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Year 9 Course Guide 2022 Tyabb Campus

Table of ContentsIntroduction 3

Year 9 Curriculum Overview 4

Course Selection Process 5

Year 9 Elective Program 6

The Timetable 7

Year 9 Curriculum 9

Useful Hints for Home Learning and Study 10

Subject Symbols 11

Year 9 – Core Subjects 13

English 15

Geography 16

History 17

Mathematics 18

Health and Physical Education 21

Science 22

Studies in Faith 25

Year 9 – Elective Subjects 27

Agricultural Studies – Livestock 29

Agricultural Studies – Horticulture 31

Business Studies – Small Business Management 32

Business Studies – Money Management 33

Computer Studies – Video Production 34

Computer Studies – Programming 35

Design and Technology (Textiles) – Design, Sew and Decorate 36

Design and Technology (Textiles) – Create, Stitch and Construct 37

Design and Technology (Wood) – Furniture Making 38

Design and Technology (Wood) – Making Furnishings 39

Drama – Scripted Performance 40

Drama – Playmaking 41

Duke Of Edinburgh’s Bronze Award 42

English Literature – Children’s Literature 44

English Literature – Gothic Literature 46

Food and Technology – Home Grown, Home Cooked 48

Food and Technology – LOL Food, Food with Lots of Love 49

Legal Studies 51

LOTE – German 53

Music – Musicianship and Performance 54

Music – Music Styles, Investigation and Performance 55

Philosophy – Higher Order Thinking 56

Philosophy – Philosophy for Beginners 57

Photography (Digital) – Photographic Traditions 58

Photography (Digital) – Playful Photography 59

Visual Art – Impressionism and Cubism 60

Visual Art – Art Deco and Surrealism 61

Visual Communication Design – Environmental Design 62

Visual Communication Design – Communication Design 63

Robotics 64

STEM – Science, Technology, Engineering, Mathematics 65

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Introduction to Year 9Philosophy of Education in Year 9The philosophy of education at Flinders Christian Community College for Year 9 students is based on providing a rich, diverse, useful, stimulating and enjoyable educational

experience, and one that provides for the development of their unique skills and abilities. The curriculum is based on a Biblical worldview and provides challenges and opportunities for all students to develop their individual skills and abilities. We provide a diverse range of programs both curricular and extra-curricular, to ensure that students have opportunities to reach their full potential. Students are offered a range of co-curricular activities available such as; the Duke of Edinburgh program, school production, music, sporting teams and retreat camp. These activities promote a sense of responsibility and achievement and give students an opportunity to extend and challenge themselves in a range of fields. We create intentional, formal and informal, opportunities to explore and celebrate strengths. Students in Year 9 also have the opportunity to apply for Prefect and Student Representative Council (SRC) positions. Year 9 students are expected to act as role models in all areas of College life.

Year 9 students are recognised as young people who are establishing their identities and going through a transitional time in their lives. It is typically a time for growing independence. Learning programs focus on integration of subject knowledge, higher order thinking skills, problem solving and connectedness to the world around us. We create an environment in which mistakes are welcomed and acknowledged as powerful learning opportunities.

The curriculum at Flinders Christian Community College has been developed in accordance with the Victorian Curriculum and aims to prepare students not only for success in their education, but also in the workplace and in living a Christian life. Strategies are implemented that ensure educational, emotional, spiritual and physical growth.

General capabilities are a key dimension of the Victorian Curriculum and are expressed explicitly in the content of each of the learning areas. They play a significant role in realising the goals set out in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens.

The Victorian Curriculum identifies seven general capabilities, which encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. These general capabilities are:

• Literacy

• Numeracy

• Information and communication technology capability

• Critical and creative thinking

• Personal and social capability

• Ethical behavior

• Intercultural understanding

Dedicated staff provides strong pastoral care and are committed to promoting the academic, emotional and spiritual development and character of each student

“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you a hope and a future.”

Jeremiah 29: 11Mr Mark Hamilton Head of Secondary School Flinders Christian Community College Tyabb Campus

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Year 9 Curriculum OverviewThe Year 9 program offered by Flinders Christian Community College is designed to comply with the national and state educational standards in the form of the Victorian Curriculum for English, Mathematics, Science, History and Geography. We recognise and implement throughout our program what the Victorian Curriculum and Assessment Authority (VCAA) and the College agree are “Essential Learning”. This is implemented at the College through a curriculum that has both core and elective components.

