreciate these interactions
will shape their future.
A set of values inform and govern how scientists operate including respect
for the environment (living and non-living) and the opinions and ideas
of others, honesty in collecting and presenting data and evidence, and
acknowledgment of the work of others. These values are an integral part
of our science curriculum that explores and encourages debate about
the relationship between science, society and technology. By doing so
we aim to develop multi-skilled individuals who are capable of constructively
participating in the community and who are able to make rational and
informed decisions.
Structure
• Ecological studies and field work and a look at agricultural
and environmental impacts and methodologies
• Parasites and pathogens – a look at types of pathogens,
their life cycles, infestation within humans and communities , treatment
, the diversity and treatment of pathogens
• Coordination and control – homeostasis and our ability
to coordinate. Plants and their responses to environmental conditions
and stimuli
• Useful materials – a look at materials, their suitability
for use and their structure and properties
• Space and our universe.
• Individual inquiry and development of a scientific investigation
or question
Entry
Successful completion of Year 8 Science is a pre-requisite for enrolment
in this core subject.
Outcomes
Science places an increasing emphasis on links between the social, economic
and environmental and personal factors. It gives students the opportunity
to investigate, explore and solve qualitative and quantitative problems
and participate in discussion on scientific concepts and issues.
By incorporating
the following aspects of science into the program we aim to achieve
the development of individuals with these qualities:
• Scientific knowledge and skills
• Technology knowledge and skills
• Social knowledge and skills
• Personal development skills
• Skills in thinking methodology that enable problem solving and
are transferable to any facet of life
• Skills that you or I as an employer would be looking to engage
• A well rounded perception of their world as a place to admire,
yet utilize with consideration for sustainability
• A curious mind
Assessment
Students will be assessed by means of
• Bookwork
• Textbook exercises.
• Practical work and reports.
• Topic Tests
• Assignments
Reporting
Interim Reports, focusing on behaviour, effort and attitude are provided
at the end of Term One and three. Reports, including course descriptions,
grades and comments are provided at the end of Semester One (June) and
Semester Two (December).
Studies
of Society and Environment
Rationale
Studying SOSE assists our students in effectively interfacing with our
world. Milan Hubl, a Czech historian once wrote: “The first step
in liquidating a people is to erase its memory. Destroy its books, its
culture, and its history. Then have someone write new books, manufacture
a new culture, invent a new history. Before long the nation will begin
to forget what it is and who it was. The world around it will forget
even more quickly”.
We teach History
in the hope they can develop an understanding of the thoughts and actions
of people who thought and acted differently to the way we do in our
time, to make sense of the world – its past and present, to place
our world in perspective, to understand how we got to where we are and
where we went right or wrong along the way. Studying History helps to
develop an awareness of what it is that makes us who we are, to develop
an identity, a shared memory and a shared story.
Surviving without
an understanding and knowledge of Economics is impossible. The best
opportunity to learn how to interface with banks, lending institutions,
government departments, real estate agents etc will be at school. Skills
for Life gives our students skills to help them function in the real
world.
Our Legal System
pervades every facet of our lives. It is a complex yet beautiful entity.
Many people fear it, often because they do not understand it, even in
part. It has a basis in our history yet it is not a dinosaur –
it is constantly changing and being fine tuned and is inextricably linked
to our political system. Politics is constantly thrust in our faces
– newspapers, television, mail-outs, and radio – a never
ending barrage. What could we make of it all without an education? SOSE
provides that education.
Structure
The units of work taught are as follows:
• Term 1 The Role of Individuals in History (Australian)
• Term 2 First Australians
• Term 3 Europeans Arrive
• Term 4 Convicts and Gold Rushes
Entry
Year 7 and 8 Studies of Society and the Environment need to have been
successfully completed.
Outcomes
Through the study of SOSE students will:
• investigate how Australia developed social, political and cultural
structures and traditions;
• examine the impact of colonisation of Australia, and the representation
of that settlement as invasion;
• learn about the history of Aboriginal and Torres Strait Islander
communities to gain political and social rights, and their campaigns
for land rights and self-determination;
• learn about the impact of significant issues and events in Australia’s
development; European settlement; development of the colonies; self-government
in the colonies; the gold rushes
• Learn about the structure of Australia’s parliamentary
and legal systems.
