EAR 9 SUBJECT HANDBOOK

2020

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INDEX

STAR OF THE SEA COLLEGE EDUCATION CHARTER ..................................................................... 3

THE CURRICULUM AT A GLANCE ................................................................................................ 4

CO-CURRICULAR ACTIVITIES ...................................................................................................... 5

OVERVIEW OF THE YEAR 9 PROGRAM ....................................................................................... 6

RELIGIOUS EDUCATION ....................................................................................................................... 9

ENGLISH ............................................................................................................................................. 11

HEALTH & PHYSICAL EDUCATION ...................................................................................................... 13

HUMANITIES ...................................................................................................................................... 14

MATHEMATICS................................................................................................................................... 16

SCIENCE .............................................................................................................................................. 17

AMERICAN HISTORY .......................................................................................................................... 20

ART ..................................................................................................................................................... 21

DESIGN & TECHNOLOGY IN TEXTILES ................................................................................................ 22

DRAMA ............................................................................................................................................... 23

ELECTRONICS ..................................................................................................................................... 24

ENVIRONMENTAL SCIENCE ................................................................................................................ 25

FOOD TECHNOLOGY .......................................................................................................................... 26

ILLUSTRATE & ANIMATE .................................................................................................................... 27

LANGUAGES ....................................................................................................................................... 28

LITERARY GENRES .............................................................................................................................. 30

MUSIC ................................................................................................................................................ 31

SPORTS COACHING ............................................................................................................................ 32

THE POWER OF PERSUASION ............................................................................................................ 33

VISUAL COMMUNICATION DESIGN ................................................................................................... 34

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STAR OF THE SEA COLLEGE EDUCATION CHARTER

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THE CURRICULUM AT A GLANCE

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CO-CURRICULAR ACTIVITIES

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OVERVIEW OF THE YEAR 9 PROGRAM Following on from Trasna in which students ‘cross over’ from their primary education to a secondary school experience, the Year 9 program offers students the opportunity to focus on their identity as learners and contributors to the wider community. It builds their capacity to develop their mental, physical, emotional and spiritual strengths. As a result, the aim is for students to enter their senior years at Star of the Sea College as committed, curious and critical young women in the Presentation tradition, for which Deeds not Words provides an anchor. Delivered on a separate campus, Star of the Sea College offers Year 9 students this unique learning and teaching program which is designed to them for the challenges of a dynamic and ever-changing world. As students enter Year 9, they become increasingly aware of the world around them, and have the capacity for greater complexity in their thinking. We foster in our Year 9 students the self-confidence they need to reflect and strive for excellence in their endeavours. In encouraging all Year 9 students to problem solve, take risks in their decision-making and form authentic relationships, we provide an environment in which learning is viewed as a journey taken together as students, teachers, families and the wider community. The Year 9 curriculum consists of core subjects: Religious Education, English, Mathematics, Humanities, Science, Languages and Health and Physical Education. There is also a diverse range of elective subjects which allow students to explore areas of strength and interest to assist in developing an effective future study program in the senior school. As part of the curriculum, Endeavour is a specialised subject with a focus on entrepreneurial skills, critical and creative thinking, ethics, intercultural studies, and personal and social skills. Throughout the year, students will collaborate and communicate, engage with and solve problems in a real-world context. Enterprise skills are seen as vital for future employment and the Endeavour program provides an opportunity for the transformation of skills and competencies that are seen as vital for success in the future. The Year 9 Camp forms an integral part of the Endeavour program and links closely with the Presentation focus on sustainability. It will be an opportunity for students to consolidate the skills learnt throughout the Endeavour subject and further develop their leadership, resilience and ability to take safe risks in an unfamiliar environment. Whilst on their four-day camp, the students will participate in a range of activities which allow them to have a better understanding of how they approach challenges and resolve conflict. In addition, an extensive Exploration Program is embedded into the Year 9 curriculum. This will allow students to see how their subjects link with their experiences in the world around them. Through this, they develop a deeper understanding of their own place in the world.

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The Wellbeing Program implemented during Mentor each day provides students with the opportunity to set goals and develop their understanding of themselves as learners. Through this program, students explore the key ideas embedded in developing a growth mindset, resilience, mindfulness, self-acceptance, optimism and grit. In continuing their journey into a Senior Studies pathway, the Year 9 students will have the ability to:

• Strive for excellence

• Develop authentic relationships

• Build their self-confidence

• Enhance their self-reflection

• Have the confidence to take risks

• Develop problem-solving strategies

• Seek and implement feedback

• Embrace opportunities

• Be curious

• Understand the importance of maintaining a positive work ethic

• View learning as a life-long goal

• Work effectively individually, with small groups and in a larger cohort setting

• See themselves as having the capacity to be a positive citizen .