The Core Program

English, Mathematics, Science, Geography, History, Health and Physical Education and Studies in Faith form the Core program. All students will be involved in these subjects, as well as Chapel and Pastoral Care.

The Elective Program

At Year 9 level students are encouraged to expand their horizons and to explore a range of subject options, putting together a learning plan that best suits their needs.

Students will complete one elective subject from each block in each semester. We endeavour to give first preferences; however, constraints such as class size mean that this is not always possible.

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Course Selection ProcessThe course selection process becomes more complex for Year 9. Students will make a choice of three elective subjects per semester. They are strongly encouraged to broaden their elective choices to experience a diversity of subjects.

Students and parents are advised to read this Course Guide very closely before making decisions about electives.

The Head of Teaching and Learning - Secondary, will lead students through the process of course selection. Students will be given Course Selection Instructions and they will make their selections online.

Please note:

• Both student and parent/guardian are requested to sign the Web Preference Receipt online

• All attempts will be made to give students their first choices

• Students are required to make selections through this process for both semesters. Limited opportunities may exist for students who wish to change their electives for second semester and no guarantees can be made that places will be available.

However:

1. Changes may be necessary if an insufficient number of students select a particular elective.

2. Similarly, should the number of students selecting a subject exceed the class size limit; students may not receive their first preference.

3. While every effort is made to place students in courses they desire, the College has finite resources both in teacher and specialist room availability.

Should parents or students have any issues or concerns about the course selection process, they should contact the College and seek advice from the Head of Teaching and Learning - Secondary.

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Year 9 Elective ProgramThe Elective Program consists of the subjects arranged into three blocks. Students will complete one subject in each block in each semester.

Please note: While every effort is made to place students in courses they desire, the College has finite resources both in teacher and specialist room availability. Some subjects may not be available if an insufficient number of students select a particular elective.

SAMPLESemester 1

Block 1 Block 2 Block 3

Food Technology: Home Grown, Home Cooked

Duke of Edinburgh’s Bronze Award LOTE: German

Business Studies: Small Business Management Robotics Computer Studies:

Video Production

Design Technology: Wood

Visual Communication: Environmental Design

Photography: Photographic Traditions

Agriculture Studies: Livestock

Business Studies: Small Business Management

Food Technology: Home Grown, Home Cooked

SAMPLESemester 2

Block 1 Block 2 Block 3

Business Studies: Money Management STEM LOTE: German

Food Technology: LOL Food

Drama: Scripted Perfomance

Photography: Playful Photography

Agricultural Studies: Horticulture

Philosophy: Philosophy for Beginners

Computer Studies: Programming

Visual Art: Art Deco and Surrealism

Duke of Edinburgh’s Bronze Award

Business Studies: Money Management

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The TimetableThe Year 9 timetable at Flinders Christian Community College consists of 6 periods of 50 minutes each (60 lessons over a 10-day cycle). The table below indicates the period allocations per subject per 10-day cycle.

Subject Periods Per 10-day Cycle

English 9

Mathematics 9

Science 9

Geography 5

History 5

Health and Physical Education 4

Electives 15 (5+5+5)

Studies in Faith 2

Chapel/Homegroup and Assembly 2

TOTAL 60 periods

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Year 9 CurriculumDetails and Explanation

Each subject is developed from a Christian perspective so that the teaching reinforces the basic Christian values and principles that are necessary for the development of Christian integrity and character.

Learning Outcomes

The Learning Outcomes expressed in each subject outline specify the teacher's aims for the unit. These should be recognised as realistic and attainable aims for students at the particular level. Parents, students and teachers should take active roles in monitoring student performance and if a problem arises the Head of House should be alerted. It is our intention that parents, students and teachers work together to ensure all students develop to their full potential.

Assessment Tasks

Assessment Tasks are the means by which a student's level of performance is determined. These tasks may include Tests, Assignments, Essays, Presentations, Reports, Examinations or other specified tasks. Students are graded on an eleven-point scale from A+ to UG. Specific information regarding Assessment Tasks is accessible on Moodle at the beginning of each semester.