Assessment
Students are required to complete a project for each topic and maintain
an up to date workbook
Reporting
Student progress is reported via Interim Reports at the end of Terms
1 and 3, and VELS Reports are issued at the end of Terms 3 and 4
Information
Technology
Rationale
We live in a world which requires an awareness of and understanding
of Information Technology. Skills such as keyboarding are indispensable
and an understanding of terminology and IT practices is necessary. Using
the technology is one thing; another is the understanding of its workings
– hardware, software and their applications, and data sources.
The study of Information Technology assists in making the interface
between human and computer a rewarding experience.
Structure
Students learn to design and create websites using Microsoft FrontPage.
Websites incorporate images, tables, and hyperlinks and correct formatting.
Students lean some
key techniques of animation including tweening, morphing, layers and
guided tweening. Macromedia Flash is used to develop the animations.
Students learn to
produce and edit digital videos. Students have the opportunity to use
a digital video camera. Using current application software students
edit their video footage and incorporate sound and special effects.
Entry
Successful completion of a Year 8 course in IT is a pre-requisite for
enrolment in this study.
Outcomes
This section of the document is currently being upgraded.
Assessment
• Class Tasks
• Keyboarding Skills
• Assignments
Physical
Education
Rationale
Physical Education is an essential part of the total education process.
Through sporting and physical activities it provides the opportunity
for continuous development of each student’s physical, mental,
social and emotional capabilities. It is aimed to stimulate an awareness
of one’s own physical fitness and simultaneously develop an interest
and appreciation of sport and physical activity. Motivation is a focus
for both our male and female students. We encourage our students to
develop interest in a range of physical activities that may become life-long
pursuits.
The course aims
to:
• teach the basic skills, rules, strategies and tactics of a wide
variety of sports;
• develop an interest and enjoyment in sport and physical activity;
• give each student the opportunity to develop fundamental motor
skills to full potential;
• develop an attitude of sportsmanship and fair play;
• provide opportunities for leadership and to show the advantages
of friendship, co-operation and communication developed in a sporting
situation;
• have a positive influence on students’ self image;
• develop teamwork skills;
• develop and educate students in the benefits of physical fitness,
strength, muscular power, muscular; endurance, agility, flexibility,
co-ordination and aerobic endurance;
Structure
Students are required to participate in physical activities which will
involve a degree of cooperation with others in a changing environment.
Team situations and individual pursuits will be undertaken with emphasis
on the following criteria:
• Skill development / fitness / team work / initiative
Physical Pursuits
studied will include:
• Swimming
• Athletics
• Fitness
• Badminton
• Table Tennis
• Volleyball
Entry
There is no pre-requisite study or achievement level for enrolment in
this subject.
Outcomes
Students will complete a variety of units with an emphasis of sport
within the community such as croquet, golf, lawn bowls, self defence
and completion of their Bronze Medallion.
Assessment
Classes will be assessed on the following criteria:
• Cooperation / attitude / behaviour / skill improvement
• Uniform and participation
• Course work – assignments, projects, tests
• Exam
Reporting
Student progress is reported via Interim Reports at the end of Terms
1 and 3, and VELS Reports are issued at the end of Terms 3 and 4
Art
Rationale
Art promotes creativity and imagination, exercises the emotions and
intellect simultaneously, encouraging self-expression and individuality
while promoting social skills and responsible actions.
Structure
Painting
Printmaking
Sculpture
Art History
Illustration
Entry
It is recommended that students enrolled in this subject have completed
a Year 8 course of study in Art.
Outcomes
The course aims to:
• encourage artistic development through personal and independent
exploration, with an emphasis on innovative thinking and investigation;
• students will learn to interpret art, discuss and debate the
ideas and issues, which it raises.
• through an integrated study of art history and practice, develop
an appreciation of art as an integral part of culture and historical
identity;
• contribute to the students confidence in his own ability, clarifying
and extending his conceptual knowledge, cultivating his individuality,
giving him standards and values and generating desirable behaviour patterns;
• provide a learning experience in Art appropriate to the needs
of each student and through these experiences to stimulate development
according to each students potential; and
• promote creativity and imagination; to exercise the emotions
and intellect simultaneously; and to encourage self expression and individuality
while promoting social skills and responsible attitudes.
Assessment
Work book
Folio
Reporting
Interim Reports, focusing on behaviour, effort and attitude are provided
at the end of Term One and three. Reports, including course descriptions,
grades and comments are provided at the end of Semester One (June) and
Semester Two (December).
