St Kevin's College YEAR 9 STUDIES HANDBOOK 2022
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Contents WATERFORD3 YEAR 9 SUBJECTS 4 ASSESSMENT POLICY 5 OUTPRAC6 RICE PROGRAM 7 LEARNING DIVERSITY 9 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) 10 LIBRARY11 TECHNOLOGY11 MUSIC: INSTRUMENTAL TUITION 11 THE STUDY OF LANGUAGES OTHER THAN ENGLISH IN THE MIDDLE SCHOOL 12 COURSE SELECTION REQUIREMENTS 13 RELIGIOUS EDUCATION 14 DIGITAL TECHNOLOGIES 16 DRAMA17 ENGLISH18 FORENSIC SCIENCE 20 GEOGRAPHY21 HEALTH22 HUMAN MOVEMENT 23 HISTORY24 INTERNATIONAL STUDIES – TERROR AND PEACE 25 LANGUAGES: FRENCH 26 LANGUAGES: JAPANESE 27 LANGUAGES: MANDARIN 29 LANGUAGES: SPANISH 30 MATHEMATICS32 THE MOVING IMAGE 33 MUSIC 34 NUTRITION35 PHYSICAL EDUCATION 36 SCIENCE37 VISUAL ART 39 2
Waterford Year 9 is a critical year in the journey of all St Kevin’s boys. The year is spent at the College’s Waterford Campus in Richmond, a purposeful separate entity reserved exclusively for Year 9, well beyond the main College site at Heyington. The purpose may be simply encapsulated in the Campus motto: ‘Luceat Lux Vestra’ or ‘Let Your Light Shine’ CONTEXT Waterford is dedicated to making the passage of boys through adolescence as successful as possible. Having a place for themselves where they are significant and have considerable levels of ownership, leadership and responsibility is an important factor in the success of this campus. Also important is that the Year 9 boys on this campus have a group of teachers dedicated to them and their needs. The adolescent years are clearly a time of significant change: intellectual, physical, social, emotional and spiritual. There is the further realisation that despite these changes, these years are also formative and foundational. The maturation process inevitably concludes with formed habits, values and ideals. The special experiences and programs at Waterford are hence crafted to make these changes positive and to ensure that the best possible foundation is laid, as boys become young men, and as the inquiry and broad-based learning of the junior years gives birth to the knowledge, skill and understanding demanded in specific elements for the senior years. FOCUS Strongly connected with such foundations is the need to promote effective organisation and systems skills that parallel with concepts of order, process and operational efficiency and effectiveness. Beyond the promotion of organisational skills; though, is the desire to cultivate thinking students who are deeply intuitive and connected with their own learning; students aware of their learning styles and strengths; students capable of acting with independence and autonomy; students in control of their own learning habits and futures. If students have accomplished these tasks by the year’s end at Waterford, then they will have gained an immeasurable amount from their experience. The foundations for a successful VCE year, not to mention a fruitful journey of life-long learning, are in so many ways established in the year at Waterford. LEARNING STRUCTURE The day is a similar one to the structure of the day at Heyington. The timetable runs simply: there are seven (7) 45 minute lessons from Monday to Friday. Each student will require the use of a digital device for his year at Waterford. The digital device is to be used to enhance learning, but in no way replace dynamic and traditional teaching methods. Students are responsible for the charging and availability of their digital device on a daily basis. 3
Year 9 Subjects The following core subjects are studied by all boys All boys also choose an additional two (2) elective (periods per cycle (ppc) are also noted): subjects each Semester (3ppc): • Religious Education (3ppc) • Digital Technologies • English (5ppc) • Drama • Mathematics (5ppc) • Forensic Science • Science (4ppc) • Human Movement • History (4ppc for 1 Semester) • International Studies • Geography (4ppc for 1 Semester) • Language (French or Japanese or Mandarin or Spanish) • Language: French or Japanese or Mandarin or Spanish (3ppc) • Literacy and Numeracy (by application) • Physical Education (2ppc) • The Moving Image • Health (2ppc for 1 Semester) • Music • Nutrition (2ppc or 1 Semester) • Visual Art HOMEWORK It is an expectation that all boys independently engage in learning tasks at home each night. While always difficult to place a time period to these tasks, it is generally recommended that each boy would engage in at least 100 minutes of learning activities. The time period, will of course, vary on a student-by-student basis, according to need, capacity, desire and demand. Given that the methodology of learning is possibly the greatest acquisition or refinement for Year 9 boys at Waterford, it is strongly recommended that boys spend a few minutes each night to review every subject studied in that day’s classes. In this way, each boy seeks to further this informative class experience through reflection to ascertain understanding (and to record follow- up questions) as well as to convert short-term into long-term memory. ASSESSMENT Formative and summative assessment tasks take place throughout the semester for each subject. The overarching philosophy of learning at Waterford lends itself to formative assessment where, through experience and reflection, each boy is given regular opportunities to engage, to more profoundly connect and to more deeply understand the particulars of each academic discipline. A variety of assessment instruments is used including source/comprehension, analysis, research, experimentation, oral, dramatic, IT generated and test/examination style. Major cross-year level assessment tasks (CATs or Common Assessment Tasks) occur through each Semester. There is a formal week of Examinations at the end of each Semester. REPORTS Formal College Reports are e-mailed home at the end of each Semester. Other formal reporting procedures occur through the use of the school portal to provide continuous feedback on assessment items and the structured Academic Progress interviews (parent-teacher meetings) in Term 2. Beyond these formalised experiences, boys, staff and parents are always welcome to initiate communications, be this by phone, email or meeting. 4
Assessment Policy SUCCESSFUL COMPLETION In order to successfully meet the requirements of the College in each of the subjects, students must at least achieve the following: • complete satisfactorily all work for each unit • demonstrate at least basic competence in the knowledge and skills demanded by the course, that is, gain a minimum of E in all tasks set for the unit. ASSESSMENT TASKS A series of Graded Assessment Tasks is used to provide detailed information on levels of performance. Assessment Tasks include tests, assignments, practical projects, exams, and research reports. INTERPRETATION OF GRADES Grades are interpreted as Levels of Performance as follows: GRADE LEVEL OF PERFORMANCE A+ A Excellent B+ B Very Good C+ C Good D+ D Fair E+ E Needs Improvement F Below Year level standard NA Not Assessed (for work which is not submitted for any reason) 5