Reporting

Reporting is continuous, dynamic, purposeful and accessible. Parents and students will have continuous access to reports via Moodle on the Flinders Connect App. They will be able to log in at any time to see the most up to date results for the following: Subject Attainment (Grades), Course Work Progress, Learning Disposition, Leadership and Participation, Attendance and Lateness, and Organisation and Uniform.

Teachers will update reports frequently. As the marks are entered, the results will be automatically adjusted and be available to students and parents when they log in. Parents can print copies of these reports whenever they choose during the year or access them electronically. At the end of each semester, an electronic printable snapshot of the report will be stored in our records.

The end of Semester Report will be considered the final and official report. All past reports will also be accessible to parents electronically.

Parent-Student-Teacher Interviews will also be held twice throughout the year so that student progress can be discussed.

The end of Semester Report for each subject will include the following:

• A grade for each of the school-based Assessment Tasks.

• In accordance with Federal Government, the Overall Grade is reported. This is on a scale from A to UG or NA and is calculated on the basis of the Assessment Tasks listed on the report. The report also indicates the relative weighting of each Assessment Task in the calculation of the Overall Grade.

Home Learning

College policy is that all Year 9 students should be engaged in a minimum of one hour of home learning each week night. It is expected that home learning should complement a productive and focused day at school. This involves completing, reinforcing, revising or practising course work completed recently in class. This is not to be confused with study. Study is consolidating in an organised manner all of the material covered in a unit of work. This means that students need to be disciplined in their approach to study in order to maximise the learning process.

Academic Progress

Students are expected to work diligently in all subjects and make a year’s progress in their learning. Students are expected to obtain a result of 50% or more in all of their core subjects; English, Mathematics, Science, Geography, History, Health and Physical Education and Studies in Faith.

Each Student in Year 9 will have their academic performance regularly reviewed throughout the year and parents will be contacted when concerns are raised.

Students in Year 9 are encouraged to become independent learners; able to be resourceful and solve problems before seeking teacher assistance.

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Useful Hints For Home Learning Tasks And StudyThe Study Environment

The student should have a quiet study area, which is free of distractions and interruptions. To study effectively, students need a comfortable learning environment, a reasonably neat and well-organised work area and adequate lighting. Research studies and experience have shown that serious, effective study cannot occur if the television is turned on (no matter what the student may say). Similarly, telephone interruptions should be kept to a minimum and spaced in such a way that they correspond to the study breaks.

Organising Study Time

At this level the students should be organising their study times in blocks of 30 minutes. It has been shown that concentration and efficiency of work is better if the time is broken up with times of relaxation in between. However, there is always the danger of reluctance to return to work and this should be taken into consideration. Students should, with the help of their parents, decide what works best for them. The study time is generally spent in three ways: doing home learning tasks, revising for examinations and tests and revising the content completed in class.

Set Home Learning Tasks

Students are required to keep a diary designed to help them organise their work. All home learning tasks should be written in the diary, and if parents and the school work together to enforce this, then the students will benefit. Good diary habits are absolutely essential if students are to be successful in their further studies. Assignments, test dates and other significant dates will be published on Moodle, and on the Flinders Connect app. Students should not avoid difficult work, but if they cannot complete the work set by the due date, then a note in the diary from the parent to that effect is required before the day it is due. Intervention Notices and Unsatisfactory Progress Reports, and Penalties for Late Work, will apply as per the College Policy.

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Study

If no specific home learning tasks are set, students should be constantly revising their textbooks and consolidating their note taking. A good hint for this type of longer-term preparation is for the student to purchase one small exercise book for each subject. The important aspects of each subject can then be noted in these books and become study notes for consolidation of the material covered. It can be helpful to use notes and lists to help students commit some facts to memory. Students are also encouraged to read for pleasure on a regular basis.

Wider Reading

Students can always be reading ahead in some subjects. It is beneficial to read certain scientific magazines, other textbooks and reference materials. Regular reading of daily newspapers is also highly recommended, as many subjects; English, History and Geography, in particular, refer to current events.

Extra Commitment

Some students do put in more study time than required and this usually results in improved grades. Students should be encouraged to develop a serious approach to their studies. However, if parents are concerned about their child’s study habits they should contact the Head of House or Home Group teacher.