Food
and Technology
Rationale
This course provides opportunities for students to further develop their
food preparation skills. We focus on the ability to work as a team and
aim to enhance students’ understanding of factors affecting health
and well-being .
Structure
1. Decision Making concerning: Eating a Healthy Breakfast; Healthy Snacks
& Healthy Lunchboxes.
2. Celebrating with Food: Investigate, Design, Produce & Analyse/Evaluate
Birthday Cake and Gingerbread House.
3. Exploring the Nutrients
4. Meal Planning and preparation.
Entry
There are no entry requirements for Year 9 Food and Technology
Outcomes
By the end of the course students are expected to:
• Exhibit skill development in all areas of food preparation.
• Develop an understanding of the Nutrients and their importance
to health and well being.
• Be able to work independently of and co-operatively with other
class members.
• Make decisions concerning healthy food selection, for example:
choosing a healthy breakfast!
• Have an understanding of the factors involved in meal planning
and preparation.
• Further develop skills in design through production of their
celebration cakes.
Assessment
Students will be assessed in the following areas: Workbook, Production
work, Working in teams and Class and Assignment/Research work.
Reporting
Interim Reports, focusing on behaviour, effort and attitude are provided
at the end of Term One and three. Reports, including course descriptions,
grades and comments are provided at the end of Semester One (June) and
Semester Two (December).
LOTE
- Italian
Rationale
Learning a LOTE is building a bridge to the world. Our global world
is no longer restricted by borders or distances. It has never been easier
to communicate with people from all walks of life and cultures. The
difficultly is communicating effectively with people from diverse ethnic
and linguistic backgrounds in order to create understanding, appreciation
and insight into the experiences of others. With this understanding
and insight our students can learn to embrace and celebrate the diversity
and richness of our world.
When our students
learn a second language they develop a deeper understanding of the culture
of the country whose language is being studied. Appreciation and knowledge
of a culture other than their own can make students more tolerant of
others’ points of view and help them celebrate, rather than reject,
diversity.
Studying a second
language has been proven to assist skills and grades in Mathematics
and English as it improves analytical and interpretive capacities. It
provides insights into diverse or difficult linguistic practices which,
in turn promotes awareness and confidence in the correct use of English.
It is very common to hear second language learners claim that learning
the language actually helped them better understand the grammar and
vocabulary of their mother tongue.
Language students
learn cognitively, use the tool of repetition to scaffold their learning
and are required to develop memorisation skills in order to progress.
Each of these skills is transferable to other learning areas. In fact
they are indispensable in LOTE, Mathematics, Science and a host of other
subjects.
Studying a LOTE
helps our students reach out to the world, expand their personal horizons,
become active participants in the global family, enhance their employment
prospects and benefit our community and economy. Learning a second language,
like learning the piano, Maths, Science etc, adds to who we are.
Structure
The grammar, vocabulary, and cultural offering of the Sempre Avanti
Italian course provide students with the necessary scaffolding for their
learning throughout the year. This is complemented by research projects
on Italian culture.
Entry
It is of benefit to have completed a Year 8 course of Italian study
prior to enrolment.
Outcomes
After completing this course, students will have:
• A firmer understanding of noun and adjective agreement
• A grasp of the perfect tense used to relate past actions.
• An understanding of reflexive verbs and their use.
• Familiarity with a wide range of prepositions and their uses.
• A wider vocabulary.
• A better understanding of Italian culture and lifestyle.
Assessment
• Workbook exercises are assessed
• Major projects on cultural aspects are graded.
• Vocabulary tests are graded.
Reporting
Interim Reports, focusing on behaviour, effort and attitude are provided
at the end of Term One and three. Reports, including course descriptions,
grades and comments are provided at the end of Semester One (June) and
Semester Two (December).
Materials
and Technology - Woodwork
Rationale
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Structure
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Entry
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Outcomes
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Assessment
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Music
Rationale
The Year 9 Music Performance course is designed to present students
with and develop a greater understanding of as many aspects of the unique
language of music as possible. It is intended to be primarily a performance
and appreciation course where students will explore a number of avenues
of musical expression through listening, aural and historical studies
as well as both group and solo performance.
The performance
and composition of music is a key area of personal expression, and as
such, the student's solo and ensemble performance skills will be particularly
encouraged as a means of developing confidence in presentation and authenticity
in performance.
