YEAR 9 SUBJECT SELECTION INFORMATION 2020 - Thomas Carr College
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YEAR 9
SUBJECT SELECTION INFORMATION
2020
www.thomascarr.vic.edu.au
Contents
Introduction ................................................................................................................................................................................ 4
Overview and Timetable ............................................................................................................................................................. 4
Good Samaritan Campus (Country Experience) ......................................................................................................................... 5
City Experience ........................................................................................................................................................................... 6
Important Contacts ..................................................................................................................................................................... 6
Curriculum Pathways .................................................................................................................................................................. 7
English ..................................................................................................................................................................................... 7
Mathematics ........................................................................................................................................................................... 8
Science .................................................................................................................................................................................... 9
Compulsory Subjects ................................................................................................................................................................ 10
Communications (Humanities/English) ................................................................................................................................ 10
Investigation ......................................................................................................................................................................... 11
Mathematics Core ................................................................................................................................................................ 12
Mathematics Magis .............................................................................................................................................................. 13
Personal Development Health and Physical Education ........................................................................................................ 14
Magis Electives ......................................................................................................................................................................... 15
Barbarians, Invaders and Warriors ....................................................................................................................................... 15
Cracking the Code – Digital Media Programming................................................................................................................. 16
Electronics and Plastics in Design ............................................................................................ Error! Bookmark not defined.
Food Lab ............................................................................................................................................................................... 17
Health and the Human Body ................................................................................................................................................ 17
Intellectual Property ............................................................................................................................................................. 18
It’s Lit .................................................................................................................................................................................... 19
Language: Italian................................................................................................................................................................... 20
Mary goes Global ..................................................................................................................... Error! Bookmark not defined.
Additional Electives .................................................................................................................................................................. 22
All in the Mind ...................................................................................................................................................................... 22
At the Movies........................................................................................................................................................................ 22
Art Forms .............................................................................................................................................................................. 23
Changing World .................................................................................................................................................................... 23
Creative Textiles ................................................................................................................................................................... 24
Creative Writing .................................................................................................................................................................... 24
Design Technology: Wood, Metal and Plastic ...................................................................................................................... 25
2D Logo Design ..................................................................................................................................................................... 25
3D Model Design................................................................................................................................................................... 26
2
Dance Styles .......................................................................................................................................................................... 26
Drama ................................................................................................................................................................................... 27
Electronics and Plastics in Design ......................................................................................................................................... 27
Elite Sports Performance ...................................................................................................................................................... 28
Game On ............................................................................................................................................................................... 29
Languages: Indonesian ......................................................................................................................................................... 30
Languages: Italian ................................................................................................................................................................. 31
Music..................................................................................................................................................................................... 32
Photography ......................................................................................................................................................................... 32
Shark Tank ............................................................................................................................................................................ 33
The Way of the Dragon ......................................................................................................................................................... 34
Textiles Fashion Runway....................................................................................................................................................... 35
Wonderful World of Foods ................................................................................................................................................... 36
3
Introduction
Year 9 students experience enormous emotional, physical, social and intellectual changes as they transition from childhood
to adulthood. This period of transition is often characterised by students’ growing sense of independence from both
parents and teachers while at the same time developing more supportive relationships among their peers. The adolescent
needs to find expression in the diversity of experience and will occasionally need to learn from their mistakes as they progress
towards adulthood.
The uniqueness of the Year 9 student also translates to his or her learning needs. Recent studies have highlighted that
traditional curriculum delivery does not meet the needs of these students, nor does it engage them sufficiently to be able to
re-engage them in the senior school years. In well-documented brain research, the period of adolescence is vital for
developing that part of the brain that controls impulsive behaviour, calms emotions, reasoning (i.e. consequences to actions)
and decision-making.
As a school, we have a responsibility to sustain student motivation and improving skills in students and teachers. It is with this
aim in mind, that the College has designed a program that will engage students and equip them with new skills that will help
shape their adult selves.
The program aims to develop students who:
Are independent, self-aware learners who set goals, reflect and evaluate their own progress
Are confident to take risks and responsibility for their own learning
Pose critical questions about their world and can use traditional online and community resources to develop responses
Work co-operatively to complete a variety of tasks with teams of peers
Are socially aware, ethical and caring global citizens
Are connected to fellow students, staff and The College and see themselves as members of a learning community
Overview and Timetable
Where possible all periods will be doubles. Homerooms will be gender based. The rationale for this includes:
Gender based groups provide a safe environment for young people to explore challenging issues
It will better facilitate arrangements at the Good Samaritan Campus and the City Experience
Minimise disruption at Thomas Carr College – Tarneit Campus when groups are at the Good Samaritan Campus
Forming single gender groups supports a means of further improving of educational growth of boys and girls. At the
classroom level, single gender instruction offers specific gender friendly opportunities for enhancing learning by directly
addressing many of the challenges and stressors in boys’ and girls’ educational and personal lives.