OUTPRAC The Outprac Program is a challenging educational program unique to Waterford in the St Kevin’s experience. It is designed to enhance the formal Waterford curriculum by providing students with practical learning experiences off-campus. Each experience is designed to complement either specific aspects of the curriculum or an aspect of global learning, holistic growth and/or personal challenge. The program capitalises on Waterford’s location by using a variety of resources in the inner city area of Melbourne. The wider aims of the Waterford Outprac Program are to: • Provide an opportunity for experiential learning • Develop student initiative and independent research skills • Develop collaborative learning skills • Develop skills in time and task management • Encourage critical thinking and analysis skills • Provide opportunities to present ideas in unique and creative ways • Foster a clear sense of independence and responsibility • Encourage leadership skills • Develop a deeper appreciation and understanding of the city of Melbourne and the wider world in which we live. Some of the venues for outprac include: State Library, Indigenous Walking Tour, The Arts Centre, SYN Radio, Melbourne Aquarium, MCG and National Sports Museum, State Parliament, VIS, Art Tour, Shrine of Remembrance, Eureka Skydeck, Big Issue, Jewish Museum of Australia, SYN Radio, Royal Botanic Gardens, Yarra Bend Park, Prahran Market, Metro Tunnel Project, Old Melbourne Gaol. 6
RICE Program RICE - TERRA AUSTRALIS ‘LAND OF THE SOUTH’ WHAT IS THE RICE EXPERIENCE? RICE is an acronym for Rich, Investigation, Challenge and Expedition Program. RICE is as much a dynamic learning journey, as it is a physically and mentally challenging outdoor experience. It is a truly holistic program in its scope and expectations. This unique learning journey contains five distinct phases of Planning, Preparation, Experience, Celebration and Presentation. The major component of the RICE Program is the outdoor education experience. During Term 1 of Year 9, boys select one of the beautiful World Heritage destinations on offer. Boys are then grouped and the planning and preparation commences during their studies at Waterford. The outdoor experience itself varies in length from nine to ten days away from home during weeks 2 & 3 of Term Three. TEN AMAZING DESTINATIONS 1. Wet Tropics 2. Whitsundays 3. Lake Eyre and Tirari Desert 4. Snowy Mountains 5. Lake Argyle 6. Tasmania – Sea Based 7. Hinchinbrook Island 8. MacDonnell Ranges – Larapinta 9. Mt Barney 10. Flinders Ranges A brief summary of what the boys do at their destination: WET TROPICS The boys will undertake a challenging four day bushwalking journey, beginning close to Camp Barrabadeen and crossing the western sector of the Lamb Ranges through Emerald Creek valley into Dinden NP. The group tackle Turtle Rock and the challenging Kalphalim Rock hike. The group will then hike through the Lamb Range via Vartch Creek track back to Lake Tinaroo. Their journey concludes in canoes where they will conclude the program with an exciting three day canoeing expedition. WHITSUNDAYS This amazing eight day sea kayaking journey will see the boys circumnavigate the whole Whitsunday group. Boys break up the paddling by trekking to some of the more prominent peaks to gain a new vantage point. Setting up tents where they land their canoes allows the boys unprecedented access to some of Australia’s most pristine beaches SNOWY MOUNTAINS This amazing journey will encompass alpine telemark skiing, ski touring and snow camping in the Kosciuszko National Park. Boys are given the opportunity to learn about the region from the perspective of an Indigenous Australian and why connection to the Mountains is so important for First Nations individuals. 7
LAKE ARGYLE This is a unique lake/river canoe journey where the group will paddle around the secluded bays and islands of north-western Lake Argyle before portaging onto the Ord River to continue their journey down to Kununurra. Throughout this time students will undertake a series of short side-trips to various points of interest including a hike up Elephant Rock, which provides views over the entirety of their journey, and a visit to an intact indigenous rock art cave. LAKE EYRE AND TIRARI DESERT All the deserts of Australia have their own character, and perhaps none appear as wild and windswept as the little known Tirari Desert, that makes up the dune fields and myriad of salt lakes east of the vast Lake Eyre. Typified by white sands with little vegetation and lots of salt lakes, the desert is the least visited in Australia due to there being no public access routes into its arid heart. In this truly unique desert experience, you will be embracing the spirit of outback and its history by undertaking a Camel packing expedition through this vast landscape. You will encounter 10 metre high sand dunes, the best star grazing this country has to offer and a few good yarns around the campfire. HINCHINBROOK ISLAND This seven nights / eight days sea kayaking journey will commence from Lucinda, south of Hinchinbrook and conclude at Cardwell. Aside from circumnavigating the island in sea kayaks, boys are given the opportunity to swim at isolated beaches and try their luck fishing for their dinner. TASMANIA SOUTHERN OCEAN This eight night voyage aboard a tall ship departs from Hobart. Boys are tasked with the challenge of navigating Tasmania’s east coast, with a highlight being the treacherous waters of storm bay. MACDONNELL RANGES (LARAPINTA) This challenging nine day expedition is set in the beautiful MacDonnell Ranges in Central Australia. The boys will undertake a challenging five nights / six days bushwalking journey along the world acclaimed Larapinta Trail. The boys will also spend some time at Desert Park near Alice Springs and Standley Chasm, participating in indigenous immersion activities with local elders. MT BARNEY This challenging nine day expedition is nestled amongst the foothills of World Heritage-listed Mt Barney National Park in south-east Queensland, about 90 minutes inland from the Gold Coast. Mt Barney attracts guests seeking to experience nature, serenity and pure wilderness. This journey will commence and conclude from Mt Barney Lodge and boys will undertake a series of rock climbing, abseilling, bushwalking and canoe journeying challenges along their route. 8