Structure
To broaden the understanding and appreciation of a wide range of musical
styles, students will be required to focus on an instrument or voice
which they should be studying on an ongoing basis. This performance
aspect will form a large part of the course content through solo and
group rehearsal and performance, as well as creative organisation for
class ensembles in a range of styles.
Other important
areas of the course include music language studies, appreciation and
listening skills, aural skills and score reading and analysis work closely
linked to the creative Musicianship studies.
A major study is undertaken to critically evaluate musicals from watching
these live and also on DVD. From this they then go on to write their
own musical.
Entry
It is recommended that students enrolled in this subject have completed
a course in Year 8 Music.
Outcomes
By the end of the course, students are expected to be able to
• Critically evaluate musicals
• Have a greater understanding of how musicals are written
• Perform given instrumental songs/ musical pieces both individually
and in a group
• Perform a song of their choice to their peers and a wider audience
• Have a greater theory knowledge of tonic triads, ties, slurs,
intervals, scale degrees, tones and semitones
• Evaluate different song writing styles/genre
Homework
Students will be expected to focus on their instrumental or vocal studies
as their major homework commitment, but from time to time other written
or composition work may be set for homework completion.
Assessment
Students will be assessed in a number of ways:
• Written work
• Solo and Group participation and performance
• Aural exercises and tests
• Class assignment work.
• Listening activities
• Teacher observations
• Research assessments
Reporting
Interim Reports, focusing on behaviour, effort and attitude are provided
at the end of Term One and three. Reports, including course descriptions,
grades and comments are provided at the end of Semester One (June) and
Semester Two (December).
Outdoor
and Environmental Studies
Rationale
This subject focuses on developing student’s physical, emotional,
sensory and intellectual abilities to enable them to safely participate
in natural environments in a variety of activities. It provides students
with an excellent platform of practical skills and knowledge, necessary
to participate in the accelerated VCE Outdoor and Environmental Studies
Program in Yr 10, if they wish to do so.
Structure
Students will participate in both practical and classroom based activities
in preparation for their end of year multi-day expedition. They will
participate in sequenced activities which will include rafting, canoeing,
fishing, caving, abseiling, bushwalking, sandboarding, first aid, water
safety activities, camp cooking, food preparation and planning, and
expedition skills and preparation.
These practical experiences are a major feature of Outdoor and Environmental
Studies and shall form the basis for the majority of assessment tasks.
Excursions (to be
confirmed)
Induction Day –
Lake Wartook No cost Second week of school
South West Coast Expedition Approx. Cost $250 + food Mid November for
one week.
This unit relies upon a substantial financial contribution from students
to be able to run effectively. Costs have been kept to a minimum in
order to allow all students the opportunity to access the course; however
the practical work requirements necessitate travel to venues, hire /
purchase / repair of equipment and, at times, payments to instructors
and guides.
It would cost significantly more to travel independently to the same
venues and participate in the same activities. Thus the Outdoor and
Environmental Studies Program provides students with opportunities they
may otherwise never gain.
Entry
There are no prerequisites for this subject. However, a strong commitment
to both the practical and theoretical components of Outdoor and Environmental
Studies is required and expected of students. If students do not participate
in practical experiences, they will be expected to obtain a medical
certificate or have an exceptional excuse. (e.g. illness of a family
member) Failure to do so will result in failure of the unit. Places
for this subject area are limited and are therefore strongly contested.
If such a commitment can not be made, safe participation and knowledge
development will be severely hampered and students’ selection
in this subject will be unsuccessful.
Outcomes
On completion of this subject students will have the physical, emotional,
sensory and intellectual abilities to enable them to safely participate
in natural environments in a variety of activities. It will provide
students with an excellent platform of practical skills and knowledge,
necessary to participate in the accelerated VCE Outdoor and Environmental
Studies Program in Yr 10, if they wish to do so.
Assessment
Students are required to complete a variety of assessment tasks to demonstrate
a satisfactory grasp of skills and knowledge prior to participating
on the end of year expedition. They must successfully complete and reflect
upon the multi-day end of year expedition.
Reporting
Interim Reports, focusing on behaviour, effort and attitude are provided
at the end of Term One and three. Reports, including course descriptions,
grades and comments are provided at the end of Semester One (June) and
Semester Two (December).