The program will consist of the subjects and period allocations listed below. Each of the subject areas will have a different
focus to the current curriculum being offered and will link in with the themes that have already been established.
Subject 2020 period allocation (per fortnight)
Communications 13
Investigations 9
Physical Education and Personal Development 8
Religious Education 6
Mathematics Elective 8
Additional Electives 16
Total 60
4Good Samaritan Campus (Country Experience)
The Good Samaritan Campus, originally known as the Good Samaritan Convent, was initially operated by the Good
Samaritan Sisters as a boarding school for girls in the Colac/Otway area. After the closure of the boarding school in the 1970’s,
it continued to be residence for members of the congregation. During the 1980’s the Good Samaritan Centre was redeveloped
as a venue for community groups and adult professional learning. In recent years, the site has been used by St Brendan’s
Parish and St Brendan’s Primary School both located next to the Convent.
In 2013 the site was acquired by Thomas Carr College for use in the Year 7 Orientation Program and the iD9 ‘Your Future’
Country Experience. The newly renovated campus has accommodation for 28 students in rooms of two, four or six beds,
well-appointed dining rooms and commercial kitchen, bathrooms, a comfortable student lounge, a learning space, staffroom,
storage shed, staff and manager’s residences. There is also a large open sports oval immediately adjacent to the main
building.
Location
The Good Samaritan Campus is located in Coragulac, 11km northe as t of Colac, approximately 141km from Thomas Carr
College. The name Coragulac is derived from the local aboriginal word, 'corakyallock', meaning a sandy creek.
Program Overview
The student’s growing sense of independence will be key to the Country Experience. This independence is balanced with a
better understanding of what it is to be a responsible adult living in community and taking steps to find their own place into the
world. The Good Samaritan Campus experience aims to provide all students with an exciting and challenging program in an
environment that is safe, caring, structured and engaging. The emphasis throughout the three-week experience will be on
learning through doing. Activities and project work will be based around the local Coragulac and Otway’s environments of
lake, coast and forest. Complementing experiential learning in each of these environments will be a further focus on
community living centered on day to day life on the Campus.
The activities, such as kayaking/canoeing, mountain bike riding and bushwalking are not intended to be an end in themselves
but rather a means by which the students can explore the environment that surrounds them at the Good Samaritan Campus.
A strong emphasis will also be placed on student involvement in planning and decision making surrounding each activity,
including a two-day expedition through the Otway Ranges during their final week.
5City Experience
Students will participate in a City Experience. This experience will allow students to study the cultural, historical and sporting
aspects of the city of Melbourne. The program recognises students’ increasing independence and requires students to
develop their own transport plans in order to complete each of the set activities for each day. A city experience ‘passport’
has questions, facts, maps and information on key locations that they will visit individually, with their small group and as a
class.
Many aspects of City Experience interrelate with the iD9 curriculum. The students visit the Shrine of Remembrance. The
memorial site was created to meet the needs of the grieving population after the extensive loss of life during WW1. This ties
in with the Our History unit as students study the intricacies of trench ware fare and the events of Gallipoli.
A visit to the Old Melbourne Goal allows our students to gain an understanding of the first fleet and convict life. As part of
this visit the students undertake a case study analysis of Bush Rangers and our most infamous bushranger, Ned Kelly.
Students find this visit and experience exciting as they get locked into jail cells and learn how it felt to be a criminal locked up
in the since decommissioned prison.
The Parliament House tour links to the My Society Unit. The students have a tour through the two houses of Parliament
and get to witness Parliament in session.
The Youth Homelessness Tour is linked in with the College’s social justice program. Students are educated on the struggles
that our youth may face today and then taken on a tour of where the young adults may actually reside for the night around
the city.
Assessment
Students will be assessed on their experience and will have to complete a portfolio about their City Experience. Throughout
their City Experience, they will need to obtain photos and information to complete their set tasks. There are pages provided
for all their note taking.
Web Preferences Online
You will be using the online subject selection tool to develop a course that suits your interests and skills. You will be asked
to select your subjects based on the directions found in this document and your subject selection form.
Important Contacts
Your teachers and Careers/Pathways Advisors are your best resources for information. You should never choose a subject
without knowing its demands in terms of content and assessment. In order to assist you in your decision-making, refer to the
list of contacts below. Make appointments to discuss your options so that when you are ready to make your selections, you
are already well- prepared.