Boost

Students have the opportunity to stay at school on Wednesdays and attend Boost. Here, students can continue to work collaboratively with their peers, complete assignments and access teachers for extra assistance. Boost is held in the Jill Healey Centre from 3.30 to 5.00pm each Wednesday.

Contact with the School

If parents have any concerns regarding their child’s subject progress, home learning tasks, behaviour or attitude, they are invited to telephone the subject teacher.

Subject SymbolsAt a glance these symbols give students an indication of the type of learning they can expect within the subject.

Hands On Folio Based Reading Writing Technology Numeracy

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Core SubjectsHow can a young man keep his way

pure? By living according to your

word. I will seek you with all of my

heart; do not let me stray from your

commands.

Psalm 119: 9-10

For the Lord gives wisdom, and from

his mouth come knowledge and understanding.

Proverbs 2: 6

In his hand are the depths of the earth,

and the mountain peaks belong to

him. The sea is his for he made it, and

his hands formed the dry land. Come,

let us bow down in worship; let us kneel before the Lord our

Maker.

Psalm 95: 4 – 6

English

Geography

History

Mathematics

Health and Physical Education

Science

Studies in Faith

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EnglishCourse ContentThe Year 9 English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, nonfiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media, and the differences between media texts.

Literary texts are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

Areas of StudyCraft of Writing Styles, Issue Analysis, Analytical Text response, Creative Text response, Oral Presentation

Students are learning to:• Analyse the ways that text structures can be manipulated for effect. They analyse and explain

how images, vocabulary choices and language features distinguish the work of individual authors

• Evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience

• Understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others

• Create texts that demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues interpreting and integrating ideas from other texts

• Edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation

• Listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others

• Make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.

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GeographyCourse Content Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments.

Biomes and food security focus on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges and constraints on expanding food production in the future.

CategoriesGeography is organised by two strands: Geographical Concepts and Skills and Geographical Knowledge.

Students’ knowledge of place, space and interconnections are developed by predicting changes, identifying, analysing and explaining the characteristics of places, significant spatial distributions and patterns and the possible implications of change for the future over time and at different scales. Students develop skills in collecting, recording, selecting, organising, representing, analysing and evaluating data, maps and other geographical information using digital and spatial technologies.

Areas of StudyGlobal Interconnections, Tourism, Biomes and Food Security.

Students are learning to:• Predict changes in the characteristics of places over time and identify implications of change

for the future. Identify, analyse, and explain significant spatial distributions and patterns and significant interconnections within and between places, and identify and evaluate their implications, over time and at different scales

• Evaluate alternative views on a geographical challenge and alternative strategies to address this challenge, using environmental, social and economic criteria, explaining the predicted outcomes and further consequences and drawing a reasoned conclusion

• Ethically collect relevant geographical data and information from reliable and useful sources. Select, organise and represent data and information in different forms, using appropriate digital and spatial technologies and through special purpose maps that conform to cartographic conventions. Analyse and evaluate geographical data, maps and information using digital and spatial technologies and Geographical Information Systems to develop identifications, descriptions, explanations and conclusions that use geographical terminology.

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HistoryCourse ContentAt Year 9, students study the making of the modern world from 1750-1918. It seeks to provide students with the answers to the following key questions:

• What were the changing features of the movements of people from 1750 to 1918?

• How did new ideas and technological developments contribute to change in this period?

• What was the origin, development, significance and long-term impact of imperialism in this period?

• What was the significance of World War I?

CategoriesStudents learn about the making of the modern world through the lenses of the Historical Concepts and Skills and Historical Knowledge.

Areas of StudyUnit 1: The Industrial Revolution

Unit 2: Movement of Peoples- Slavery and Colonisation of Australia

Unit 3: Federation of Australia

Unit 4: World War I

Students are learning to:• Evaluate patterns of continuity and change over time

• Analyse the long and short-term cause and effect of significant events

• Sequence events in chronological order

• Construct and communicate arguments about the past using reliable historical sources

• Question and validate the reliability of historic sources.