Textiles
Rationale
Textiles emphasises engagement in designing, creating and evaluating
processes, products and technological systems using a range of materials
as a way of developing creativity and innovation. Creativity in this
domain can be described as applying imagination and lateral and critical
thinking throughout design and development processes. Innovation is
an outcome of the broad exploration of ideas, materials/ingredients,
and technical processes that can occur when individuals are involved
in investigating, designing, producing, analysing and evaluating their
own and others’ products and/or systems.
Structure
Students continue to pose and define design problems by working with
a variety of design briefs in various contexts. Students develop design
briefs and consider and investigate aspects of function and aesthetics.
Students become discerning and discriminating thinkers, able to address
controversial, complex and ethical design and technology issues and
dilemmas, such as trade-offs in the selection and use of materials.
Students further develop the capacity to assemble products and communicate
their ideas verbally, and with two-dimensional drawing and three-dimensional
modelling. They develop appropriate evaluation criteria and use them
to assess design ideas, choice of materials and production techniques.
Entry
There is no entry requirement for this course.
Outcomes
COURSEWORK
• Swimming Sports Costume (Semester One only)
• Drawing Exercise
• Fabric Test
• Environmental Issue
• Skill development
Assessment
ASSESSMENT TASKS
• A fibre investigation
• Design-a-tag
• First Production - Shirt
• Second Production
Travel and Tourism
Rationale
The Travel and Tourism Industry is one of Australia’s, and the
worlds, fastest growing. It presents many employment and leisure opportunities.
Students will focus on a broad range of travel and tourism providers;
local, national and international. Students will be introduced to the
skills and knowledge required for employment in the Travel industry.
Structure
This course will be three periods per week for 20 weeks throughout semester
one OR semester two.
Entry
There is no pre-requisite for enrolment in this elective.
Outcomes
Students will be equipped with beneficial skills and knowledge for the
Travel and Tourism workforce as well as skills to assist their individual
future travel and tourism experiences.
Students will study
some of the following aspects of Travel and Tourism:
• The International Electronic Transmission Alphabet.
• The International Accommodation Star Rating System.
• The History of QANTAS.
• The importance and use of 3 Letter Airport Codes.
• Major local, national and international tourism locations or
industries.
• How to navigate and use various web based travel search engines.
• Advertising campaigns aimed at increasing tourism.
• Passports, Visas and International Documentation requirements.
• Insurances.
• The Cruise Industry.
• Airports and how they function.
• Eco-tourism.
• Adventure Tourism.
• Employment opportunities in Travel and Tourism.
• International geography, climates and tourism opportunities.
• The impact of the Internet on tourism trends and systems.
Assessment
Participation
in class activities and successful completion of homework / study, tests
and projects will be required in order to successfully complete this
study.
Visual Communication and
Design
Rationale
Visual Communication and Design (VCD) enables students to develop their
visual understanding and practical problem solving skills using graphic
techniques.
VCD aims to have
students satisfy the needs for potential clients by solving design problems
while gaining an understanding of the design process.
Students develop
skills in using the conventions and standards (rules and requirements)
involved in using technical and architectural drawing skills. Class
work will explore the potential of symbols, illustrations, instrumental
and architectural drawings, 3D model/forms, packaging – logo/corporate
identity, 2D layout, multimedia to solve design problems.
Students will be
expected to appreciate, analyse and understand and the visual work of
other designers and students.
Structure
The course includes these units:
• Paraline Drawings
• Perspective Drawings
• The Design Process
• Computer Generated Design
• Visual Communication in Context
Entry
There is no pre-requisite for enrolment in this subject.
Outcomes
The course will develop an understanding of:
• ways in which graphics drawings and presentations can be used
to communicate ideas and information.
• how to draw with/ and use, computer imaging.
• how to solve communication and design problems creatively, and
imaginatively using graphic tools, drawing systems and the design process.
• the role of graphic designers and visual communication in retail
and industry using issue/s relating to student interests.
Assessment
Students are expected to complete a workbook, a visual diary and to
present a final folio of the semesters work. Each unit of study will
be assessed according to criteria set at the start of work unit.
Reporting
Interim Reports, focusing on behaviour, effort and attitude are provided
at the end of Term One and three. Reports, including course descriptions,
grades and comments are provided at the end of Semester One (June) and
Semester Two (December).
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