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Year 9 Core Subjects

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RELIGIOUS EDUCATION Course Description Star of the Sea’s Religious Education program is based upon the Religious Education Framework for the Archdiocese of Melbourne. The Religious Education component of the Year 9 program is both academically challenging and faith enriching. Year 9 units flow from an understanding of the Church and its life where the person of Jesus, known in the Scriptures, is central. It seeks to engage students’ heads, hearts and hands by:

1. promoting religious knowledge and understanding of the key practices and beliefs of the Christian community both past and present,

2. developing skills in reasoning and responding to enable students to respond to the Catholic tradition and its call to contribute to the building of the reign of God, and

3. providing opportunities for personal and communal engagement via opportunities for reflection, participation in liturgies and the sacramental life of the Church, leadership formation, and contribution to civic and faith communities.

The learning structure has three integrated components that work together to build the foundations for a Pedagogy of Encounter:

­ Knowledge and Understanding: seeking truth

­ Reasoning and Responding: making meaning

­ Personal and Communal Engagement: living story

The content of the learning in the framework is organised through five areas, in line with To Know, Worship and Love;

1. Scripture and Jesus (e.g. Prophets and Wisdom Literature)

2. Church and Community (e.g. The Catholic Church in Australia)

3. God, Religion and Life (e.g. Eco-Spirituality)

4. Prayer, Liturgy and Sacrament (e.g. Sacraments of Healing and Hope)

5. Morality and Justice

Assessment Assessment of student achievement across all units is dynamic, creative and varied. Students will be assessed on the following:

1. Participation in class activities and discussions

2. Maintenance of workbook and study materials

3. Completion of a range of written and research tasks

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RELIGIOUS EDUCATION In addition to the academic study of Religious Education, Year 9 students are provided with a range of opportunities to explore and deepen their faith.

Year 9 Reflection Day Reflection Days at Star of the Sea College are grounded in Presentation charism and spirituality, with the aim of providing students with opportunities to develop understanding and reflective skills to enhance their personal faith journeys. Year 9 students participate in a one-day reflection program where they engage in a range of activities focused on personal spiritual growth, and social justice and service in the Presentation context of the College.

Prayer and Liturgies Year 9 students experience daily prayer in their mentor groups and classes. They are provided with opportunities for prayer at Eucharistic celebrations, including Foundation Day and Sacred Heart Masses, and Year level assemblies and liturgies.

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ENGLISH Course Description Studying English builds on concepts, skills and knowledge developed in earlier years, and teachers will revisit and strengthen these with you. Year 9 English is designed to consolidate and expand your knowledge and understanding of language and literature and develop your competency in literacy skills for academic purposes and for your future careers. These areas focus on developing knowledge, understanding and skills in listening, reading, speaking, writing, creating and film analysis techniques. You will continue to participate in the wider reading program with regular library visits and the opportunity to discover recent releases and must-read literature.

Areas of Skill Development Language The learning focus is on developing your understanding and knowledge of the English language and how it works, changes, develops meaning and allows people to communicate. You learn the patterns of English such as grammar, punctuation and spelling. You develop the ability to reflect on your own use of language in writing and speaking. The aim is to examine language in various contexts and how texts are structured for particular audiences and purposes.

Literature Reading and viewing a wide range of texts will help you to understand and appreciate a range of literary texts which explore ideas, views and information related to challenging themes and issues. You develop a critical awareness of the way that texts are produced in order to position readers and learn to evaluate the decisions that must be made to create certain effects. You compare texts that explore similar themes and come to recognise how different historical, cultural and social contexts shape texts and your understanding of them. After exploring the work of others, you learn to develop your own literary texts. All students are expected to read and reflect on a variety of Literature in the wider reading program.

Literacy The focus is to develop your ability to interpret and create texts with appropriate language use, accuracy and fluency for school and the wider world. You learn to adapt your language to use to meet the demands of the purpose, context and audience of your work. You explore and learn the way that written, multimedia and cinematic texts entertain, inform and persuade an audience. You are required to keep a folder of class notes, handouts, research material and homework, and need to keep your work on your laptops in an orderly manner.

