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CONTENTS

School Directory …………………………………………………... 3 About the Information Booklet …………………………………... 4 Stage 5 Requirements ……………………………………………... 5 Elective Requirements …………………………………………….. 6 Compulsory Courses ……………………………………………

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Religious Education ………………………………………………. 8 English …………………………………………………………….. 9 Mathematics ………………………………………………………. 10 Science …………………………………………………………….. 11 Geography ………………………………………………………… 12 History …………………………………………………………….. 13 Personal Development, Health & Physical Education ……………. 14 Electives

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Commerce …………………………………………………………

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Drama ……………………………………………………………... 17 Food Technology …………………………………………………. History Extension ………………………………………………….

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Industrial Technology - Engineering. …………………………….. 20 Industrial Technology - Timber…………………………………... 21 Information and Software Technology……………………………. 22 Italian ……………………………………………………………… 23 Music ……………………………………………………………… Photography………………………………………………………..

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Physical Activity and Sport Studies ………………………………. 26 Textiles Technology ……………………………………………..... 27 Visual Arts ………………………………………………………… 28 Selection Process …………………………………………………. 29 How to choose Electives on line………………………………….. 30

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School Directory Magdalene Catholic High School

PRINCIPAL ……………………………………………………………………….. MR JOHN LO CASCIO

ASSISTANT PRINCIPAL …………………………………………………… MR GREG ELLIOTT

RELIGIOUS EDUCATION …………………………………………………. MR STEVEN O’NEIL

CURRICULUM COORDINATOR ……………………………………….. MRS JANE KAPERONIS

PASTORAL CARE COORDINATOR ……………………………….…. MRS IVANA FORNER

ADMINISTRATION COORDINATOR ……………………….. MR. CHRIS WHICKER

SUBJECT COORDINATORS ENGLISH MRS HANI NEMATALLA

MATHEMATICS MR CRAIG DONALDSON

SCIENCE MRS PAMELA HYNES

HUMAN SOCIETY AND ITS ENVIRONMENT (HSIE)

MS MICHELLE WALKER

PERSONAL DEVELOPMENT, HEALTH, PHYSICAL EDUCATION (PDHPE)

MS LAUREN MILLER

CREATIVE ARTS MR MICHAEL MAE

LANGUAGES

MRS IVANA FORNER

TECHNOLOGICAL AND APPLIED STUDIES (TAS)

MR IAN GORRIE

CAREERS ADVISOR

MRS CAROL DOBBIE

LEARNING SUPPORT MRS MELANIE MCCLAFFERTY

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STAGE 5 (YEAR 9 & 10)

Information Booklet

Dear Parent/Guardian, In the following booklet you will find information outlining the subjects available to your child as they enter Years 9 and 10 (Stage 5). All students will study Religious Education, English, Mathematics, Science, Human Society and Its Environment (HSIE) and Personal Development, Health and Physical Education (PDHPE). As well, each student must choose 2 elective subjects. Each elective is a 2 year course and will be studied from the start of Year 9 until the end of Year 10. It is extremely important when choosing electives that your child thinks carefully about their general interest in the subject and that they feel they will be able to achieve in that elective. Elective choices should NOT be based on factors such as whether their favourite teacher may be taking the class, their friends are doing it, the subject offers lots of excursions or it will give them a better chance of getting a job. Generally, all subjects will lead to job opportunities and generally no subject is a prerequisite for study in Years 11 and 12 (Stage 6). Students should choose a subject because they are interested in it, have shown ability in it during year 7 and 8, and they are motivated to do well in that subject. Students are also encouraged to consider choosing subjects which challenge and extend their knowledge and skills. At Magdalene all students are being asked to strive for their very best so that they can build academic resilience and skills of persistence when concepts become difficult. It is hoped that this booklet, in conjunction with the information night, will enable your child to make informed choices regarding the elective subjects for Years 9 and 10 (Stage 5). Mrs. Jane Kaperonis Mr John Lo Cascio Curriculum Coordinator Principal

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STAGE 5 (YEARS 9 & 10)

Requirements To Complete the requirements of Stage 5 learning a student must: (a) satisfactorily complete the mandatory curriculum requirements of the Board of Studies. (b) attend school until the completion of the final day of Year 10 as determined by the school system

concerned or by the Principal Students at Magdalene Catholic High School during Stage 5 (Year 9 in 2013 and Year 10 in 2014) will have to study the following in order to meet the requirements for Stage 5 as determined by the Board of Studies, and Magdalene Catholic High School. • Religious Education • English • Mathematics • Science • Human Society in Its Environment (Geography and History) • Personal Development, Health and Physical Education Students are to study two (2) elective subjects from any of the remaining subjects. These are: • Creative Arts (Drama, Music, Photography, Visual Arts) • HSIE (Commerce, History Extension) • Languages (Italian) • PDHPE (Physical Activity and Sport Studies) • Technological and Applied Studies (Food Technology, Industrial Technology – Engineering,

Industrial Technology – Timber, Information Software Technology, Textiles Technology) Students will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has: (a) followed the course developed or endorsed by the Board. (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in

the course by the school; and (c) achieved some or all of the course outcomes. (Board of Studies ACE Manual 5.3) The following areas will be carefully monitored over the two years as these factors have significant impact on a student’s ability to meet the outcomes of any course. • Attendance and punctuality • Participation (in all aspects of curriculum ie. excursions, class work, assignments, assessment tasks) • Homework and Home studies • Conduct in all aspects of school life. • Completion of assessment tasks.

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ELECTIVE INFORMATION • All electives are 200 hour courses. This means that students will choose to study the

same electives over Years 9 and 10 (Stage 5). • The number of classes offered on each elective line is dependent on the staff and

classroom availability each year and this may impact on the number of classes that a particular subject can offer.