FLINDERS RANGES The Flinders Ranges are the largest mountain range in South Australia, which starts about 200 km north of Adelaide. The discontinuous ranges stretch for over 430 km from Port Pirie to Lake Callabonna. It’s most characteristic landmark is Wilpena Pound, a large, sickle-shaped, natural amphitheatre that covers 80 km and contains the range’s highest peak, St Mary Peak (1,171m) which adjoins the Ikara-Flinders Ranges National Park. This amazing journey involves mountain biking through the ranges with an overnight hike to St Mary’s Peak. Parents and students are given information during Term 1 of Year 9 and are encouraged to make a selection of destinations that might suit each individual. Specific criteria are applied before final placements are made. LEADERSHIP Each term Tutor Group Leaders are elected. They select one of 3 committees to serve on for the term. These students identify potential Waterford Captains (2). They will consult regularly on pertinent issues within the Year Level and will assist in the day-to-day and longer term planning for the Waterford campus. There will also be many opportunities for leadership in the day-to-day class activities, sporting, music, and debating experiences offered to students. Waterford Campus Captain’s are appointed in each Term. PASTORAL St Kevin’s strives to be a caring environment and makes every effort to enable students and teachers to care for one another. The Waterford experience will give students opportunities to demonstrate respect for differences and caring for all members of our community. Tutor Group numbers are 15 to 16 to cater for each individual in a better fashion. SPORTING AND CULTURAL ACTIVITIES Life in Year 9 is not simply study and homework. Giving and developing skills in the sporting and cultural areas are integral parts of developing each student’s overall character. The Waterford Year 9 experience is intended to be an enjoyable time. Its demands will be varied and challenging. Students are encouraged to take up the challenge and become involved in every aspect of school life. The rewards will be great: the development of a well-rounded character. Learning Diversity The Learning Diversity Department supports students by assisting them to access additional support and adjustments to their classroom programs; this may be in relation to learning, physical, medical or social emotional challenges. The Learning Diversity team works with our School Nurse, College Psychologists, Wellbeing Leader, Tutors, Director of Students, Waterford Leadership and parents to navigate this process. Our Psychology team can provide support in counselling, study skills, organisational management as well as liaise with external agencies to assist students to achieve their best outcome. Referrals to the Learning Diversity Department are via the Tutor, or student themselves. We encourage students to begin to develop self-help skills for themselves, and see this an opportunity to practise this in our environment. In Year 9, Literacy and Numeracy Support programs are offered. Students are invited to participate in these programs. AIMS Acknowledge the individual differences of students at the College and encourage each student to achieve his potential - improve each student’s ability and understanding in the areas of Language and Mathematics. It is important that each student experience success in his learning; therefore self-help strategies are taught. When appropriate, students are extended and enriched to enable them to be learning and working to their potential. 9
AREAS OF STUDY Language The Language Program teaches skills and strategies for improving a student’s comprehension, reading fluency, spelling awareness, speaking and listening. Mathematics The Mathematics Program covers basic mathematical skills while encouraging quick thinking ability in all areas of mathematics and reinforcing class work. Enrichment Program Year 9 Enrichment is built into the curriculum although Debating and Public Speaking are available for students at Year 9 as extra opportunities. Program Implementation The Educational Support program is carried out within the classroom, or on a withdrawal basis, depending on the students’ needs. Early morning classes are available for students seeking assistance. These classes are by negotiation with students and parents. Assessment Assessment is an ongoing process based on work completed during the term. Students in Year 9 whose learning needs require additional educational support will be contacted by our Waterford Learning Diversity Co-ordinator so that they are aware of the College’s intention to provide them with the academic support they might need to manage the curriculum as successfully as they can. Referrals for Learning Diversity programs are made through teachers, so if you have concerns please speak to your son’s teacher. English as an Additional Language (EAL) At Waterford, we celebrate language and cultural diversity in our students. English as an Additional Language (EAL) support may be available to students whose primary language is a language other than English. EAL support may also be available to students who are of Aboriginal or Torres Strait Islander descent whose first language is not English. Students who have a hearing impairment may also be eligible for this level of support. Students are invited to undertake diagnostic tests to determine their suitability and eligibility for Pathway C, late immersion in Years 7 – 10. An individual program would be then tailored to build on their prior learning of English, support them through personal experience and in progressing, foster their language learning needs to use English language effectively within the College context and wider society. Dependent on student numbers, this level of support at Year 9 may be in the form of EAL support in their English classes, or a withdrawal Literacy class. EAL assistance alongside their other literacy-based subjects is also a possibility for further support. This high-quality EAL support program closely follows the Year 9 English curriculum; however, further support in the areas of language acquisition and functional communication skills focuses on the importance of language development and maintaining cross-cultural connections. 10
Library The Waterford Library is in Richmond at the College’s Year 9 Campus. Students are welcome to come in and use the library before school, lunchtime and after school. There is a strong reading culture within the College and each fortnight in English students visit the library to participate in the Wider Reading Program. During this time, students hear about new books, literary events and have time to read. The fiction collection is aimed at appealing to student’s age group and there are eAudiobooks and eBooks available on BorrowBox. An engaging Book Club is offered and this is very popular with the students. In addition, there are opportunities to participate in literary afternoon events with other schools and there is a wonderful Waterford Writers Festival which occurs in early October. Apart from the resources in the Waterford Library, there is an excellent Waterford Library Page which offers an excellent collection of online encyclopedias, newspapers and other resources. In particular, this page has a link to the RICE Library Program Resources page which is used when preparing for your RICE expedition. The library staff also provide detailed support on how to reference and complete a bibliography and are always willing to help students with any query. Technology Digital Technology is a fundamental aspect of contemporary society and at Waterford we teach our boys to prepare and operate in an increasingly digital world. In Year 9 students will be taught the importance of security of data, private and safety online as well as the social and legal implications of sourcing digital content. Students will be introduced to skills in web development, database development and programming. The Digital Technology elective runs for one semester and is assessed with both project work and standard testing. At the end of this elective students will have a better understanding of creating, communicating and designing digital solutions for real world problems. MUSIC: INSTRUMENTAL TUITION The College offers students the opportunity to study one (or possibly more) of the following instruments: • Keyboard: Piano, Electric Piano • Guitar: Classical, Electric, Bass • Strings: Violin, Viola, Cello, Double Bass • Percussion: Orchestral Percussion, Drum Kit. • Woodwinds: Flute, Clarinet, Saxophone, • Voice: Classical, Contemporary Oboe, Bassoon • Brass: French Horn, Trumpet, Trombone, Tuba Lessons are arranged on a rotating timetable to minimise disruption to classes. All students taking practical lessons are expected to participate in at least one major ensemble at the College, and in minor ensembles as directed by their teacher(s). Instruments may be hired from the faculty on request. A separate fee is charged for the instrumental tuition and itemised on the general school account. Enrolment forms and further details may be obtained from the Head of Music. 11