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ENGLISH Assessment Assessment in English is both during a unit and at the end of a unit of work. It includes homework, class tasks and peer assessment. The assessment feedback you get needs to be looked at and understood by you so that you can do even better the next time. Assessment tasks are completed in each area over the semester and major tasks are reported on at the end of that semester.

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HEALTH & PHYSICAL EDUCATION Course Description The Health & Physical Education program at Year 9 continues to build on the many skills which the students have developed during Years 7 and 8. Further to this, students are introduced to a wider range of activities which emphasises the many diverse options open to them in the area of Sport and Recreation. Students develop their knowledge and understanding of the rules, positions and game strategies of traditional individual and team sports. In Health classes students assess behavioural expectations in different relationships and social situations, and examine how these expectations can influence decisions and actions. They study the harmful effects of alcohol and analyse the impact of attitudes and beliefs towards teenage drinking. Students also examine the reproductive system and external influences on sexual health behaviours. They explore the impact that pregnancy can have on their own and others’ health and wellbeing. Students will participate in the following activities: • AFL Football

• Athletics

• Badminton

• Basketball

• Cycle On

• Fitness Activities

• Flag Football

• Golf

• Gymnastics

• Hockey

• Lacrosse

• Racquetball

• Soccer

• Squash

• Stand Up Paddle Board

• Tennis

• Touch Football

• Ultimate Frisbee and fun games

Assessment Assessment is based on participation and skill development. Particular attention is given to the ability of students to work in a cooperative environment with their peers. ● Students are to complete a short written task at the conclusion of the gymnastics unit.

● Students will have their level of skill assessed for most of the activities.

● Respectful Relationships task

● Alcohol assessment task

● Reproduction assessment task * Correct PE uniform and footwear are expected to be worn at all times.

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HUMANITIES Course Description In Year 9, students will continue to develop their knowledge and skills in the following subject areas: History, Geography, Economics and Civics and Citizenship. Through a range of engaging learning experiences, students will be given the opportunity to examine the complex processes that have shaped the modern world and to investigate responses to different challenges including people’s interconnections with the environment.

History & Civic and Citizenship Students will continue to develop their understanding and use of historical concepts and skills, including sequencing chronology, using historical sources as evidence, identifying continuity and change, analysing cause and effect and determining historical significance. Students will explore some of the most significant events in late colonial and early modern history culminating in our participation in World War One. The stunning Anzac Campus will serve as the perfect back to enhance their study of the Great War and the impact that Australia’s involvement has had on the development of our national identity. Students will then consider how contemporary events, including global events, continue to shape the Australian identity and our attitude to diversity.

Geography In Geography, students will continue to develop their understanding of geographical concepts, including place, space and interconnection. Students will consider the importance of interconnections and interdependencies for the future of places and environments. They will also consider the future implications of changes to places and environment and what management options exist for sustaining human and natural systems into the future.

Economics In Economics, students will continue to develop their consumer and financial literacy knowledge and skills by identifying sources of finance for consumers, businesses and the government and explaining the role of financial institutions in their interactions with consumers, businesses and the government. Students will examine the role of innovation and its influence on business success. Students explore the way the work and business environment is changing in contemporary Australia and globally, and the implications this has for current and future work and the work of entrepreneurs.

ICT & Research Skills Students will use technology to support their research and presentation of information. Their access to Google classroom and sites will encourage independent learning. Students will be given the opportunity to engage in a series of library sessions which will assist in their development of note-taking, referencing and their understanding of plagiarism.

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HUMANITIES Assessment Throughout the year, students will be assessed both formally and informally. The formal pieces of assessment will include research assignments, essays, tests and group tasks.

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MATHEMATICS Course Description The Mathematics course at Year 9 is based upon the Victorian Curriculum key skills and knowledge developed in each topic. Consolidation of skills and their applications in real life will be the major focuses. Students will be given the opportunity to extend themselves by completing investigations related to the course work, by participating in one of the many competitions offered, or by completing questions identified as enrichment work within each topic. Taking responsibility for their own learning is an important focus for every student. As such they will be encouraged to adopt an organised approach to their study by maintaining a workbook containing appropriately set out solutions to the problems set and seeking assistance the moment they have difficulties so any problems are overcome quickly. Topics covered:

● Pythagoras’ Theorem

● Financial Mathematics

● Solving Equations - Linear - Simultaneous (graphically)

● Trigonometry

● Algebra – Simplifying, Factorising and Expanding

● Measurement

● Graphing Functions - Linear - Quadratic

Assessment Mastery Tests will be held regularly to assess each student’s understanding of the skills covered and the application of these skills to more challenging and unfamiliar situations. Students will complete one Application Task, which will require them to use technology and write a report outlining their results of this mathematical investigation. Students will also complete an examination at the end of each semester, covering all the work learnt throughout the semester.