• Class sizes are limited in some areas for health and safety reasons eg. Food Technology, Industrial Technology – Timber.

• If there is an insufficient number of students choosing a particular subject then it will not run in 2015 and students will be allocated to their next preference.

• If you have any further enquiries please refer to the staff list on the inside cover. The relevant teachers will be able to advise you and your child in the selection of electives.

ASSESSMENT IN STAGE 5 The NSW Board of Studies defines assessment as “the process of identifying, gathering and interpreting information about students’ learning”.

Assessment can take many forms including submission of written work, observation of class participation, observation of oral presentations, structured interviews, student- teacher discussion, student portfolios, tests, projects assignments, library research, fieldwork tasks, posters, comprehension exercises, model making, mapping tasks, oral reports, skills exercises, tests, group projects and other activities which assist in providing information about a student’s learning.

The assessment plan for each subject will comprise of a number of activities that the class teacher will use to gain more information about the students’ learning. Some tasks may be common to other classes in the same course. Other tasks may be activities designed specifically for the class. All tasks should be considered important so that the teacher can gather data about each student’s performance. Students should consider the merit of completing every class task to the best of their ability, including homework activities. Their teacher uses this to create a profile of the student’s achievement. Semesterised reports will reflect their achievement in that Course at the time via a Grade (A to E).

At the end of Year 10, the school uses the Course Performance Descriptors to determine the Grade awarded to each student in the achievement of the Record of School Achievement (RoSA). This is the public credential which students can access on leaving their secondary education. If the student continues into senior study (Years 11 and 12), this grade will also appear on their HSC Testamur.

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COMPULSORY COURSES

• Religious Education • English • Mathematics • Science • Human Society and its Environment

(History/Geography) • PDHPE (Personal Development, Health and Physical

Education)

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RELIGIOUS EDUCATION Preamble Religious Education is an integral part of Magdalene Catholic High School’s identity. Its special nature within the school and the priority it has in our approach to curriculum development helps us maintain our character as a Catholic School. At Magdalene, the Catholic message gives meaning to the daily events of school life and invites the students to examine their commitment in faith and in action. The Stage 5 Religious Education Course is a Board Endorsed Course (BEC) originally developed in the Diocese of Sydney and adopted in the Wollongong Diocese in 1998: “Faithful to God, Faithful to People”. Content The following topics are taught in Stage 5: Scripture & Jesus

Literary Forms in the Scriptures

Old Testament – Case Studies

A Synoptic Gospel

Church & Community

Key Church Teachings

The Church in History Australian Church History

God, Religion & Life

Images of Good & Evil

Major Christian Denominations

Ancient & Indigenous Religions

Prayer, Liturgy & Sacraments

Sacraments of Healing

Eucharist Mary

Justice & Morality

Personal Moral Responsibility

Ten Commandments and Beatitudes

Working for Justice in Australia

HSC and Career Paths? Students will continue their studies in Religious Education in the Senior Years. There will be two choices:

1. Catholic Studies – A non ATAR course, which neverless appears as a result on the HSC. This course is similar to years 9-10 Religion but set at a higher level of understanding in keeping with the greater maturity of students in the senior years.

2. Studies of Religion I or II – These courses are for students who think that they could do well in a religious course that is based heavily upon writing skills and religious knowledge. Studies of Religion I and II are ATAR courses and may prove especially helpful to students who are seeking a ATAR.

Retreat Program/Excursions The Religious Education Program also provides opportunities for religious experience outside the classroom in the form of reflection days in Years 9 and 10. We strive to provide Magdalene students with experiences that place them in touch with God and which we hope will lead them to develop their relationship with God. As part of the Program, the students may undertake excursions and participate in workshops with guest speakers. Equipment/Textbooks Textbooks are provided for classroom use when required. A digital version of the Bible is installed on each student’s notebook computer. 1 X A4 ruled writing book (128page). Fees Fees are included in the Academic Course Fee. Excursions/Reflection Days and workshops with guest speakers will incur a separate cost.

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ENGLISH Preamble The stage 5 English Syllabus stresses that students will acquire competence in the use of language through activities associated with using and responding to language. Therefore, the Magdalene Catholic High School English program allows for many activities involving speaking, listening, viewing and representing, reading and writing. In the stage 5 program, students build on the skills developed during stage 4 (Years 7 and 8). Students will study several units, based on such things as; an aspect of language, media, themes and close study of texts. Students will be involved in studying poetry, fiction, non-fiction, drama and film and there may be opportunities to view live theatre. These excursions or incursions will be a compulsory part of the English course. The encouragement of wide reading is a priority of the English program throughout Stages 4 and 5. Students will be given opportunity to develop their skills in finding appropriate reading material and widening their reading choices into a variety of texts. Journal writing is also fostered to allow students to write at length, experientially and personally. Content Year Group

Proposed Units

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Media Study

Thematic unit: Change

Shakespearean Drama

Close study of text

Film study

Poetry study

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Representation in the media

Thematic unit: War

Drama study

Close study of text

Film Study

Poetry study

Equipment Students will be issued with texts on a loan basis. They have the responsibility to keep all texts in good condition. If the text is lost or returned in poor condition students will be expected to pay for the replacement of the text. 1 X A4 ruled writing book (128page). 1 X A4 ruled writing book (148page). Excursions Students may be given the opportunity to attend one excursion or incursion per annum. Fee Fees are included in the Academic Course Fee. Excursions and competitions will incur a separate cost.