THE STUDY OF LANGUAGES OTHER THAN ENGLISH IN THE MIDDLE SCHOOL Part of enrolment at St Kevin’s is that all students study a foreign language until the conclusion of Year 9. At Waterford boys will select at least one of the four languages (French, Japanese, Mandarin & Spanish) as one of their elective subject. Boys will study the Language/s that they have selected for the duration of the academic year. Where families would like their son to be involved in the pursuit of a foreign language beyond the Years 9 curriculum that St Kevin’s affords, they are free to do so through external providers. Any such students will still be obliged to study a foreign language in Years 7 to 9 as part of their curriculum. Part of enrolment at St Kevin’s College, too, is that all students participate in the sporting program on Saturday mornings during the summer and winter seasons. The study of a foreign language (French, Spanish, Mandarin or Japanese) with any external provider whose classes run on a Saturday morning cannot take priority over a student’s Saturday sporting commitments. Where a student pursues the study of a foreign language other than those four languages we offer at St Kevin’s, and his lessons coincide with Saturday sport, families will need to apply to the Deputy Principal for a Sports Exemption. Such exemptions are rare in their being granted; and, families are encouraged to seek external language schools whose classes are scheduled at times other than a Saturday morning. Students at Waterford whose learning needs require educational support can be excluded from the compulsory study of languages. Families of these identified students will be contacted by our Head of Educational Support so that they are aware of the College’s intention to provide them with the academic support they might need to manage the curriculum as successfully as they can. 12
COURSE SELECTION REQUIREMENTS Students study five electives over the two semesters: three in each semester. All students must select at least one Language Other Than English (LOTE). A LOTE is taken for both semesters. Students may choose to study two LOTEs (French, Spanish, Mandarin, Japanese) if they wish. Language is compulsory at Year 9 level unless an exemption is approved on the basis of documented learning and/or other difficulties. Any exemption to study a LOTE, on the basis of documented learning and/or other challenges, can be granted only by the Director of Studies in consultation with the Head of Waterford and the Head of Educational Support. All other electives are single semester subjects. A student may not study two semesters of the same subject. SUBJECTS ELECTIVE UNITS Core subjects are studied for the year. The following subjects will form part of a guided elective program: • English To be taken for both semesters • Mathematics Language and Learning • Physical Education • Language and Learning • Religious Education • French • Science • Japanese • Language: French or Japanese or Mandarin or Spanish • Mandarin Subjects studied for ONE semester are: • Spanish • Formation To be taken for one semester only • Geography • Art • History • Digital Technologies • Nutrition • Drama • Health • Forensic Science • Human Movement • International Studies • Music • The Moving Image 13
RELIGIOUS EDUCATION FACULTY HEAD: MR J KEENAN RATIONALE Each of us possesses the dignity of a person created in the image of God. Religious Education at Year 9 is primarily directed toward developing the student’s values Journeys Shared and attitudes, knowledge and skills in regard By the end of this unit, it is intended that the to the Catholic faith tradition. This is explored students understand that people travel on a variety through three dimensions; religious knowledge of journeys throughout their lifetime. Dreaming and understanding, reasoning and responding stories of the Aboriginal and Torres Strait Islander and personal and communal engagement. The people tell of the journey through time and provide curriculum is designed to assist students in making an oral history. The Aboriginal story changed after sense of everyday life experiences, gaining access to white settlement and the Australian story has and understanding the Scriptures, celebrating with continued to change with exploration, immigration others the mystery and life of the Risen Christ and and people seeking asylum. responding to the activity of God in their lives and in Indigenous Spirituality the whole of creation. By the end of this unit, students will have explored AIMS OF THE COURSE the innate spiritual dimension of humanity. They will • to understand the rich history of understand that First Nations Australians have one Aboriginal spirituality and culture. of the oldest cultures in the world, and an ancient spirituality that is still living and evolving. They • to develop a greater knowledge and will gain further understanding that First Nations understanding of Scripture as the Word Australians are so closely connected to the land and of God. all it sustains, that without it they lose their identity • learn the history of Judaism as an and sense of purpose. influential religion and culture. The history of Judaism • to identify and explain the core beliefs By the end of this unit, students have had taught by the Catholic Church opportunities to explore the Jewish faith, recognising • To understand the role of the Catholic the similarities and differences to their own faith. Church in the early years of European They explore the rich history of Judaism, through settlement learning about the teachings from the Torah and draw connections between stories they know • outline the major events, personalities from the bible, learning about the key beliefs, and groups contributing to the important leaders, research the rituals, symbols emergence and development of the and celebrations and understand the Jewish culture Catholic Church in Australia which exists in our modern world. COURSE STRUCTURE In search of an Australian Identity Use the online text “Understanding Faith” as a key By the end of this unit, students will have explored resource, students will explore the following topics: the Catholic tradition in Australia and how it has changed over time. The cultural impact of global Our Christian Identity issues such as war and Vatican II have impacted By the end of this unit, it is intended that the the constitution of our Church. For many, this will students continue to discover more about ourselves be the first time that students will have objectively throughout our lifetime. In the Christian tradition, scrutinised the evolution of the Church in Australia. identity comes from family, nationality and where people live. Moreover, Aboriginal and Torres Strait Islander people also receive identity from the land. 14