Technology In line with the assessment procedures for Year 12 students, Year 9 students will be required to purchase a TI-Nspire which is an advanced calculator containing ‘Computer Algebra System (CAS)’. As such, students will focus on acquiring competent arithmetic skills by hand, and will also focus on developing an increasing awareness of the appropriate and effective use of technology.

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SCIENCE Course Description From the structure of a tiny atom and the complexity of our diverse ecosystems to the response our bodies have to the world around us, Science provides our students with an awareness of the incredible and ever changing world. The broad range of practical activities aim to nurture a sense of wonder and curiosity in our students as well as provide them with the opportunity to apply laboratory skills, gather scientific data, and to demonstrate their understanding of the scientific method. The learning area of Science is organised into two strands: ● Science understanding provides understanding of key concepts and involves applying appropriate

scientific knowledge to new situations. It examines the role of Science in influencing changes in our society that affect people’s lives. Students will develop science- literacy skills by analysing articles of recent scientific discoveries.

● Science-inquiry skills involves planning, conducting and reflecting on class investigations. Students will undertake STEM challenges to further develop their problem-solving skills.

Content

● Ecosystems, Biomes, Food chains & webs

● Cellular respiration & photosynthesis

● Cells, DNA & Genetics

● Light and Sound waves, structure and function of the eye & ear

● Atomic structure and the Periodic Table

● Molecules, elements and compounds, chemical bonding

● The Scientific method Through this study, students practise and develop skills of observation, analysis, expression and communication. Students experience a variety of learning approaches through the use of practical experimental work, digital simulations, Googlesites, textbook exercises, written investigations, individual work and group work. In addition, students have the opportunity to participate in the Big Science Competition, the National Chemistry Quiz and Science Week challenges.

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SCIENCE Assessment Assessment is continuous and is based on the work requirements below. Details of the work requirements are set out on the task sheet for each topic studied. ● participation - cooperative and responsible participation in all aspects of class work

● practical work - conducting activities and experiments, recording observations and writing scientific reports

● written work - class work, worksheets and homework tasks are maintained in an organised workbook

● assessment tasks - a range of practical activities which require research and planning over an extended period of time

● topic tests & semester exams - unit tests & semester exams consisting of multiple choice and short answer questions

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AMERICAN HISTORY Course Description The past is a great narrative of people’s lives. This course considers how the North American settlement was founded with particular focus on the inhumane system of slavery, the Civil War and the fight for human rights through the development of the Civil Rights movement. The aim of this course is to develop an understanding of cultures, ideas and values that are important in the United States, particularly through the lens of the American Dream and its values of democracy, opportunity, liberty, rights and equality. The emphasis will be on the conditions, culture and lifestyles of slaves, the motivations of their owners, and the harsh realities of segregation in the Southern states of America. The study of the Civil Rights movement gives students inspiration and challenges them to reflect on the nature of power struggles. It helps students to understand how the United States of America has changed and to gain an awareness of how the American Dream has been shaped by these movements. The study of American History develops skills in analysing and evaluating a range of Primary and Secondary sources such as artefacts, written documents, graphics, film, the Internet and media. Students learn that there are many perspectives on events and that interpretations are often challenged. They develop skills in research and critical inquiry and, are encouraged to frame questions, identify values and beliefs, and use the language of history.

Semester Course Outline Unit 1: The System of Slavery

Unit 2: The Civil War and Reconstruction

Unit 3: Segregation and Discrimination

Unit 4: The Civil Rights movement

Unit 5: Modern America

Assessment Assessment will be both analytical and creative. It will be based on a range of tasks including research assignments, film studies, multimedia presentations, document studies, and written and oral presentations.

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ART Do you like doing things differently? Do you like to test boundaries, and think outside the square? Year 9 Art is for you!