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MATHEMATICS Preamble “The Mathematics Stage 5 Syllabus aims to provide students with the opportunity to develop an appreciation of mathematics and its applications in their everyday lives and in the worlds of science, technology, commerce, the arts and employment.” (Rationale, Syllabus document, Board of Studies) To satisfy these demands Magdalene Catholic High School students will have the opportunity to continue their study of Mathematics from Year 8. Students will work towards the achievement of Stage 5 outcomes in the two years leading towards the Record of School Achievement. Course Structure The stage 5 Mathematics course is set out in a continuum of learning with three separate exit points. These exit points are given the title of “Stage 5.1, Stage 5.2, Stage 5.3” which relate to the sets of outcomes that are set for the achievement of each exit point. All students are expected to achieve Stage 5.1 outcomes by the end of Year 10. Most students will achieve Stage 5.2 outcomes and the most talented students will achieve Stage 5.3 outcomes. For students continuing on to the Higher Record of School Achievement: Stage 5.1 exit is required for General Mathematics but Stage 5.2 exit is strongly recommended; Stage 5.2 exit with several Stage 5.3 outcomes is the minimum recommended for Mathematics (2 unit) and Stage 5.3 exit is required for Extension 1 Mathematics. Content The essential content for Mathematics in K–10 is structured using one process strand Working Mathematically, and five content strands Number Patterns and Algebra Data Measurement Space and Geometry.

These strands contain the knowledge, skills and understanding for the study of mathematics in the compulsory years of schooling.

Equipment/Textbooks All students must have a scientific calculator, and geometrical instruments. Students will have access to their textbook through the use of their notebook. Fees Included in General Fee.

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SCIENCE Preamble The study of Science is intended to develop a students’ scientific knowledge and understanding, skills and values and attitudes within the broad areas of Science that encompass the traditional disciplines of Physics, Chemistry, Biology and the Earth Sciences. As well as acquiring scientific knowledge and skills, students can apply their understanding to everyday life and develop an appreciation of Science as a human activity. Students will learn about the need to conserve, protect and maintain the environment, the use and importance of technology in advancing Science and the role of Science in developing technology. Students will also develop an appreciation of, and skills in, problem solving. Content Each topic in Stage 5 is designed to increase students’ understanding of Science as an ever-developing body of knowledge. Units of work presented will provide explanations for phenomena encountered in society and the environment we live in. Students will undertake practical work within class as well as an individual Student Research Project which may be partially completed within school time to develop communication and research skills. Students will become familiar in using and selecting appropriate text types for oral and written presentations. All students are encouraged to enter the ICAS Science Competition. (Fee required) Equipment Students will be given access to an electronic textbook with associated activities. Students will need to access elements of their learning by this textbook. The use of a laptop is necessary for students to benefit from this. School expectations concerning the use of the laptop will apply. All students are expected to maintain a bound, A4 workbook that is exclusive to Science. This should be covered and brought to every lesson. A separate, smaller notebook may be required for the Student Research Project. Students are expected to bring their notebook to each lesson. Excursions An excursion may be planned for each year. The cost will be determined by the location and duration of the trip. Fees Fees are included in the Academic Course Fee. Excursions costs will be included as a separate bill item on school fees. Competitions will incur a separate cost.

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GEOGRAPHY Preamble Geography allows students to develop an enjoyment of and an interest in the interaction of the physical and human environments. Through a study of Australia, its environments, regional and global situations, students are able to identify and analyse the spatial dimension – where things are and why they are there and the ecological dimension – how humans interact with environments. Geography is an essential part of lifelong education as it helps students to develop geographic knowledge, understanding, skills, values and attitudes in order to engage in the community as informed and active citizens. Content: What will students learn about? Australian Geography is about the interaction of human and physical geography in a local context. They examine Australia’s physical environments and communities and explore how they are changing and responding to change. Students also look at Australia’s roles in its region and globally and how individuals and groups are planning for a better future. An important feature of the Australian Geography course is to allow students to become more informed and active citizens. What will students learn to do? Students learn to gather, process and communicate geographical information from a variety of primary and secondary sources. The study of Geography also provides opportunities for students to learn to use a wide range of geographical tools including information and communication technologies (ICT). Geographical tools, such as maps, graphs, statistics, photographs and fieldwork, assist students to gather, analyse and communicate geographical information in a range of formats. Skills are a very important part of Geography and students will be required to observe their surroundings, collect, record and interpret data, undertake research, communicate orally and in written forms, complete fieldwork, and complete mapping tasks. Equipment A4 workbook. Fieldwork/Excursions Fieldwork is mandatory in Stage 5. This may take place in Years 9 or 10. Fees are included in the Academic Course Fee. Excursions/Fieldwork will incur a separate cost.

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HISTORY Preamble History is everybody’s story – it is about people and events that have helped to shape our lives today. History develops in young people an interest in and enjoyment of exploring the past. A study of History provides opportunities for examining events, people and societies from twentieth century Australia. Content: What will students learn about? Students develop an understanding of significant developments in Australia’s social, political and cultural history including Federation, the Vietnam War era and the social history of one decade in depth. Australia’s international relationships are examined through World War One and Two and our role as a global citizen. The changing rights and freedoms of Aboriginal peoples and other groups in Australia are also studied. What will students learn to do? Students learn to apply the skills of investigating history including analysing sources and evidence and sequencing major historical events to show an understanding of continuity, change and causation. Students develop research and communication skills, including the use of ICTs, and examine different perspectives and interpretations to develop an understanding of a wide variety of viewpoints. Students also learn to construct a logical historical argument supported by relevant evidence and to communicate effectively about the past to different audiences. Equipment A4 workbook. Fieldwork/Excursions A site study is mandatory in Stage 5. This may take place in Years 9 or 10. Fees are included in the Academic Course Fee. Excursions/Fieldwork will incur a separate cost