Work Requirements ASSESSMENT POSSIBILITIES The Religious Education course will have a range of Semester One styles which will develop skills in working in groups and individually. The style of work requirement will 70% of Religious Education course will be assessed be the following: by: • Written assignments • Workbook and Class work requirements • Oral assignments • Unit Topic Tests • Collaborative group Tasks • Assignments • Unit/ summative Topic Tests 30% of Religious Education course will be assessed: • Workbook - a record of all class work and handouts • 30% of Religious Education course will be assessed by rich assessment tasks known as Common Exam Replacement Tasks (CERTS) Semester Two 60% of Religious Education course will be assessed by: • Workbook and Class work requirements • Unit Topic Tests • Assignments 40% of Religious Education course will be assessed: • Examination 15
DIGITAL TECHNOLOGIES DEPARTMENT HEAD: MS V FARRELL RATIONALE Unit Three: Web Development The Digital Technologies curriculum enables students • HTML to become confident and creative developers • Introduction to Dreamweaver of digital solutions through the application of • Web Design information systems and specific ways of thinking about problem solving. Students acquire a deep • Web Project knowledge and understanding of digital systems, Unit Four: Data Analysis & Infographics data and information and the processes associated with creating digital solutions so they can take up • Spreadsheets an active role in meeting current and future needs. • Database manipulation The curriculum has been designed to provide practical opportunities for students to explore the • Infographics capacity of information systems to systematically and innovatively transform data into digital solutions ASSESSMENT POSSIBILITIES through the application of computational, design and Assessment tasks for this subject are: systems thinking. • Unit One: Computer Awareness Project AIMS OF THE COURSE • Unit Two: Programming Folio To develop skills in: • Unit Three: Web Development Project • Programming • Unit Four: Database Project • Web technologies Year 9 Digital Technologies is a three period per • Databases week study with an emphasis on developing and demonstrating skills. Each unit has an assignment. COURSE STRUCTURE There is no examination at the end of semester. This Study comprises three units over the course of the Semester for Year 9 Information Technology: Unit One: Computer Awareness • Digital Systems • Social & Ethical Issues in ICT Usage • Copyright & Creative Commons Unit Two: Programming • Language Syntax • Visual Basic Folio • VB Solution 16
DRAMA DEPARTMENT HEAD: MS E TRIBE RATIONALE material Year 9 Drama provides a creative and practical • Students are challenged to document forum for students to express their unique thoughts this process through their completion and ideas. The subject challenges them to identify of a booklet relating to this task and employ a range of theatrical conventions and • This unit is predominantly practical, dramatic elements to their own works in order in that students will be actively to create efficient and effective pieces of theatre. performing and working during most Students examine the Elements of Drama such as lessons tension, focus, time and place and symbol in order to Unit 2: Performance Analysis assist them to have a more profound understanding of what constitutes an effective dramatic • Students are challenged to examine performance. These skills are employed in both how playmakers make use of various examining live theatre, as well as when students dramatic elements through their own create drama in both individual and collaborative performances forums. Year 9 Drama also focuses on the • Students are also introduced to skills construction of positive peer relationships, and the and techniques that actors incorporate maturing of skills such as empathy, communication in order to portray realistic and and teamwork. believable characters AIMS OF THE COURSE • Students view of a scene of Baz • To be able to recognise and understand Luhrmann’s Romeo + Juliet, followed by of a range of Dramatic Elements. analysis and evaluation • To identify the conventions of creative • This unit is predominantly theory- and engaging dramatic performance, based, in that students will not be and to implement them in a range of actively performing during most creative forums. lessons. • To understand the complex task of Unit 3: Commedia Dell’Arte & Elizabethan creating performance through the • Students consolidate their study of stagecraft and direction. understanding of performance creation • To broaden student knowledge of a from Unit 1 to devise an original range of playwrights and theatrical character styles such as Commedia Dell’Arte and • Students develop their character using Shakespeare. skills and techniques from Stanislavksi’s • To make links between the concepts of realistic style, and consider how theatrical styles and dramatic elements elements of method acting and the and their importance when realising ‘emotional memory’ live performance. • Students document the process of • To explore a range of performance creating their character, as well as styles such as ensemble and analyse their monologue using the monologue performances. skills learnt in Unit 2. COURSE STRUCTURE ASSESSMENT POSSIBILITIES This Study comprises three units: • Ensemble performance Unit 1: Ensemble • Written analysis • Group devised performance where • Script writing students work with the peers to • Regular workbook tasks develop and perform an original piece • Monologue performance of performance • Examination • Students are to consider a range of criteria in their creation of this task, including a series of dramatic elements as well as their response to stimulus 17