Course Description

Art Production While drawing will provide the basis for your work, you will also learn how to create marks with a range of media you may not previously have had access to. You will produce a small collection of finished artworks. You will learn ways to develop and express your ideas using your visual diary to record your sketches, research and exploration. Art Appreciation You will study the work of artists, looking at how they respond to the world, present their ideas, and borrow things they find to communicate.

Unit Topics Lost & Found: Found objects or images, appropriation, assemblage The study of found objects, this unit covers ideas about collecting and selecting items as artist research and how these can be used to create new artworks. This unit has an emphasis on recycled materials and the repurposing of things. Identity Ideas: Representing the self The expanded study of portraiture and representation of artists’ identities in a contemporary sense - using symbols, objects, actions as well as referencing traditional portraiture. Ways to produce a portrait are explored. Art & Environment: Street Art, Public Art, Environmental Art The study of art that occupies outdoor spaces. We look at installation, sculptural pieces, or murals, as well as the various impacts of art on the environment. Sustainability and how artists communicate social and political messages are considered in this topic.

Assessment In both semesters, assessment will be based on: completed works visual diary investigation of artists and their artworks

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DESIGN & TECHNOLOGY IN TEXTILES Course Description Year 9 Textiles explores the use of the design process. Students work with fabrics and design ideas to produce a small product and a garment. The design process and its many applications including garment construction are explored. The course covers: ● How to work as a team to solve problems and learn basic skills

● How to use the sewing machine and other equipment safely and efficiently to produce small sewn items or clothing

● How to assess your own work, know your own strengths and increase your skills

● How to choose the appropriate fabric and style for your needs and to design useful articles for yourself

● How to use a commercial pattern

● How to use dyes and printing techniques to colour your fabric individually

Assessment 1. A record of ideas and samples of work in a Design Folio.

2. An investigation of fabrics, fashion inspiration and design ideas to include in the folio.

3. Evidence that the process of planning, designing, producing and evaluating a piece or pieces of work has been followed.

4. Assessment is based on organisation, focus and use of class time and the development and application of learned skills.

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DRAMA Course Description This semester based subject is focused on the creation and production of performance pieces. Students will examine a variety of performance styles such as naturalism, Commedia dell’arte and characterisation and develop a range of narrative structures. Students will also have the opportunity to devise a piece of theatre for a specific audience.

Unit 1: Commedia del’arte This unit explores the theatre style Commedia del’arte. We look at comedy and improvisation techniques as well as stock characters and lazzi’s to create scenes for performance.

Unit 2: Text Interpretation Students explore playscripts and interpret them using a variety of theatrical styles. They also focus on the use of the stagecraft elements of costume, sets and props and how they contribute to performance.

Unit 3: Play Production Students work in large groups to rehearse and perform a major production. Students will choose a target audience and research their interests, ideology and issues.

Assessment The assessment will be based on: • A journal/workbook which records class participation, research into various performance styles and

provide evidence of self-devised work

• Group devised improvisations

• Group devised prepared performance

• Performance analysis

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ELECTRONICS Are you looking for an elective that gets you up from behind a desk? Do you love hands-on projects? Did you enjoy designing and building the Year 8 Electrical Engineers project? Are you up for a fun challenge? Then Electronics is for you! Electronics will get you working in an exciting, hands-on environment, and allow you to create functional projects limited only by your creativity.

Course Description By studying this subject, students learn about the way electronic components work and how to join them together to make a working circuit. With a focus on problem solving and critical thinking, students investigate, design, make and test simple electronic systems that are both practical and entertaining. Concepts studied in this unit include:

● Electrical theory and Ohm’s Law ● Components and their applications ● Breadboards and how to use them ● The creation of Printed Circuit Boards ● Practical applications of Electronics ● Careers in Electronics and STEM

Skills A large focus on Electronics is on practical skills. Students learn how to read and draw circuit diagrams, and to connect circuits together in two different ways. They learn how to solder, etch circuit boards and use tools such as the electric drill and multimeter. Students produce a series of individual, take-home projects within a fun, supportive and collaborative team environment. Projects can be selected from the following list:

● Timer circuits ● Night light ● Door bell ● Flashing LED lights ● Flashing timed light circuits (similar to Christmas tree lights)

Assessment Assessment is both theoretical and practical. Assessment of theory and knowledge occurs through a theory test and written report, while the practical assessment is based on short exercises and the construction of electronic projects.