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PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION Preamble There is ample evidence to indicate that despite a high standard of living, significant social and health problems exist in Australia. Many of these problems can be associated with the lifestyle adopted by individuals, particularly in respect to high-risk behaviours. As many modern diseases result from these behaviours they are largely preventable depending on the choices made by the individual. The purpose of PDHPE is to develop a students’ capacity to enhance their personal health and well-being. It promotes their enjoyment of and commitment to an active lifestyle and to achieve confidence and competence in a wide range of activities as they maximise movement potential. Through PDHPE students develop knowledge, understanding, skills, values and attitudes that enable them to advocate lifelong health and physical activity. Content What will students learn about? All students study the following four modules: - Self and Relationships – Students learn about sense of self, adolescence and change, sources of personal support and the

nature of positive, caring relationships. - Movement Skill and Performance – Students explore the elements of composition as they develop and refine movement

skills in a variety of contexts. - Individual and Community Health – Students learn about the specific health issues of mental health, healthy food habits,

sexual health, drug use and road safety. They examine risk, personal safety and how to access health information, products and services.

- Lifelong Physical Activity – Students consider lifestyle balance and the importance of physical activity and its physical

benefits. Students learn to participate successfully in a wide range of activities and to adopt roles that promote a more active community.

What will students learn to do? Throughout the course students will learn to apply some key skills that allow them to take action for health and physical activity. This includes an emphasis on communicating, interaction, problem-solving, decision-making, planning and moving. Possible Career Paths The PDHPE course in Stages 4 & 5 (years 7 – 10) will give students a sound base from which to undertake either the 2 unit PDHPE, CAFS OR SLR course in Stage 6 (years 11 –12). These courses will enable students to pursue a wide variety of careers. These may include: Medicine, Nursing, Sport Science, Sports Medicine, Physiotherapy, Teaching, Fitness Instructor, Coaching, Chiropractor or Sports Administrator. Equipment/Text Books Year 9 Workbook ($36) Year 10 Workbook ($36) (Included in school fees) (Included in school fees) Fees Academic Course Fee of $36 per year (approximately) will be incurred to cover the cost of workbooks.

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ELECTIVES

• Commerce • Drama • Food Technology • History Extension • Industrial Technology Engineering • Industrial Technology Timber • Information and Software Technology • Italian • Music • Photography • Physical Activity and Sport Studies • Textiles Technology • Visual Arts

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COMMERCE Preamble Commerce enables young people to develop the knowledge, understanding, skills and values that form the foundation on which they can make sound decisions about consumer, financial, legal, business and employment issues. It develops in students the ability to research information, apply problem-solving strategies and evaluate options in order to make informed and responsible decisions as individuals and as part of the community. Commerce does not specifically continue into the HSC years but can form a basis for other year 11 and 12 subjects such as Economics, Legal Studies and Business Studies. Content What will students learn about? All students study Consumer Choice and Personal Finance. In these topics they learn about making responsible spending, saving, borrowing and investment decisions. Students may also study Legal and Employment Issues, in which they will develop an understanding of their legal rights and responsibilities and how laws affect individuals and regulate society. They also learn about commercial and legal aspects relating to employment issues, and their rights and responsibilities at work. Students will also study optional topics selected from: Investing; Promoting and Selling; E-Commerce; Global Links; Towards Independence; Political Involvement; Travel; Law in Action; Our Economy; Community Participation; Running a Business; and a School-developed option. What will students learn to do? Student learning in Commerce will promote critical thinking and the opportunity to participate in the community. Students learn to identify, research and evaluate options when making decisions on how to solve consumer problems and issues that confront consumers. They will develop research and communication skills, including the use of ICT, that build on the skills they have developed in their mandatory courses. They will also develop skills in personal financial management and advocacy for rights and responsibilities in the workplace. Equipment A4 workbook. Excursions Excursions may be organised, where appropriate, to enhance student learning. Costs will vary according to specific charges at the time. Fees Fees are included in the Academic Course Fees. Excursions/Performances will incur a separate cost.

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DRAMA Preamble Drama is a form of action in which some aspect of human experience is portrayed; it is an exploration of experiences and situations through enactment. Drama provides a powerful means of exploring the way people react and respond to different situations, issues and ideas. Drama provides a valuable means of increasing self-confidence and social awareness. Students are involved physically as well as emotionally and intellectually. They learn through doing. It is a co-operative process and students also develop the ability to share and communicate effectively. Students engage in individual, group and class activities; explore skills and knowledge through practical and theoretical activities. Drama has a body of knowledge, facts, conventions, history, skills and methods of working. It is valuable for students because it is an important form of expression and communication in almost every known culture, including those that make up Australian society. Drama is an integral part of life. It can be a source of learning, a form of entertainment, a point of contact with others, an interest, a career or an outlet for creative energies. Over the two year course the students who take Drama as an elective subject will: develop a sense of worth and self esteem and an appreciation of the worth of others; develop an informed appreciation of production and performance in theatre and other media; develop an interest in reading and writing related to Drama; develop an awareness of the contribution of Drama to cultures and societies; use and experiment with the elements of dramatic presentation; reflect on their own creative work and the creative work of others; communicate with increased skill and confidence; work cooperatively and creatively in group situations; understand of variety of dramatic styles; understand the place of Drama in societies, past and present; develop a critical understanding of improvisation, play building, production and performance. Content Course outline to Stage 5: Year 9 Year 10 Term 1 Improvisation and Elements of

Drama Term 1 Australian drama and elements of production

Shakespeare Term 2 Mime/Creative movement

Production Term 2 Physical Theatre

Comedy Term 3 Gothic Play building Term 3 Play building Term 4 Melodrama/Drama Night Preparation Term 4 Solo Performance Methods Students are required to maintain a logbook for the duration of the course. This provides a record of activities, exercises, observations, performances and responses to class activities. It is an integral component of the study of Drama. Activities will include: performing – both group and individual; design, viewing live theatre, scriptwriting, directing and production elements. Equipment Students are required to have 2 A4 books each of at least 120 pages. Students are required to have the following for practical lessons: Girls: Black T-Shirt and black tights or track pants Boys: Black T-Shirt and black track pants or shorts Excursions Excursion costs for live performance and participation in theatrical workshops will incur a separate cost. Fees An Academic Course Fee of $120 (approximately) is applicable to cover the cost of class texts and other

consumable materials each year.