Role Name Email
Director of Learning and Teaching Dr Bryan Wood bryan.wood@thomascarr.vic.edu.au
Director of Student Services Mrs Geralyn McCarthy geralyn.mccarthy@thomascarr.vic.edu.au
Head of Learning & Teaching: Senior School Ms Geraldine McIntyre geraldine.mcintyre@thomascarr.vic.edu.au
Head of Learning & Teaching: Middle School Ms Tara Sherlock tara.sherlock@thomascarr.vic.edu.au
Careers/Pathways Mrs Naomi Nolan naomi.nolan@thomascarr.vic.edu.au
Head of Learning: Religious Education Mr Michael Micallef michael.micallef@thomascarr.vic.edu.au
Head of Learning: English/LoTE Mr Andrew Cathcart andrew.cathcart@thomascarr.vic.edu.au
Head of Learning: Humanities Ms Renata Machado renata.machado@thomascarr.vic.edu.au
Head of Learning: Science/Maths/HaPE Mr Stephen Manitta Stephen.manitta@thomascarr.vic.edu.au
Head of Learning: Arts/Tech Mrs Joanna Grujovski joanna.grujovski@thomascarr.vic.edu.au
VCAL/VET Co-ordinator Ms Natasha Le Noel natasha.lenoel@thomascarr.vic.edu.au
6Curriculum Pathways
English
7Mathematics
8Science
9Compulsory Subjects
Communications (Humanities/English)
Rationale: This is an integrated English and Humanities curriculum that is progressive, experiential and explicit in
its teaching of concepts and skills using an integrative and inquiry approach. The aim of Communication
is to appreciate, enjoy and use the English language in all its variations and develop a sense of its
richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others,
and develop an understanding of human societies and environments, people and their cultures in the
past and the present.
Learning Focus: My Society
Students will build their own understanding of how they see themselves, and what type of society they
would like to live and participate in. They will explore their sense of self in various ways such as the how
we behave, how we treat other people and through the values, we hold as important to our society.
Students will compare their democratic society to a fictional novel based on historical events. The
learning will focus on students’ responsibility as global citizens who live in a democratic world. Students
are given the opportunity to propose how they would rule the country if elected.
Our History
The learning direction for this focus will lead students to a greater appreciation of our country. Embedded
in this focus are ideas that require further exploration dealing with the diversity of cultures and people
who make up our Australian population. Students will build their knowledge and understanding of the
development of Australia from the period of the Industrial Revolution to World War I. Students will come
to understand how those who came before us shape our present society.
Your Future
The aim of the ‘Your Future’ focus is to support students in developing a set of knowledge, skills and
behaviours that will prepare them to create a future, which is sustainable, by developing an
understanding of the interaction between social, economic and environmental systems and how to
manage them. Students will attend the Good Samaritan Campus during this focus to gain a deeper
understanding of this interaction in a rural environment.
Students are given the opportunity to look at sustainability issues in their local area through walking
excursions of the Tarneit region and analyzing the impact humans have had on the local area.
Whose Country?
Students are taught critical thinking skills within a unit that explores the various interpretations of history.
Within this unit, students study Australia’s colonization history. They analyse the impact colonization
had on Aboriginal and Torres Strait Islander culture and early interactions between settlers and
Indigenous Australians. Through inter-connections of young adult fiction, students study culture clash,
discrimination and conflict.
Outcomes/ Students are assessed in a variety of ways, including:
Assessment: • Comparative essay
• Political debates
• Historical source analysis
• Geographical enquiry
Pathways Students can choose various English and Humanities pathways at a Senior level.
10Investigation
Rationale: Science is an ever growing and changing entity. As we grow as a community so does our knowledge and
understanding of the natural world around us. In ‘Investigations’ at year 9 students get the opportunity to
explore the exciting world of science through investigation. They will explore major concepts through
conducting experiments and using digital technologies. Students will engage with STEAM (Science,
Technology, Engineering, Arts and Math) through carefully designed lessons which allow students to
think critically and creativity. Students will draw learning links between the concepts they learn during
class with real world applications at the Good Samaritan Campus. Samaritan Campus.
Learning Focus: Through undertaking this subject, students will investigate the following topics:
Ecology, including organic and inorganic cycles
The interactions of the nervous and endocrine systems and how they maintain homeostasis.
The exciting world of electricity and magnetism.
Global weather systems and the factors that influence these systems
An introduction to atomic theory and radioactivity
How substances react and how these rates of reaction can be influenced
STEAM thinking will be integrated thought this teaching and learning sequence. Students will identify real
world problems and will be required to devise answers to these questions. This will be achieved through
following the design thinking process, including the production prototypes and testing their ideas.
Outcomes/ The subject will be assessed in a variety of ways:
Assessment: • Topic test(s)
• Group presentation task
• Practical reports
• Design thinking portfolios
• End of year exam
Pathways There are no prerequisites for this subject.
This subject will link to Year 10 Science (Year or Semester based).
11Mathematics Core
Rationale: Understanding Math is crucial to our understanding of the world around us. This strand of Mathematics
will enable students to gather and represent data. Through this they will gain understandings of what
makes a good data set and the various conclusions that can be drawn. Through completing this subject,
students will develop their numeracy skills and gain deeper insights into the more complex and exciting
concepts of shapes and angles in nature. Students will draw links with the world around them and the
concepts they cover in class through taking part in exciting programs at the Good Samaritan Campus
and City Experience.