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ENVIRONMENTAL SCIENCE Course Description The Environmental Science elective unit offers Year 9 students an opportunity to investigate the Earth on which we live and the natural resources it provides for us. Students will develop their understanding of the impact of humans on the environment in which they live. Students will be encouraged to undertake their own explorations in order to further their understanding of the various concepts explored in this unit including the following: ● Ecosystem and the interrelationships between organisms, including humans

● Types of organisms on Earth: classification of major groups

● Adaptations: strategies for survival of species

● Human impact: activities leading to the endangerment of species and preventative strategies

● Water – our precious resource: properties and uses

● Human impact: causes and effects of water pollution

● Techniques to test and monitor water quality

● Environmental health of local waterways The focus of the content and tasks within the unit will be on the local, national and international issues relating to human impact on the environment. The students will have the opportunity to explore the water quality of the local area by being involved in regular fieldwork and laboratory experiments. The activities undertaken and skills developed in the unit include the following: ● Environmental action with local council

● Collecting, analysing and organising information and data

● Problem solving

● Collecting and analysing water samples

● Working co-operatively with others

● Carrying out practical activities in a safe and responsible manner

Assessment Assessment throughout the Environmental Science unit will vary. Students are expected to participate co-operatively in all individual and group tasks and activities such as: ● Practical reports

● Investigations and research

● Tests

● Fieldwork report

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FOOD TECHNOLOGY Course Description This course involves teaching students to use knowledge and skills to design, produce and evaluate food products whilst focusing on key issues such as sustainability practices linked to food use, consumption and production. Students also learn the key nutrients found in foods and their function in maintaining good health. They will explore using a wide variety of food processing techniques and investigate the foods and cultures of the diverse groups of people, who live in multicultural Australia today. Students investigate the design process and are given design briefs to respond to with equal emphasis on practical work and related theory. The content of this course includes: ● Food safety, hygiene, cooking techniques, preparation processes and food presentation

● Nutrition and making healthy food choices

● Sustainable food choices and practices linked to food use, production and consumption

● The Design Process

● Factors that have influenced Australia’s food supply and cuisine

● Food cultures and cuisines of the world

Assessment ● Production performance

● Test

● Design brief assignment

● Multimedia clip

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ILLUSTRATE & ANIMATE Course Description The Illustrate & Animate course is a Digital Technologies and Multimedia elective that introduces students to how images and illustrations are best used in digital media and ways in which they can be animated for use in games, movies and/or on the internet. The illustration component of the course focuses on the exploration of and experimentation in vector illustrations and bitmap images, their advantages and disadvantages and best practice use of graphic file types. Students will assemble a portfolio of modified and/or created images including caricatures (cartoon characters) and logos. Students work through a series of practical tutorials designed to demonstrate various image manipulation (including morphing images) and vector illustration techniques. The animation component of the course focuses on: • applying basic principles of animation such as squash and stretch, anticipation, secondary action, timing

and exaggeration, and • using coding techniques to interact with animations within a game setting. Students explore the best use of vector drawings (including caricatures and logos) to • create animations using various techniques including frame-by-frame animations and motion and shape

tweened animations, and • design, develop and program simple 2-D games. This elective leads to further studies in: • Year 10 Publish & Broadcast (one semester elective) • Year 10 Media (one semester elective)

Assessment Students will be assessed according to the completion of: 1. Class Exercises

a. Adobe Illustrator CC b. Adobe Animate CC

i. Animating ii. Coding

2. Folio of Vector Illustrations (Caricatures, Logos) 3. Animation Project

a. Planning, Design and Animation Development b. Communication and Evaluation

4. Animation Coding Project

a. Planning, Design and Game Development b. Communication and Evaluation

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LANGUAGES The Year 9 Language courses continue to develop the skills that have been built up over the Year 8 courses. Students will be continuing with the Language they studied in Year 8 Learning goals and assessments are similar across the Languages; what is different is the topics covered.

Course Description The focus at Year 9 level is to reinforce the communication skills and strategies mastered in Year 8, and extend the range of grammar and vocabulary so that students can communicate with greater fluency and confidence. Unit topics are chosen from the wider world of teenage students’ experiences and interests. They will develop a greater awareness of their chosen Language, how people live in communities where the Language is spoken and delve deeper into the culture of the Language. Visual, oral and class presentations are all part of the course. As they gain confidence with grammar and vocabulary, students will be able to express themselves in a broader range of contexts using their Language. The Year 9 courses provide an interesting and enlightening insight into Language and Culture for those who are not continuing with language learning into Year 10, as well as a strong base for those who will continue to study a language in senior year levels.