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FOOD TECHNOLOGY Preamble The Australian food industry is growing in importance, providing numerous employment opportunities and increasing the relevance of Food Technology for the individual and society. There are increasing community concerns about food issues, including hygiene and safety, nutritional claims and the nutritional quality of food, genetic engineering, functional food and the environmental impact of food production processes. Students will explore food-related issues through a range of practical experiences, allowing them to make informed and appropriate choices with regards to food. Australia, consumers are confronted by an increasing array of food products designed to complement our changing lifestyles. Making informed food decisions requires an explicit understanding of nutrition principles in both theory and practice, and this is embedded in a study of Food Technology. The study of Food Technology provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationships, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe working practices and legislation in the production of food. It also provides students with a context through which to explore the richness, pleasure and variety food adds to life. Content • Food Preparation And Processing • Nutrition and Consumption • Food In Australia • Food Trends • Food Product Development • Food Selection & Health • Food Service & Catering • Food For Special Needs • Food for Special Occasions • Food Equity The knowledge gained from the content listed above will be incorporated into practical experiences, where students will need to develop skills in designing, producing and evaluating food and meals. Possible Career Paths Food Technology is also a Higher Record of School Achievement subject and can be studied further at University and through TAFE courses. Studies in Food Technology can lead to careers in Nutrition, Food Production, Recipe Development, Food Photography, Advertising, Chef, Dietitian and other related careers in Hospitality, Health and Food. Equipment All students MUST have black leather school shoes for practical lessons, this is an WH&S requirement and STUDENTS WILL NOT be allowed to participate in practical lessons without their black leather shoes. A white apron will need to be purchased. 2 X clean tea towels and a plastic food container will be needed for all practical lessons One A4 display folder. Excursions Excursions may be organised when appropriate to enhance student learning. Costs will vary according to charges. Fees An Academic Course Fee of $155 will be charged each year for students selecting this subject. This will cover the cost of practical activities, experimental workshops, and the cost of all food.

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HISTORY EXTENSION Preamble History Elective enables students to develop knowledge, understanding, skills and values that allow them to undertake the process of historical inquiry and communicate their understanding of past human experiences and events. Students are challenged to reflect on differing viewpoints and perspectives and to aspire to become individuals who contribute to a just society through informed citizenship. Via a number of topics, students will gain an understanding of the contributions of past and present peoples to our shared heritage. Ideally, by undertaking History Elective, students will develop a life-long interest and enthusiasm for History. Students studying Elective History further develop the skills of the 7-10 History course which would beneficial to students choosing to study Modern or Ancient History for the HSC. Content The History Elective course is divided into three main areas of study: Topic 1 – Constructing History, focuses developing students’ understanding concerning the nature of history and the ways in which different perspectives/interpretations of the past are reflected in a variety of historical constructions. Students may study a range of topics including Biographies, Family History and Film as History. Topic 2 – Ancient, Medieval and Early Modern Societies gives students the opportunity to study in depth, the major features of a relevant society and investigate the historical causation of events and factors contributing to continuity and change. Students may study a range of topics including Archaeology of the Ancient World, Medieval Europe and the Ottoman Empire. Topic 3 – Thematic Studies provides students with opportunities to enjoy the study of history for its intrinsic value. Students apply their understanding of the nature of history and the methods of historical inquiry in their study of a particular theme. Students may study a range of topics including Children in History, Heroes and Villains, Crime and Punishment. What will students learn to do? Students enrolled in History Elective will learn to undertake the process of historical inquiry and to communicate their understanding via a number of mediums including written form, oral presentations, audio-visual formats and ICTs. Equipment A4 folder, plastic sleeves, A4 lined paper Excursions Excursions may be organised, where appropriate, to enhance student learning. Costs will vary according to specific charges at the time. Fees Fees are included in the Academic Course Fees. Excursions/performances will incur a

separate cost.