Learning Focus: Through undertaking this subject, students will investigate the following topics:
Statistics through the summarising of data into steam and leaf plots and box plots
Exploring Measurement by looking at perimeter, area, surface area and volume
Indices and linear equations
Algebraic techniques and liner equations
Probability and Pythagoras, including trigonometry
Simultaneous equations and geometry
The essential life skills involved in financial Math.
Outcomes/ The subject will be assessed in a variety of ways:
Assessment: • Topic test(s)
• Group presentation task
• Design thinking portfolios
• End of year examinations
Pathways There are no prerequisites for this subject.
This subject will link directly to Year 10 Mathematics (Core).
In order to transition into Pre-Mathematical Methods in Year 10 from this subject additional entry
requirements will need to be met.
12Mathematics Magis
Rationale: For those who are naturally gifted at understanding the intricacies and complex interactions of the
mathematical world this subject is for you. Magis Math allows students to engage in a more challenging
and rigorous mathematical experience. These students will not only cover the topics essential at Year
9, they will begin to dive into the world of senior math. Students will gain understating’s that will prepare
them for higher level Mathematics at Year 10 and throughout VCE. Students will explore the how and
why behind mathematical thought, rather than the basic what. Students will grow their knowledge and
be able to apply this to many new and exciting areas of math that can directly relate the natural world
around them.
Learning Focus: Through undertaking this subject, students will investigate the following topics:
Linear equations and graphs
Quadratic functions/equations, factorising and expanding
Cubic functions and polynomials
Students will be able to extend and apply the index laws to variables using positive and negative
integer indices and the zero index
Surds
Circular functions (trigonometry)
They will have the ability to estimate probabilities of events involving ‘and’ or ‘or’ terminology.
STEAM thinking will be integrated thought this teaching and learning sequence. Students will identify
real world problems and will be required to devise answers to these questions. This will be achieved
through following the design thinking process, including the production prototypes and testing their
ideas.
Outcomes/ The subject will be assessed in a variety of ways:
Assessment: • Topic test(s)
• Group presentation task
• Design thinking portfolios
• End of year examinations
Pathways It is highly recommended that students transitioning into Mathematics (Magis) have completed Magis
Maths at Year 8. Entry into this subject from a Non-Magis pathway has additional entry requirements.
This subject will link directly to Year 10 Pre Mathematical Methods and Year 10 Mathematics (Core).
Upon review of the student, this study allows for the possibility of completing Unit 1 Math Methods in
Year 10.
13Personal Development Health and Physical Education
Rationale: Mandated.
Learning Focus: (Theory) Sex and Health Ed
(Practical) Lacrosse
American Football (Tag)
Ultimate Frisbee
Oz Tag (Rugby)
Fitness – Fitness Tests, Circuit Classes, Weights, Cardio.
Outcomes/ The subject will be assessed in a variety of ways:
Assessment: • Topic test(s)
• Group presentation task
• Skills Test(s)
• General Participation.
Pathways There are no prerequisites for this subject.
This study will link to studies in Year 10 such as First Aid, VCE Health and Human Development and
Physical Education.
Religious Education
Rationale: The world is the primary context and place of God’s self -disclosure to all of humanity. It is in the
lived reality of our daily lives that we are called to experience God as Creator, Jesus as Savior and
the Holy Spirit as Guide. The Catholic school is part of the world and part of the community of the
Church, inviting all the members of the school community to search for God in the world and to live
a life framed by the words and actions of Jesus.
Learning Focus: In Year 9, students will be exploring social justice whilst focusing on Jesus’ preferential treatment for
those in need. Consequently, students will learn to appreciate the message of Christ so that students
can “carry each other’s burdens, and in this way fulfill the law of Christ” (Gal 6:2). Students will
undertake an enquiry-based approach to discovering the way in which the Australian Catholic church
has developed throughout history and our response to Jesus & Mary, whilst describing situations from
the Gospels which portray Jesus as the model for living the Australian Christian life. Furthermore, students
will become aware of the commitment and vision of the men and women who formed t h e early
Australian Christian communities by describing important events and personalities of the early
communities. Students will also delve into Mary as a model of discipleship and how she is a model for
being open to God. This will be done by using historical sources to interpret early Church history.
Students will also focus on the value of social media as a medium to express faith and cohesion as a
community which can help guide and enrich their lives as well as the lives of others.
Outcomes / The primary purpose of assessment is to assist in improved teaching and learning. Assessment of
Assessment: student achievement across all the content strands (Scripture and Jesus, Church and Community,
God, Religion and Life, Prayer, Liturgy and Sacraments, Morality and Justice) is an essential
component of the educational nature of Secondary Religious Education. Students will have one
formative Assessment Task at the end of each term.
Pathways: Students continue to study Religious Education in Year 10. This supports each student to develop
an understanding and appreciation for the five content strands, through studying the following
components :( Year 10): The Eucharist, Church History, Healthy Relationships as well as The Gospel
According to Mark.
14Magis Electives
Barbarians, Invaders and Warriors
Rationale: The history of the world tells a common story, one of invaders looking to conquer lands and peoples.