Learning Outcomes SPEAKING AND LISTENING

● Understands and responds to simple conversation ● Manipulates known language patterns to express ideas

READING AND VIEWING ● Reads or views to recognises known words in new contexts ● Makes informed predictions to understand new words ● Extracts key information from short passages and videos ● Reads aloud with accurate pronunciation, intonation and fluency

WRITING ● Uses models to create pieces of writing ● Uses appropriate common language patterns

Assessment There are four areas of assessment: 1. Listening to, and understanding of, dialogues 2. Participating in conversations and oral presentations 3. Reading, viewing and understanding modified and authentic texts 4. Completing written tasks for communication. (For Japanese, progress in the script itself is also assessed.)

In addition, there are two assessment areas for the Victorian Curriculum: 1. Communication 2. Understanding

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LANGUAGES Language Specific Topics GERMAN Main topics covered include: introducing family members, describing clothes, food, the weekend, hobbies, leisure, and making arrangements for parties. In addition, there are a number of cultural topics included in the course. At the end of each semester students complete a common assessment task. Students continue to be introduced to grammar in a specific way but within the context of unit topics. Students who undertake Year 9 German are eligible to apply for a 10-week student exchange to Bavaria, Germany, through the Bayrischer Jugendring (BJR) and the Association of German Teachers in Victoria (AGTV).

ITALIAN Main topics covered include health and fitness, body parts, daily routines, housing, city life, country life, clothing, fashion and shopping, parties and pastimes. At the end of each chapter, students complete common assessment tasks on speaking, grammar, listening reading and viewing, and writing. Students continue to be introduced to grammar in a specific way, but within the context of unit topics. Students who undertake Year 9 Italian, and continue into Year 10 and beyond, are eligible to apply for the school study tour to Italy, which takes place every second year.

JAPANESE Main topics covered include: daily routine, school, school events, hobbies, anime and manga characters, personal milestones, nationality and birthplaces, fast food in Australia and Japan. The Year 9 course allows students to branch out into producing comic strips, posters and presentations in Japanese. Students will hand write and use word processing to present their work. The katakana script is introduced and practised over the year, and several new kanji are introduced in each semester. By the end of the year students will find themselves reading fluently passages of various text types in a mixture of hiragana, katakana and kanji. Students who undertake Year 9 Japanese and continue into Year 10 and beyond, are eligible to apply for the school study tour to Japan, which takes place every second year.

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LITERARY GENRES Course Description These courses are offered by the English Faculty for students who love reading, watching good films, and then discussing, debating and exploring ideas within them.

STRANGER THINGS (Semester 1 or 2) Students will study a range of ‘fantastic’ texts that belong to the science fiction and fantasy genres. Among many literary adventures in this genre, we will travel in the Tardis noting the changing faces (and gender) of Doctor Who and we will explore connections between the wizards and worlds created by J.K Rowling and Ursula Le Guin.

DARK IMAGININGS (Semester 1 or 2) Things get a little chilling as we study texts in the horror, gothic fiction and dystopian genres. In darkest winter we begin our literary journey to places others fear to venture. We will view and analyse some classic horror films and enjoy some of the most terrifying novels and short stories written. Those brave enough will have the opportunity to take a ghost tour of Melbourne at night. Students can choose to study one or both units. The work undertaken in these courses serves as an excellent preparation for Literature in Year 10 and VCE.

Assessment The assessment tasks are both creative and analytical, and involve the examination of characters, themes, language and structures. There are opportunities for individual and group work. Many assessment tasks are based on the those undertaken in VCE Literature.

Stranger Things Dark Imaginings

Critical Theory: A feminist reading of Doctor Who through the ages

Dialogic Texts: The Wizard of Earthsea and Harry Potter and The Philosopher’s Stone

Creative Response: Ray Bradbury short stories

Adaptations and Transformations: Rebecca by Daphne du Maurier and Alfred Hitchcock

Creative Response: Students demonstrate their understanding of the horror or dystopian genres through the creation of either a short story, film, poems or podcast.

Close Passage Analysis: Dracula

Some changes may be made to text and task list

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MUSIC Course Description Music in Year 9 may be elected for one or two semesters as the course is in two distinct parts. Students choosing this course should be able to demonstrate some ability on an instrument or vocally and show a basic understanding of music theory. The content of this course is suitable for students with a general interest in music as well as those who may be considering music in senior year levels.