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INDUSTRIAL TECHNOLOGY-ENGINEERING Preamble The Industrial Technology Engineering Course will provide students with opportunities to engage in a diverse range of creative and practical experiences using a variety of technologies widely available in the industrial and domestic Engineering Industry and, it will also provide opportunities for students to develop knowledge, understanding and skills in relation to engineering. The course will develop knowledge and skills in the use of materials, tools and techniques related to structures and mechanisms. These are enhanced and further developed through the study of specialist modules in Control Systems and Alternative Energy. Industrial Technology Engineering is open to both boys and girls. Recent years has seen a large increase in the number of girls electing this subject. Content The major emphasis of the Engineering course is on students being actively involved in the planning, development and production of quality engineering projects. Some of the practical project will include; Year 9 Year 10 - Engineering Drawing - CAD modelling - Control Systems - Mechanisms - Materials Technology - Alternate Energy - Devices and Appliances - Robotics projects F1 - Schools Innovation Design Challenge (Re-engineering Australia - REA) The engineering students will have the opportunity to participate in the F1 Design Challenge. This project links Schools, Industry, TAFE, Universities and parents in a multi-disciplinary challenge in which teams of students use real world engineering and manufacturing CAD/CAM technologies to design, test / analyse, manufacture and then race miniature CO2 powered balsa wood Formula 1 cars. Students will be introduced to Computer Aided Design and Computer Aided Manufacturing technologies that provide real life experiences. The program offers students the opportunity to develop relationships with local engineering and manufacturing companies. The TAS department current has its own Milling machine, wind tunnel and smoke tunnel and students will be able to design, test, manufacture and race the F1 cars that they create (Year 9 Terms 2 and 3 ONLY). Equipment/Textbooks All students must purchase the following equipment: An A4 - 148 page exercise book, 2 X A4 display folders and a calculator. A good quality pencil sharpener, 1 GB thumb drive (minimum size), Pencils 2 X 4H, 2H, HB Fees An academic course fee of $200.00 (Year 9 ONLY) will be charged for the following drawing equipment that students will need: A3 drawing board, parallel ruler, 300, 600 & 450 setsquares, flexi rule, metric circle template, french curves, compass, rendering pencils, and a carry case. An Academic Course Fee of $75 will be charged to cover consumables. (Year 10 Only) The school will purchase this equipment, and students will be issued with the equipment at the start of the school year.

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INDUSTRIAL TECHNOLOGY TIMBER Preamble The study of Industrial Technology Timber provides students with opportunities to engage in a diverse range of creative and practical experiences using timber. Students will be given the opportunity to manufacture practical projects using a wide range of hand, power tools and machines. Industrial Technology Timber develops in student’s knowledge and understanding of materials and processes related to timber and the timber Industry. Skills are developed through a specialised approach to the tools, materials and techniques employed in the planning, development, construction and evaluation of quality practical projects and processes. Critical thinking skills are developed through engagement with creative practical problem-solving activities. Content The Industrial Technology Timber Course is divided into four modules of work, General Wood 1 - 2, and Cabinetwork modules 3 - 4. Individual modules provide specific content related to timber and the timber industry, which will be developed in the key areas of: • Design • Workplace Communication • Equipment, Tools and Machines • Work Health and Safety (WHS) • Materials, Tools and Techniques • Design • Links to Industry • Societal and Environmental Impacts • Materials Students studying Industrial Technology will complete some of the following practical projects: • Drinks Tray • Footstool • Jewellery Box • Step Stool • Turning project (lathe) • Side Table Industrial Technology Timber is open to both boys and girls. Recent years has seen a large increase in the number of girls electing this subject. Equipment/Textbooks All students MUST have black leather school shoes for all practical lessons, this is a WH&S requirement and STUDENTS WILL NOT be allowed to participate in practical lessons without their black leather shoes. A blue apron will need to be purchased from the school office. Students are required to bring an old pillowcase or large cloth bag to help with project storage. An A4 - 148 page exercise book, A4 display folder and two HB pencils. Fees An academic course fee of $140 will be charged to cover the purchasing of timber, repairs, maintenance of tools and equipment and consumables.

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INFORMATION & SOFTWARE TECHNOLOGY Preamble In our modern society, people can expect to work and live in environments requiring highly developed levels of computing and technological competence. Current technologies are becoming obsolete at a rapid rate and new generations will need to be flexible to accommodate changes as they emerge. It is important that students learn about, choose and use appropriate information and software technology and develop an understanding of its capacities, scope, limitations and implications. The Information and Software Technology course enables students to develop knowledge, confidence and creativity in analysing, designing, developing and evaluating information and software technology solutions in real life contexts. The course builds upon the knowledge, skills and experiences developed in Mandatory Technology education up to Year 8. As a result of studying this course, students will be equipped to make appropriate use of and informed choices about information and software technology both at a personal level and in the workplace. Content The Information and Software Technology course will provide students with specialised knowledge of past, current and emerging technologies, data, hardware, software and people involved in the field of information and software technology. The core components of the course also include legal, ethical, social and industrial issues. Students who undertake the course engage in a range of studies including: Website Design and Development; Animation, Sound Editing; Graphic Design; Database Engineering; Computer Programming; Robotics and Artificial Intelligence; and Movie Authoring and Cinematography. Although there is an important theoretical component to the course, Information & Software Technology is largely "hands on" and project based. This provides students with an opportunity to develop information and software technology solutions to realistic and meaningful applications both individually and in small groups. With excellent resources, we can ensure that students have individual access to the latest hardware, software and communications technology, to maximise their skill development and to foster an appreciation and enjoyment of learning about current and emerging technologies. As a result of studying this course, students will be well equipped to continue further education, not only in Information Technology. Equipment/Textbooks Students will need to purchase a 1 GB thumb drive (minimum size) and an A4 display folder. Students will be encouraged to read widely eg. Computer magazines and other publications and to watch TV programs and films related to technology. The students will make extensive use of the Internet. Headphones and 1 X A4 ruled writing book (128page). Fees An Academic Course Fee of $50 will be charged to cover the cost of consumable items. Students must also purchase the thumb drive listed above. Excursions will incur an additional cost.