This subject investigates the creation of Empires and nations by looking at the raids of the Vikings,
Genghis Khan’s invasion of China, treatment of Maoris and the Maori Wars. This subject is for students
who are passionate about History and learning about the cruel methods invaders used to conquer and
rule over other groups.
Learning Focus: Students will investigate famous barbarian groups and invaders. They will learn to question the
common myths about Viking raiders by analysing the achievements of the Vikings in conquering lands
and setting up trading communities. We focus on Viking long ships and the raids on British
monasteries.
Genghis Khan was able to unify the nomadic Mongol tribes and earnt the respect of many, students
will analyse his achievements in disciplining his army and breaking through the Great Wall of China.
We study the Mongol way of life, the nomadic nature of the so-called ‘barbarian’ group and the
importance of horses for the Mongol army.
Students learn about the Maori and Polynesian culture by covering aspects of cannibalism, shrunken
heads and taboo. We focus on the period known as the ‘turning point’ as students study the impact
European civilisation had on the Maori people by looking at the signing of the Waitangi Treaty in 1840
and the Maori wars ending in 1872.
Through studying the above topics, students will build upon their historical analysis skills by
investigating primary and secondary sources and question the reliability and bias of history. This
subject provides students with an opportunity to explore fascinating aspects of history whilst evaluating
the historical significance of invaders and conquerors and the legacy they have left behind.
Outcomes/ A variety of assessments will be used, such as Group presentations, historical source analysis and a
Assessment: Research Portfolio.
Pathways There are no pre-requisites to this subject.
As a Magis elective, this subject will be challenging and is suited for highly able learners.
Magis History will continue into Year 10 with Horrible Histories, students can then choose VCE History
Units in future years.
15Cracking the Code – Digital Media Programming
Rationale: Students completing Cracking the Code- Digital Media Programming in Year 9 will focus on skills to
use the innovative approach of thinking from a hacker’s point-of-view. Using cryptography concepts in
relation to data representation, securing online communication, and exploring how these are
implemented through code.
Learning Focus: Students will learn about personal information security using the innovative approach of thinking from
a hacker’s point-of-view. Students will learn to value the importance of password strength and
protection, as well as discover just how vulnerable private information can be online.
Students will learn basic cryptography concepts in relation to data representation and securing online
communication, and how these are implemented through code.
Students learn the basics of encryption through simple activities that convert plain text into simple
cipher texts.
Key topics in this course include:
Data Encryption
Cryptography
Lego Algorithmic
Info privacy and Safety
Programming
Outcomes/ Students will be assessed using the following methods:
Assessment: Digital portfolio
Crypto investigation
Group Project
Pathways Websites for Gaming and Design
IT for business
16Food Lab
Rationale: Ever wondered what those fancy food words people use in MasterChef mean? On the other hand, why
celebrity chefs are spending months (sometimes years) perfecting one dish they serve at a restaurant.
In Food Lab, these questions will be answered. Hands-on learning will be a focus of this subject through
exploring both the science laboratory and food technology kitchen.
Learning Focus: In this subject, students will learn about the technical and practical components of food. The elective
will begin with learning the biological and chemical qualities of carbohydrates, proteins and fats. Ways
in which the human body can break down whole meals down into simple molecules will be examined.
Students will be introduced to experimental procedures in which the number of kilojoules in various
foods will be investigated.
Following on from this unit, students will learn how to be molecular gastronomists. Akin to Heston
Blumenthal and Wylie Dufresne, students will become scientists in the kitchen. In utilising molecular
techniques, students will learn how to temper chocolate to temperatures that create the perfect ‘snap.’
Culinary techniques such as specification, emulsification, jellification and sous vide will quickly become
part of every students’ culinary repertoire.
Outcomes/ This subject will be assessed in the following way:
Assessment:
• Biological and chemical components of food will be assessed with a written test
• The investigation of the number of kilojoules in foods will be assessed with a scientific practical
and report
• Gastronomical techniques will be assessed with a design portfolio which students will create a
dish that ‘doesn’t appear as it seems’
Pathways There are no prerequisites for the study of this subject. Students who choose to study Food Lab will
have an opportunity to continue their learning in more senior years. For those who develop a strong
interest in the science component of this subject, VCE Biology and/or VCE Chemistry study similar
topics. Students, who enjoy the practical component of this subject, can study VCE Food Studies in
senior years.
Health and the Human Body
Rationale: Students will have an opportunity to investigate and link into the study of the human body and mind.
Student will look and how this relates to improvements in physical performance and outcomes.
Learning Focus: Students will engage with new and exciting curriculum, where they will explore how energy systems.
Fitness components and Nutrition and how it interrelates to effect and enhance performance.
Students will look at body systems and how each system works in relation to each other and it can affect
sporting performance. Students will also examine how sports psychology can enhance performance in
an ever-changing world affected by mental health issues. They will look at recovery methods and how
these different techniques can enhance performance.