ENGLISH DEPARTMENT HEAD: MR A VALLADARES RATIONALE Students are invited to develop the ability to engage with multiple texts in a single, cohesive analytical Active and effective participation in Australian response, through the form of an essay. society depends on the ability to speak, listen, read and write with confidence, purpose and enjoyment Unit Two: Cartoon Analysis in a wide range of contexts. The study of English, This unit of study explores the use of persuasive and the broader concepts of literacy, is about the techniques used by authors in opinion-based images appropriate and effective use of language, the use of and political cartoons. Students are encouraged to language as a tool of learning and the development engage with issues currently relevant within Australia of knowledge about language in a way that allows and on the world stage by analysing new and learners to engage in the society in which they live. recurrent motifs in imagery and language usage for this language form. Areas of study are: AIMS OF THE COURSE • Discussion of context surrounding the • To increase competence in creation of cartoons, and discussing comprehension and composition in an author’s motivation to express their both oral and written forms. opinion through this medium. • To develop an interest in and • Identification of cartoons’ issues and enjoyment of literature as a pastime contentions and as an area of study. • Identification of examples of persuasive • To develop language and literacy skills techniques in a sequential manner across a range of language forms. • Analysis of the intended effects of persuasive techniques • To foster an understanding of the impact of language through exploration Unit Three: Language Analysis of connotation versus denotation, In conjunction with the Cartoon Analysis unit, this and how authors make specific use of unit of study invites students to identify various language to influence readers. elements of language incorporated by an author and to analyse their intended purpose. Through COURSE STRUCTURE a exploration of a series of poetry by Oodgeroo This Study comprises four units, which emerge from Noonuccal, students are challenged to create the Australian Curriculum for English: cohesive responses that analyse her choice of language and its intended impact of the reader’s Semester One: perception. Studying a series of texts from an Unit One: Comparative Texts Indigenous author also provides an opportunity to explore the social and political reality that This unit of study focus on asking students to faces Indigenous Australians and challenges their investigate key areas of comparison and contrast in perspectives in regard to social equality and justice. texts over three poetic texts that each platform the author’s view on the state of the natural world. Students are asked to display: Important elements that students need to discuss • An understanding of the connotation of are: language • Thematic links • Analysis of Noonuccal’s intention of using specific language in her texts • Persuasive writing • How language can be directly influential • Key concepts that unite the texts on an author’s contention • Key concepts that differ between the • An appreciation of the historical and texts current-day influences on Indigenous Australians 18
Semester Two: Unit Three: Issue Analysis Unit One: Text Analysis This unit of study works to strengthen and advance the skills that students had begun to develop This unit of study seeks to investigate how the key during the Language Analysis unit in Semester characters and events inherent in fictional texts One. Students will examine opinion writing on can be linked to thematic undertones of a novel. contentious issues, and again explore how language Students will read Harper Lee’s novel, To Kill A can be persuasive to readers regarding an author’s Mockingbird and examine how her story explores contention and point of view. Analysing a range the concepts of racial tension, justice, social division, of texts encourages students to form their own the point of view of children and heroism in its many opinions forms. Key areas of study are: Key areas of study are: • Discussion of important issues that • Identifying themes within the novel influence students on a local, national • Discussion and analysis of various and international front. characters within the novel • Identification of the contention and • Structure of analytical essay writing, tone used in various persuasive articles including quote integration and Explanation of the author’s intended use of specific methods to link the key concepts in the language in their writing novel to thematic meaning Analysis of how specific choices of language Unit Two: Techniques of Film influences an author’s contention This unit of study uncovers the use of film techniques by a director to support a film’s themes ASSESSMENT POSSIBILITIES and contentions. Through analysis of the film In each semester, students are challenged to engage ‘Gattaca’ by Andrew Niccol, students determine how in formative and summative assessment over five filmmakers use a range of techniques (including assessment areas: editing, lighting, costumes, set design and diegetic and non-diegetic sounds) to achieve cohesion in the • Writing Folio vision of a film. • Textual Responses Key areas of study are: • Language Skills • Identifying themes within the film • Oral Presentations • Analysing how themes are unfolded • Examinations through plot progression • Identifying the central contention of the movie • Analysing how character development is used to support this contention • Analysing how film techniques are used to support this contention 19
FORENSIC SCIENCE FACULTY HEAD: MR A BYLSMA RATIONALE research a well known cold case, and explore reasons why some crimes are unable to be solved. The study of Forensic Science involves students Finally, students undertake an anthropometry developing an understanding of a broad range of experiment, where they are able to estimate the scientific skills that are used for the investigation of height of someone based off the length of specific crime scenes and assist in solving complex crimes. bones. These skills include traditional forensic techniques such as fingerprint analysis, footprint analysis and Unit 3: DNA and Blood blood pattern analysis. This unit of study explores the complex molecule A collection of more sophisticated forensic skills DNA, its structure and purpose as a forensic tool in extend students into the study of blood typing and solving crimes. The study seeks to investigate blood DNA analysis. Students complete experimental work types, and how this can be used to analyse the relating to each field of study to replicate the process compatibility of different blood types. Students also undertaken by Forensic Scientists in a laboratory use blood evidence to identify suspects and victims setting. A film study further develops students’ of crime. understanding of the particular stages surrounding a Unit 4: CSI Film criminal investigation and the potential prosecution This unit of study invites students to write a script of criminals. for a typical criminal drama, including a range of AIMS OF THE COURSE characters such as the police, detectives, forensic scientists, legal characters, victim(s) and suspect(s). To develop a comprehensive understanding of Students develop their technical film production Forensic Science and the application of science to a skills and work in groups to produce a short film. criminal investigation. • To develop a comprehensive understanding of Forensic Science and ASSESSMENT POSSIBILITIES the application of science to criminal Practical Booklet and Associated Tasks (30%) investigations. • A variety of extended practical activities • Understand how forensic scientists, that assess students’ understanding police and detectives, operate in a field