'ALL THAT JAZZ AND ALL THAT ROCKS' (Semester 1 or 2) In this course, students will experience the following: ● Preparing, rehearsing and performing a repertoire of Rock songs for a class band ● Reading and writing music ● Improvisation ● How to listen and respond to music ● The history and styles of Jazz Music

Assessment ● Participation in class band ● Aural/Theory exercises and tests ● Performance of improvised music ● Written responses to recorded music ● A research assignment

'SO YOU WANT TO BE A ROCK AND ROLL STAR' (Semester 1 or 2) In this course, students will experience the following: ● Preparing, rehearsing and performing a repertoire of Rock songs for a class band ● Reading and writing music ● Melody writing ● Listening and responding to music ● The history and styles of rock music

Assessment ● Participation in class band ● Aural/theory exercises and tests ● An original melody ● Written responses to recorded music • A research assignment

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SPORTS COACHING Course Description The aim of the Year 9 Physical Education elective is to engage more girls in Physical Education and improve their communication and interpersonal skills. This elective aims to create positive role models within our school for the younger students, increase GSV sports’ coaches internally and develop resilience along with good mental health processes. The content of this elective will expose students to more pathways to physical activity and to coaching as a career in a male-dominated workforce. Students gain an understanding of women's involvement in sport in today's world and what is required to become an elite athlete. They consider how positive sport coaches and mentors can encourage women to become involved in sport to the extent that it becomes a way of life. Topics Covered Students will investigate a number of issues in the following units: ● The essentials of exercise

● Motor learning and development

● Principles of sports coaching

● Contemporary issues in female sport

● Advancement in sport technology and equipment

● Practical hours and qualifications

Assessment Descriptive assessment is based on the following： ● Class participation

● Workbook presentation

● Coaching portfolio

● Practical teaching/coaching assessment

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THE POWER OF PERSUASION Course Description

Do you love being up with the latest news? Do you trust what you hear on Snapchat, see on Instagram or read on Facebook?

Do you know how to persuade people in order to achieve your goals? If you get all your news from Facebook and all your inspiration from Instagram, then this unit will help you learn how to filter what is real and what is ‘fake news’. Explore how posts, tweets and snaps influence our everyday lives and how you can be discerning consumers. You will learn how we are manipulated by the media every day, often without knowing, and achieve skills to persuade others to agree with you. As you look at why journalists are losing their jobs, but bloggers are rising to fame, you will also explore what the future of the media may hold and learn to create your own news.

How has social media changed the world we live in?

Who should you believe?

#powerofpersuasion #mediamanipulation #fakenews #whodoyoutrust #englishgoals

Areas of Study ● Current media issues

● History of mass media and social media

● Writing the news

● The power of persuasion

● Fear mongering in the media

● The rise of social media

● Media ethics and increase in trolling

● Blogging vs reporting

● The future

Assessment Assessment for this unit is both theoretical and practical, linking to the major areas of study. You will be asked to complete a range of assessments in which you will: ● Analyse how the media manipulates us

● Produce your own news

● Compare real news and ‘fake news’

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VISUAL COMMUNICATION DESIGN Course Description Visual Communication is about communicating ideas and information through design, this unit explores the process of creating visuals such as logos, posters, packaging and products.

Skills development in drawing techniques and the design process used in the design studios of graphic designers, industrial designers, architects and interior designers are explored.

Drawing: The unit will examine how to produce drawings used by designers, illustrators, architects and engineers, and explore ways of representing real objects as well as imaginative images using a variety of materials and tools.

Design: Using a few simple rules, students work through the steps to solve design problems: coming up with ideas, and developing and presenting the best solution.

Analysis: Using design language, students will learn how to discuss a variety of work by designers.

Assessment A series of drawing exercises will be extended to applications in design projects. The design projects will cover the design process and all research and development of ideas must be kept organised in a folio. This will be part of the overall assessment. Work will be assessed on understanding of the concepts covered, use of materials, and presentation of the final work and all the developmental work. In both semesters, assessment will be based on:

1. A series of drawing exercises

2. Design projects: ­ design process ­ final presentations

3. Written analysis of own work and work of designers

Eilish McDonough 9G1 Bella Monk 9L1

Julia Farrar 9T2