Finally, students will have the opportunity to evaluate how illegally performance-enhancing drugs have
effected performance and sporting abilities in today’s world.
Outcomes/ The subject will be assessed in a variety of ways:
Assessment: • Topic test
• Project posters
• Group presentation task
Pathways There are no prerequisites for this subject.
This study will link to studies in year 10 such as Human Body Electives, Physical Education Electives,
Year 11 Physical Education 1 & 2, Health and Human Development 1 & 2.
17Intellectual Property
Rationale: Students have access to a range of options as they consider their lives after school. The number of
things available to young people grows every year, but each choice comes with its own set of challenges.
Increasingly, young people are considering the option of starting a web- based company or writing an
app. Others are making money as online influencers or through the creation of content for a variety of
websites (for example, YouTube). As the options expand, it is important that young people understand
that the work that they are creating has value. While these may not be physical assets, intellectual
property needs to be managed effectively to ensure that its value is not eroded (or lost) through a lack
of prior knowledge.
Learning Focus: In this subject, students will learn about the different forms of intellectual property that exist, and the
ways in which various businesses have used these opportunities to create value. From the trade secrets
of KFC (the ‘eleven secret herbs and spices’) through to the patents that belong to Apple, companies
work hard to protect their ideas in the same way as they protect the other things that they own.
Through the study of Intellectual Property, students will push themselves to understand when different
types of intellectual property protection might be appropriate. They will look at the strengths and
weaknesses of each type, and they will actively apply their understanding to businesses that they know.
Specifically, in this subject, students will explore trade secrets, copyright, trademarks, patents and
registered designs. They will learn about the business case for each type of protection, and also the
legal issues that are involved.
Outcomes/ This subject will be assessed in the following way:
Assessment:
• Trade Secrets will be assessed with a class presentation
• Copyright and Trademarks will be assessed with a test
• Advanced Intellectual Property (Patents and Registered Designs) will be assessed with a test
• A broad understanding of intellectual property issues will be assessed with an extended writing task
Pathways There are no prerequisites for the study of this subject, but it has been designed to provide an
opportunity for highly able learners. Students who choose to study Intellectual Property will have an
opportunity to continue their learning in more senior years. For those who develop a strong interest in
this subject they might choose to study Unit 1 and 2 Legal Studies or Business Management in Year 10.
18It’s Lit
Rationale: “A reader lives a thousand lives before he dies… the person who never reads lives only one.” Nothing
beats the feeling of reading a good book. Whilst humanities and science can teach us facts about the
world, a good book can teach us truths about ourselves and what it means to be human. This subject is
for students with a love of reading, discussing, and thinking deeply about the characters, themes, issues
and ideas. Students will be expected to challenge themselves with their reading choices, and push
themselves to think critically about why author’s tell the stories they do, and what we can learn from
them.
Learning Focus: In this subject, students select texts to read, discuss and analysis literature from a range of different
genres and forms. Students are given choice regarding what literature they would like to read, practicing
their autonomy in choosing texts that challenge their thinking, and broaden their understanding of the
world of literature. Students will have the option to read a variety of genres and forms including Young
Adult Fiction, Poetry, Classic Literature, Manga/Graphic Novels, Plays and Biographical Literature.
Working in literature circles, students will analyse, discuss and debate their chosen texts, investigating
the core themes, issues and ideas presented by the author.
Throughout the process, students will discuss the following recurring questions:
• How does time and place influence both how literature is written, and how it is read?
• How do writers manipulate the conventions of language, form and style to create meaning in their
texts?
• What is the purpose of literature; why is it written and why is it read?
• Why texts are interpreted in different ways, and are all interpretations equally valid?
• Why some texts are considered ‘classics’?
• Why do we study literature?
Students who study this subject will develop strong analytical skills transferable to other subjects. They
will also develop strong interpersonal skills, as they will be involved in small group work, expressing
opinions, listening, and responding to the opinions of others.
Outcomes/ Students will be assessed using a range of assessments including:
Assessment:
• Book review
• Group discussions
• Class presentations
• Written analysis of a text
Pathways There are no prerequisites for the study of this subject, but it is designed to provide an opportunity for
highly able learners. Students who develop a strong interest in this subject might choose to study From
Page to Screen in Year 10, or VCE Unit 1 and 2 Literature in Year 10 or Year 11.
19Language: Italian
Rationale: Learning a second language opens pathways to travel and job opportunities that would otherwise be
closed doors. With a large Italian community here in Melbourne, learning the language has practical
applications both locally and abroad. With such a rich culture and history, Italy is a world influencer on
many frontiers, including art, food, and fashion. Studies have shown that the knowledge of another
language improves one’s English, and that once students know a second language, it is easier to learn
a third or fourth. Thus, learning Italian also serves as a pathway for learning more languages in the
future and becoming a truly global human being.
Learning Focus: In Year 9, students continue developing their writing, reading, speaking and listening skills in Italian.
Units of study focus on Italian real estate, travelling around Italian cities, Italian passions and past-times
and going to the doctor.