of the link between practical skills and and laboratory environment. theory. Examples include: responses • Explore a range of evidence types, (questions, understanding of patterns and the application of these in solving and the creation of graphs) and two crimes. blood based practicals. • Explore and understand the science of • A Cold Cases Research Task. DNA, genetics and blood analysis. • An Anthropometry Practical. • To complete a CSI film, with Topic Tests (25%) appropriate script and characterisation. • Two written tests to explore students’ COURSE STRUCTURE understanding of theory. This Study comprises four units. Science Inquiry Skills (15%) Unit 1: Crime Scenes and Evidence • Based on student ability to think This unit of study focuses on introducing students to scientifically, and communication Forensic Science principles through the exploration finding appropriately. of various types of evidence. These include the study CSI Film (30%) of fingerprints, footprints, tool marks, wounds, fibres and glass analysis. Each topic includes a scientific • A short film that explores the range of experiment to understand the technique and forensic techniques used in the solving scientific principles involved. of a crime. Unit 2: Corpses This unit of study allows students to use a range of scientific techniques to find the time of death through the cooling of a body. Similarly, students 20
GEOGRAPHY DEPARTMENT HEAD: MR N BAFF RATIONALE Unit 2: Tourists on the Move Year Nine Geography allows students to This unit explores tourism from many aspects; make associations between human activity commercially and environmentally and the changes and consumption with consideration for the it has at local, national and international levels. environment. Students investigate the benefits Students explore the reasons for growth in tourism and impacts on tourism within an economic, social and the motives people have to travel, ultimately and environmental context. Students look at the gaining insight into what the industry provides, and interconnections of people, predominantly living in how it might change societies. The unit will conclude urban environments and comparing what patterns with students presenting the behaviours adopted by occur internationally to Melbourne. Students gain an eco-tourist operators. understanding of sustainable food production and Topic 3: Biomes & Food Security agricultural behaviours adopted by different regions This unit of study seeks to investigate the impact around the world. of food production on the natural state of biomes. AIMS OF THE COURSE A major case study looks at the management of our fisheries, and how we might manage food • To understand the motives and impacts production for the future. of tourist movements, locally and globally. ASSESSMENT POSSIBILITIES • To understand the interconnections of 60% of the Global Grade: humans in an urban environment. • Learning Journal: Textbook and in-class • The changes, urban spaces and activities and notes transport considerations that are • Neighbourhood Liveability Assignment required to allow our city to operate as it does. • Ecotourism Assignment and Presentation • To identify Biomes and the changes taking place due to global population • Sustainable Food Production Research growth and food requirements. Assignment • To be able to analyse and interpret • Unit Tests – Interconnections, Tourist geographical data presented in a range on the Move and Biomes & Food of forms and explain relevance. Security COURSE STRUCTURE At the end of the semester, all students will complete a Written Examination, which comprises 40% of the This Study comprises three units, which emerge from Global Grade. the Victorian Curriculum for Geography: Unit 1: Interconnections – How do we connect with places? This unit of study explores our relationships with places, the changes and the access we have to our facilities. Predominantly Melbourne focused, comparisons are then able to be made with the movement and lifestyles of other cities. The relationship between lifestyles, income and housing choices form a major study for this unit and include an investigation into the choices the student may make in a community’s walkability rating and how it may alter with the continued development of Melbourne. 21
HEALTH FACULTY HEAD: MR M DUKE RATIONALE COURSE STRUCTURE Health Education focuses on students enhancing The focus areas to be addressed in Year 9 include, their own and others’ health, safety and wellbeing in but are not limited to: varied and changing contexts. Students develop the • alcohol and other drugs knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying • food and nutrition relationships. The curriculum helps them to be • health benefits of physical activity resilient, and to make decisions and take actions to promote their health and safety. They also learn • mental health and wellbeing to use resources for the benefit of themselves and • respectful relationships and sexuality for the communities with which they identify and to which they belong. • safety AIMS OF THE COURSE ASSESSMENT POSSIBILITIES Health Education aims to develop the knowledge, • Reflective journal & Workbook understanding and skills to enable students to: • Topic Test • access, evaluate and synthesise • Inquiry Project information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing and safety across their lifespan. • develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships • analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health and physical activity locally, regionally and globally. • understand and appreciate their significance to personal, social, cultural, environmental and health practices and outcomes. 22
HUMAN MOVEMENT FACULTY HEAD: MR M DUKE RATIONALE COURSE STRUCTURE This elective provides students opportunities to This Study comprises two units of study for this learn about the anatomy and physiology of the single semester elective. human body and how these are impacted by Unit 1: Body Systems exercise. Sociological aspects of sport will also be examined to give students a broader knowledge and This unit of study focus on anatomy, physiology and understanding of various factors that can affect our exercise physiology. sporting and exercise performance. Students will It predominantly focusses on the Musculo-skeletal, then be able to use this knowledge to improve their Cardiovascular and Respiratory System and the acute own sporting performances. and chronic effects of exercise on these systems. AIMS OF THE COURSE Unit 2: Sociological Influences on Sport • To understand the basic anatomy of This unit of study explores Coaching / Skill the Musculo-skeletal, Cardiovascular Acquisition / Sports Psychology / Technology in Sport and Respiratory System and the acute / Drugs in Sport / Sports Nutrition & Recovery. The and chronic effects of exercise on these focus will be on critically analysing current trends systems. and information and how performance can be benefited by this knowledge gained. • To critically analyse the interconnections of humans in modern ASSESSMENT POSSIBILITIES society and the use of performance enhancing substances. Including Unit 1: Body Systems benefits and side-effects of various • Musculoskeletal Test: ergogenic aids. • Circulatory & Respiratory systems Test • To identify recent developments in technology that have been used in Unit 2: Sociological Influences on Sport sport to enhance the way we play view • Assignment # 1 Skill Acquisition and train for optimum performance as well as the positive / negative effects of • Assignment # 2 Nutrition & Technology such developments. in Sport • To analyse and interpret basic sports Summative: psychology theories and how they can • Bookwork be applied in their own situations. • End of Semester Exam • To identify and examine current trends in sports nutrition and techniques used for recovery as well as optimum pre / during and post exercise meals. • To observe through personal experiences different styles of coaches and the stages of skill acquisition. To compare their own skill acquisition and current level of skill with elite level athletes. 23