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ITALIAN Preamble Why learn another language? The language of pizza, pasta, Michelangelo and close to 750,000 Italian-Australians. Italian is one of the most widely spoken languages in Australia and thus opportunities exist for students to hear and use the language in real-life situations. It is, therefore, a very appropriate language for study in Australian schools. A knowledge of Italian provides direct access to understanding Italian culture which has made a significant contribution to contemporary Australian society. Understanding other ways of life leads to appreciation for and respect of differences between people. Content The Italian course in Stage 5 (Years 9 and 10) is designed to equip students with skills in communicating in Italian and to extend the studies completed in Stage 4 (years 7 & 8). The topics covered relate to everyday situations eg. shopping, social interaction, getting around, travel, daily activities, restaurant situations, personal information etc. Students will also cover different aspects of Italian culture. Possible Career Paths The travel and hospitality industries have many varied and interesting jobs for people who can speak another language. Government agencies and businesses with large numbers of clients of non-English speaking backgrounds, banks, media organisations to name a few tend to employ people with skills in languages other than English. Interpreters and translators are also needed by these organisations. Equipment/Textbooks Volare 1 & 2 and 1 X A4 ruled writing book (128page). Excursions A possible visit to an Italian restaurant, Leichhardt could be a possible destination. Excursion will be determined according to curriculum needs and availability. Fees An Academic Course Fee of $25 (approximately) will be charged each year to cover the costs of workbooks.

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MUSIC Preamble In the Additional Study Music Course, students will further develop their understanding and skills of the use of the concepts of music, through further learning experiences in Performing, Composing and Listening. This occurs through the study of elective and compulsory topics. A student would be well suited to this course if they: are already learning an instrument or intend to learn an instrument; have the basic keyboard skills acquired in years 7 and 8; enjoy a wide range of music and would like to learn more about it and are enthusiastic and willing to participate in a wide variety of musical activities in and out of the classroom. There is a high level of expectation that elective music students will be active and committed members of either the Concert Band, Choir, or some other musical ensemble. This will be a mandatory course requirement for major School Liturgies, the School Feast Day and Magdalene Shines. Content The Additional Studies Music Course will cover the following areas: Performing – solo (on chosen instrument or voice); ensemble work; Composing – theory of music; improvisation; arrangement. Listening – written responses; research assignments; identifying musical features from aural and score examples. These areas are developed within the context of a range of elective and compulsory topics. Elective Topics Students will study at least one topic from each of the following three groups. This may range from an intensive study of a style, to a more general view of a whole topic.

Popular Music Baroque Music Music for Radio, Film and TV Classical Music

Compulsory Topic: Australian Music Australian Music is described as music originating in Australian Society. This course will focus on traditional music of Aborigines and Torres Strait Islanders and Art music. Equipment Ring folder; A4 loose-leaf paper; dividers; A4 manuscript pad.. An exercise book is not suitable. Other than singers, an instrument to practice on. Excursions Students will be required to attend a performance in both year 9 and in year 10. This can be a stage musical, opera, band, or art performance group. The opportunity exists in Year 10 to attend a concert series in the evening at the City Recital Hall during term 2. Fees An Academic Course Fee of $60.00 is charged to cover the cost of consumable materials. Possible Career Paths The Additional Studies Music Course prepares the student for both the senior music courses. The study of music at senior level counts towards university entrance and can lead to a wide range of careers. Music is taught in all levels of education such as pre school, primary, secondary and tertiary institutions as well as in the private home. Music training is also necessary in careers such as Disc Jockey, Sound Engineer, Computer Programmer, Journalist, Composer, Arranger, Entertainer, Performer, Advertising, Film, Television, Radio, Music Therapy and many others.

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PHOTOGRAPHY Preamble If you like taking photographs and giving form to your ideas, then Photography is for you. In this subject you will develop skills in technological media, design, concept developments, visual communications and cultural knowledge. Photography can help you in other areas of school life by showing you how to think more creatively and to formulate your own creative ideas and opinions. Content Stage 5 (Year 9) Stage 5 (Year10) Still Life Objects The Digital World (Digital Imaging) Landscape Moving Works (animation & film) Portraiture Possible Career Paths A wide range of careers such as: museum work, teaching, model making, graphics, photography, publishing, film production, design, illustration, make-up artist, art director/historian, gallery curator, storybook illustrator, florist, cartoonist, police artist, medical illustrator, art therapist, interior designer, artist (various: sculptor, printmaker, painter, screen printer, ceramicist) Excursions Possible visits to various Art Galleries or exhibitions. Equipment/Textbooks A4 Display Folder. Fee An Academic Course Fee of approximately $130 is charged to cover the cost of additional materials and resources.

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PHYSICAL ACTIVITY & SPORTS STUDIES Preamble Physical Activity and Sports Studies provides for a comprehensive study of physical activity and movement. It incorporates a study of the way the body functions and how to prepare to move efficiently in a variety of contexts. It includes study of the social issues related to physical activity and its role in the lives of the individual and Australian society. It also has a focus on moving with skill in order to enjoy participation and to achieve performance goals. Physical Activity and Sport Studies represents a broad view of physical activity and the many possible contexts in which individuals can build activity into their lifestyle. It incorporates lifelong physical activities, recreational and leisure pursuits, competitive and non-competitive games and sports, individual and group experiences, physical fitness activities, and the use of activity for therapy and remediation. This course has a strong focus on physical activity and is designed so that students learn through movement. All aspects of the course are to be explored through participation in selected contexts in which students experience, examine, apply and analyse new understandings. Students are encouraged to specialise and study areas in depth, to work towards a particular performance goal, pursue a formal qualification or examine an issue of interest related to the physical, emotional, social, cultural or scientific dimensions of physical activity and sport. Course Content – will be designed based on a number of modules listed below

Areas of Study Foundations of Physical Activity

Physical Activity and Sport in Society

Participation and Performance

M

O

D

U

L

E

S

• Body systems and energy for physical activity

• Physical activity for health

• Physical fitness

• Fundamentals of motor skill development

• Nutrition and physical activity

• Participating with safety

• School-developed module

• Australia’s sporting identity

• Lifestyle, leisure and recreation

• Physical activity and sport for specific groups

• Opportunities and pathways in physical activity

• Issues in physical activity and sport

• School-developed module

• Promoting active lifestyles

• Coaching and leading

• Enhancing performance – strategies and techniques

• Technology, participation and performance

• Event management

• School-developed module

Movement Applications

Aerobics and fitness, Games,

Martial Arts

Aquatics, Dance

Outdoor education

Athletics, Gymnastics

Recreational pursuits

Equipment/Text Books Year 9 Workbook ($36) Year 10 Workbook ($36) (Included in school fees) (Included in school fees) Excursions Possible visits to venues in the local area to extend components taught in class. (approximate cost of $20 per year) Fees: Academic Course Fee of $36 per year (approximately) will be incurred to cover the cost of workbooks. Lifesaving Course - $15 (year 10), Resuscitation Course – $15 (year 10).