Students studying Italian also experience two immersion experiences throughout the year: Italian
Culture Day (only available to students studying Italian in Year 9) and the iD9 Language Ball (a
combined experience for both Year 9 Italian and Indonesian students). Through these experiences,
students further explore the culture of Italy whilst putting their language skills into practice.
Students who select Italian at Year 9 must study it for two semesters to ensure a consistent acquisition
of the language skills.
Outcomes/ There is no exam in Year 9 Italian. Students will be assessed for the above topics by adequately
Assessments: demonstrating the following key skills: listening, reading, speaking and writing.
Pathways It is strongly recommended that students have completed Year 8 Italian to adequately prepare
themselves for this subject. However, students may request a meeting with the Head of Learning:
Languages to discuss the opportunity to study Year 9 Italian without having completed Year 8 Italian.
This could include students who want to learn both Indonesian and Italian in Year 9. Students who
take Year 9 Italian have the option to progress with Italian in Year 10, 11 and 12.
20Mary Goes Global
Rationale: Many students come from cultures, which have a strong traditional devotion to Mary. This devotion is
often a defining element in cultural identity among migrant groups. Students who are not religious
believers can also be concerned with spiritual matters. One way in which spirituality is expressed or
experienced is through religious art. Art can help youth explore and understand religious messages and
teachings.
Learning Focus: In this subject students will start with responding to the questions:
• What is religious art?
• How and why religions use art?
Throughout the centuries, artistic images of Mary provided us with a variety of images reflecting society
and the Church understanding of her throughout time and within different cultures. Students will reflect
and learn about the messages and symbols in artistic images of Mary.
The class will learn about ‘The Nine Aspects of Religions’ and how all or some of these aspects have
influenced artistic images of Mary:
• myths and other stories
• sacred texts and literature
• rituals
• symbols
• social structures
• religious/spiritual experience
• oral or written codes of behaviour
• spaces, places & artefacts
• beliefs
Throughout the course, students will also explore the impact of artistic images of Mary on believers and
non-believers because of the different understanding(s) they will have about the message conveyed.
Although non-believers may not accept the teachings, they can still experience a spiritual response to
the beauty of art or the message it conveys.
Finally, students will use their research skills to learn about appropriation in art. They will use this
understanding to create their own artistic image of Mary using appropriation.
Outcomes/ This subject will be assessed in the following way:
Assessment: 1. ‘The Nine Aspects of Religions’ will be assessed with a short, group class presentation
2. Creative and practical skills will be assessed with a practical artwork
3. The impact of ‘The Nine Aspects of Religions’ on their own artwork will be assessed with an
individual written reflection
Pathways: There are no prerequisites for the study of this subject. Students who choose to study, Mary goes
Global will have an opportunity to continue their learning in more senior years. For those who
develop a strong interest in the theory component of this subject, it is possible they can study VCE
Religion and Society in the future. For students who develop a strong interest in the practical aspect
of this subject, it is possible they can study VCE Studio Arts and/or Art.
21Additional Electives
All in the Mind
Rationale: This introductory unit focuses on the scientific study of psychology. Students will develop an
understanding of how their brains work to learn and remember. The aim is to develop skills to enhance
their success in learning new life skills and improving performance in any task they complete. Students
will also develop an understanding of how stress and sleep impacts their ability to perform and learn
new skills.
Learning Focus Students will develop Scientific skills through exploring the following topics:
• The Brain: Students will learn a basic overview of how the brain develops from child’s brain to an
adult’s brain. Lobes of the brain and nervous system.
• Learning and memory: Students will learn about how they learn a new skill and what affects their
ability or inability to learn and remember information. They will cover different learning theories and
examine the impact of intrinsic and extrinsic motivational factors that influence their ability to learn
new skills.
• Stress and the impact of stress on learning and memory. Students will learn about how stress can
positively or negatively affect their performance. They will learn strategies to cope with stress and
anxiety and the impact it has on the Nervous system
• Sleep: Students will learn basic concepts about the sleep cycle and how it enhances their ability to
learn and remember as well as how sleep deprivation negatively affects their ability to complete tasks
and learn well.
Outcomes/ Students studying All in the Mind will complete the following assessments:
Assessment: • Topic tests
• Assessment tasks
• Semester examinations
Pathways After completing Year 9 “All In the Mind” students will continue to build on this knowledge in Unit 1
Psychology.
At the Movies
Rationale: Students will learn the art of writing, directing and editing their own short film.
Learning Focus: Students will participate in a ‘hands on’ film making elective. They will learn the following skills and
techniques as they relate to film making iMovie & Windows Movie Maker software will be taught. A brief
history of film making in Australia. What are the different film genre’s, how do they differ, how do we
recreate them? Samples of the different film genre’s will be shown, and an analysis undertaken.
