St Kevin's College YEAR 9 STUDIES HANDBOOK 2022
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St Kevin’s College
YEAR 9 STUDIES HANDBOOK
2022
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.
6RICE 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.
7LAKE 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.
8FLINDERS 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.
9AREAS 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.
10Library
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.
11THE 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.
12COURSE 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
13RELIGIOUS 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.
14Work 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
15DIGITAL 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
16DRAMA
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
17ENGLISH
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
18Semester 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
19FORENSIC 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
20GEOGRAPHY
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.
21HEALTH
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.
22HUMAN 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.
23HISTORY
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.
24INTERNATIONAL 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,
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