HISTORY DEPARTMENT HEAD: MR A BUTCHER RATIONALE Unit 2: Making a Nation Year Nine History allows students to appreciate This unit explores the making of the nation of the growth and development of the modern world Australia and its lasting legacies, challenges and from 1750 to 1918. Students look at the period impacts. Students will examine the decision to of industrialisation and the rapid changes that colonise Australia and the intended and unintended impacted the way people lived, worked and thought. causes and effects of contact and extension of Students will develop an understanding of the settlements on Indigenous Australians. Students will influences of nationalism and imperialism in order consider the factors that contributed to federation to understand the colonisation and development and its achievements, including the different of Australia. World War One is examined as the experiences and perspectives of non-Europeans. culmination of the Industrial Revolution, with Unit 3: World War I students examining the significant causes and This unit explores the significance of World War I as impacts of the conflict. the first major global conflict. Students will examine AIMS OF THE COURSE the short and long term causes of the war, as well as investigating the changing nature of warfare. The To understand the causes and effects of the unit will focus on Australia’s involvement including Industrial Revolution in changing the way people the reasons men enlisted, the significance of the lived, worked and thought Gallipoli Campaign and the impact of war on the To consider the movement of people and influences home front, particularly the conscription debate. that led to the colonisation of Australia The unit will encourage the students to develop their skills as a historian by researching and critiquing To understand implications of Western settlement evidence. on indigenous peoples ASSESSMENT POSSIBILITIES To learn how the Australian nation was created To understand the underlying causes and impacts of First Term World War I Content Tests – Industrial Revolution, Making a To evaluate the significance of World War I Nation To appreciate the role of the historian and Source Analyses – Industrial Revolution, Making a historiography; developing critical analysis skills and Nation heightening source analysis skills in students Second Term COURSE STRUCTURE Content Test - World War One This Study comprises three units, which emerge from Research Assignment – World War One the Victorian Curriculum for History: At the end of the semester, all students will complete Unit 1: The Industrial Revolution 1750 - 1914 a Written Examination, which comprises 40% of the Global Grade. This unit examines the significant effects of the Industrial Revolution, beginning with the causes of industrialisation in Britain, and the social and political influences that caused the movement of people. Students will explore the significant changes to the way of life including working and living conditions. Students will develop historical thinking skills by analysing the experiences and perspectives of various groups, including women and children, and the development and influence of political and social reforms. 24
INTERNATIONAL STUDIES – TERROR AND PEACE DEPARTMENT HEAD: MR A BUTCHER RATIONALE including provision of foreign aid, peacekeeping, and participation in international organisations, International Studies is the study of the political, particularly the United Nations. Students also study social, cultural and economic forces that shape the theories that govern international relations, interactions between state and non-state actors focusing on liberalism and realism. in the twenty-first century. It examines the interconnectedness of twenty-first century global Unit 2: Genocide citizens and the impact of globalisation on culture, What is Genocide? Case study of Rwanda Genocide. language, human rights and the environment. What is the global response? What is the role of the It examines the nature and effectiveness of key UN? global actors in the twenty-first century and global Unit 3: Terrorism challenges, including human rights, genocide, people movements, development issues and terrorism. The impact of at least ONE world event or It explores the nature of global crises such as development and its significance environmental degradation, war and terrorism, • Discuss history of Terrorism – stemmed and the effectiveness of responses and proposed from the French Revolution solutions by key global actors. • Defining terrorism International Studies offers students the opportunity to engage with key political, social and economic • Three main causes of terrorism issues, and to become informed citizens. Students Unit 4: Refugees develop a critical understanding of the world in which they live and contemporary global issues. What is a refugee? What areas of the world are they flowing from? What challenges do refugees flow AIMS OF THE COURSE present for the international community? • To develop an understanding of the ASSESSMENT POSSIBILITIES key terms: citizenship, human rights, globalisation, environmentalism, Unit 1: Definition Test: To complete two democratisation, multilateralism • Globalisation Research Assignment • To gain an understanding of the Unit 2: Class Task: Causes of Genocide political impact of globalisation, such as global political movements, the work of Unit 3: Group Oral Presentation: Examining international NGOs, and global political Terrorists issues. • Attacks since 9/11 • To develop knowledge and Unit 4 Topic Test: Genocide and Refugees understanding of the effectiveness of the international community students End of Semester: Examination. investigate at least two examples of contemporary global cooperation and at least two examples of contemporary global conflict. COURSE STRUCTURE Unit 1: Global Actors Discuss various groups and organisations which play a role on the world stage. Students explore various NGOs and civil society, investigating terrorist groups, organised crime groups, religious groups, environmental, human rights groups. Australia’s role and responsibilities at a global level, 25
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