The role of the director, producer, screenwriter, actor(s), editor and cinematographer. How to use a
digital camera and storyboard, and how to set up different camera angles when shooting a scene. Film
making editing skills will be taught. Sound, lighting, music, sound effects, filters, scene editing, timing
and pacing of sequences. Film marketing; teach skills in creating a movie trailer and poster. Analyse
how film companies use trailers and posters to draw attention to their product. Students will learn about
the pre-production, production and post-production phases of filmmaking.
Outcomes/ • Genre Piece and Poster
Assessment: • Anti-Bullying Poster & Short Film
Pathways Year 10 - VCE Media Studies Unit 1 & 2
22Art Forms
Rationale: Students develop a range of skills and techniques in 2D and 3D art forms, styles, media, materials and
technologies. Make art works, which reflect personal ideas, interests and an understanding of
themselves. Understand how artworks reflect the values, beliefs and traditions of their own and other
cultures. Analyse, interpret and respond to artworks, ideas and concepts.
Learning Focus: Students develop skills in diverse number of 3D and 2D Arts practices. Folio tasks will cover a range of
activities in the areas of drawing, painting, printmaking, ceramics and sculpture. Through an exploration
of a range of media and materials, students will develop their ideas, skills and techniques as art
practitioners. Students will also investigate and analyse contemporary and historical art works in relation
to arts practices and meaning. This subject is ideal for those wanting to complete further studies in VCE
Art and Studio Arts.
Outcomes/ • Watercolour Resist
Assessment: • Lino Printing
• Character bust clay
Pathways Year 10 – Sculpture
Year 10 - Drawing & Painting
Changing World
Rationale: As we are experience an ever-changing environment, students will have an opportunity to further
investigate the impact of climate change on our ecosystems and environment. They will investigate how
this impact can affect the flora and fauna and how the instability can lead to endangering habitats and
species. Through the exploration of real-world issues, such as whaling, students can gain deep insights
into the delicate interactions of organisms and their environments and the impact humans have on these
interactions.
Learning Focus: Students will engage with new and exciting curriculum, where they will explore the past, present and
future movement of the tectonic plates over time. They will investigate how this movement effects global
systems such as the carbon and water cycles and the impact this has on the environment. Students will
further examine the interactions of the atmosphere biosphere, hydrosphere and lithosphere.
Students will examine the changing environment looking at the causes and the resulting consequences
this may have, they will examine the impact within Australia and compare this example to one other
country within the Asia-Pacific region. The will look at the effects on changing ecosystems, built up
environments and animal under threat.
Finally, students will have the opportunity to evaluate and predict how science and geography may
affect people’s lives and how we can help solve some of the world global warming threats of today.
Outcomes/ The subject will be assessed in a variety of ways:
Assessment:
• Topic test
• Project posters
• Group presentation task
Pathways There are no prerequisites for this subject.
This study will link to studies in Year 10 such as Geography, Science, and Biology Unit 1 and
Environmental science Unit 1.
23Creative Textiles
Rationale: Textiles Creative aims to create high quality designed solutions across a range of technologies contexts.
Students research fashion, fibres, and the designers that have embraced and influenced fashion.
Students plan and manage projects from conception to realisation. They apply design thinking and
processes to investigate ideas, generate and refine ideas, plan and manage, produce and evaluate
solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to create
innovative designed solutions.
Learning Focus: Students produce designed solutions using production processes involving natural and fabricated
materials, components and digital technologies. Students work on projects as they investigate needs
and opportunities, generate and evaluate ideas, plan, manage, produce and evaluate designed
solutions.
Outcomes/ • Folio 1: Investigate & Generate
Assessment: • Folio 2: Planning, managing, Evaluation
• Production: Hoodies, PJ’s, or Retro Apron
Pathways: Year 10 – Textiles Couture (Evening Gowns)
Year 10 – Textiles Street Wear
Year 10 - VCE VET Applied Fashion Design & Technology
Creative Writing
Rationale: This subject is designed for students who have a passion for writing creatively and reading. Through
the subject, students will further develop and refine their creative writing skills, regularly practicing
and workshopping their writing in class, with construction of several writing pieces throughout the
subject.
Learning Focus: Students will be exposed to several different styles and forms of creative writing, including novels, short
stories, plays, screenplays, poetry, radical fiction, and creative non-fiction. Through this exposure,
students will practice their creative writing, experimenting with different forms and styles to further
develop their knowledge and writing skills. Students will have their writing workshopped by their peers,
receiving valuable feedback that will help hone them into powerful modern writers. Individually students
will work on an extended writing project of their choosing to submit into writing competitions or self-
publish on writing websites like Watt pad.
Outcomes/ Students will be assessed using a range of assessments including:
Assessment:
• Small writing tasks
• Workshopping/peer-feedback tasks
• An extended writing project
Pathways: There are no prerequisites for the study of this subject, but it is designed to provide an opportunity
to further develop English writing skills.
Students who develop a strong interest in this subject might choose to study From Page to Screen
in Year 10, or VCE Unit 1 and 2 Literature in Year 10 or Year 11.
24You can also read