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TEXTILES TECHNOLOGY Preamble Textiles have played a significant role throughout human history, satisfying both functional and aesthetic needs. Textiles continue to satisfy needs in society by being a means of self-expression, by having social meaning and cultural significance, and by performing specific functions in commercial, industrial and personal settings.

Textiles Technology will contribute to the overall education of students by enabling them to confidently use a range of technologies and create an awareness of related career pathways and leisure pursuits. The course encourages students to be proactive, competent, creative, responsible and reflective learners able to take part in further study, work or training. Content The Textiles technology course is divided into areas of study and focus areas:

There are three areas of study: • Design • Properties and Performance of Textiles • Textiles and Society. Focus Areas

The focus areas are: • Apparel – includes clothing and accessories such as shoes, hats, jewellery and belts. • Furnishings – includes cushions, curtains, bedspreads, lampshades, quilt covers, bed linen, chair

coverings, table linen, and beanbags. • Costume – includes theatre costumes, masks, headdress, folk and traditional costumes, fancy dress

costumes and dance costumes. • Textile Arts – includes wall hangings, fabric-based artworks, embroidery, and wearable design. • Non-apparel – includes book covers, toys, bags, umbrellas, tents, backpacks, and sleeping bags.

The completion of projects is integral to developing skills and confidence in the manipulation and use of a range of textile materials, equipment and techniques. Project work forms the basis of every unit of work. projects and written reports, presentations, written and practical tests, peer assessment and self-assessment Equipment/Textbooks An A4-96 page exercise book and A4 display folder. Students will need to source and purchase their material for individual design projects in years 9 and 10. Fees An annual academic course fee of $120 will be charged to cover the purchasing of resources, equipment and other minor consumables. The cost of material for major individual design projects will need to be covered by the individual student. Excursions: May be organised when appropriate to enhance student learning. The cost will vary according to the individual venue.

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VISUAL ARTS Preamble If you like creating and making objects, working with your hands and giving form to your ideas, then Visual Arts is for you. In this subject you will develop skills in technological media, design, concept developments, visual communications and cultural knowledge. Visual Arts can also help you in other areas of school life by showing you how to think more creatively and to formulate your own creative ideas and opinions. Content Stage 5 (Year 9) Stage 5 (Year 10) • Self-Portrait Drawing • The Human Form: Sculptures • Still Life Painting • Interiors • Landscapes • Digital Imaging • Photography • Pointing • Drawing • Printmaking • Possible Career Paths A wide range of careers such as: museum work, teaching, model making, graphics, photography, publishing, film production, design, illustration, make-up artist, art director/historian, gallery curator, storybook illustrator, florist, cartoonist, police artist, medical illustrator, art therapist, interior designer, artist (various: sculptor, printmaker, painter, screen printer, ceramicist) Excursions Possible visits to various Art Galleries or exhibitions. Equipment/Textbooks Apron; 2B & 6B lead pencils; (preferably aquarelle water colour pencils); sharpener; (non permanent markers); soft white eraser. A4 Display Folder. Fee An Academic Course Fee of approximately $130 is charged to cover the cost of additional materials and resources.

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SELECTION PROCESS 1. Parent/Student Information Night: Wednesday Aug 13

2. Elective Selections will be available on-line Thursday Aug 14 3. Elective Selections will close on-line Wednesday Aug 20 4. Subject Selections finalised End of term 3

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On-Line Subject Selections Instructions After you have made your decisions about the Subjects you are choosing, you will be required to enter them through our Subject Selection process which is on-line and will be made available from 9am Thursday 14/8/14. It will close

at 9am Wednesday 20/8/14. Please note this only 1week to make your decisions so it is important for you to have conversations with your teachers and other staff at Magdalene.

1. You  will  be  sent  an  email  named    ‘MCHS  Student  Choices  Now  Open’.  

Student Choices (Subject Selection) is now open. The URL is http://mchs.webtimechart.com.au Your username is your email address Your new password is 777CCC 2. Click on the link and enter your email address (which is your username) and the password sent in the email. 3. When you get to the Opening Page, click on the tab

Ø Student Choices and then Ø My Subject Choices

4. This will lead you to the process of choosing your subjects which are arranged in an individual box. There are specific instructions to the right of the box It asks you to choose 4 subjects in order of preference from most favourite to least. We will try to accommodate your first TWO selections but may need your THIRD or FOURTH selection as back-up.

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5. When you click on the ‘Click here’ tab in the box, a drop down menu will appear containing all the subjects from which you can choose. You must click on the subjects in the order you have chosen. 6. When you are satisfied that you have made your selections (in order of preference in the box), YOU MUST CLICK ON THE SAVE BUTTON at the bottom of the screen. 6. Click on ‘PRINT SELECTIONS’ button which will appear next to the SAVE button after you have saved. 7. Finally, you must print off the Selections sheet which both PARENTS and STUDENTS Sign. This sheet will be brought to school to your PC teacher on Thursday /14. It will be used in conjunction with your responses to the Questionnaire to form the basis for discussion at your interview.

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