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MathematicsCourse Content The Year 9 Mathematics course seeks to build a solid understanding of basic concepts in: Number and Algebra, Measurement and Geometry, Statistics and Probability through discovery, exploration and application of mathematical properties. There is a strong emphasis on working mathematically and students are instructed in how to use a variety of strategies to investigate problems and to document this process in a clear and logical manner. Wherever possible, examples are drawn from real life situations and highlight the unique patterns and order God created in our World. The course also seeks to incorporate Technology as a learning tool to reinforce skills taught and aims to develop student confidence, a positive attitude towards mathematics and effective work and study skills.

Victorian Curriculum StrandsContent: Number and Algebra, Measurement and Geometry, Statistics and Probability

Areas of Study

Semester 1 Semester 2Number and Financial Linear Relations

Pythagoras and Trigonometry Geometry

Probability Algebra

Linear and Simultaneous Equations Quadratics

Measurement Statistics

Indices and Surds

Victorian Curriculum Achievement Standards Number and Algebra

1. Students apply the index laws, express numbers in scientific notation, solve problems involving very small and very large numbers and check the order of magnitude of calculations

2. Students solve problems involving simple interest

3. Students use the distributive law to expand algebraic expressions, including binomial expressions and simplify a range of algebraic expressions

4. Students find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment

5. Students sketch and draw linear and non-linear relations, solve simple related equations and explain the relationship between the graphical and symbolic forms, with and without the use of digital technology.

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Measurement and Geometry

1. Students solve measurement problems involving perimeter and area of composite shapes, surface area and volume of rectangular prisms and cylinders

2. Students relate three-dimensional objects to two-dimensional representations

3. Students explain similarity of triangles, interpret ratios and scale factors in similar figures and apply Pythagoras’s theorem and trigonometry to solve problems involving angles and lengths in right-angles triangles.

Statistics and Probability

1. Students compare techniques for collecting data from primary and secondary sources and identify questions and issues involving different data types

2. Students construct histograms and back-to-back stem-and-leaf plots

3. Students identify mean and median in skewed, symmetric and bi-modal displays and use these to describe and interpret the distribution of the data. They calculate relative frequencies to estimate probabilities

4. Students list outcomes for two-step experiments and assign probabilities for those outcomes and related events.

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Mathematics - Possible Pathways

FOUNDATION MATHSUNIT 1 & 2

GENERAL MATHS 10

ADVANCED MATHS 10

VCAL

GENERAL MATHS 1 & 2

TERMINAL COURSE

VCAL

GENERAL MATHS 1 & 2

MATHS METHODS 1 & 2

SPECIALIST MATHS 1 & 2

FURTHER MATHS 3 & 4

MATHS METHODS 3 & 4

SPECIALIST MATHS 3 & 4

FURTHER MATHS 3 & 4

FURTHER MATHS 3 & 4

Only those students who achieve satisfactory results in external testing such as NAPLAN and PAT, maintain an 80% test grade average and perform well in the Year 9 exam will be selected to enrol in the Advanced Year 10 Course, which opens up pathways to complete Math Methods and Specialist Maths courses in VCE.

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Health and Physical EducationCourse Content This course aims to help students to be resilient and make pro active decisions by taking action to promote their own health, safety and well being. Students will be involved in a wide variety of life long health related physical activities and will investigate the importance of personal and athletic fitness and are encouraged to explore the benefits of being physically active from a health perspective.

Areas of Study• How Healthy Am I?

• Design a Game

• Fitness instruction with a variety of sports

Students are learning to:• Develop, increase and assess personal athletic and fitness levels

• Practice and develop ball handling skills using various body parts as well as a range of striking implements

• Develop and implement individual and group tactics and strategies in alternative activities and games requiring equipment

• Report on factors which currently motivate students to participate in physical activity and how they have changed over time

• Take action to promote healthy and respectful relationships and wellbeing of others.

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ScienceCourse ContentThe Science curriculum provides opportunities for students to develop an understanding of important scientific concepts and processes, the practices used to develop scientific knowledge, the contribution of science to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions, apply new knowledge, explain science phenomena and draw evidence-based conclusions using scientific methods. The wider benefits of this ‘scientific literacy’ are well established, including giving students the capability to investigate the world around them and the way it has changed and changes as a result of human activity.

Victorian Curriculum StrandsThe Science curriculum has two interrelated strands: Science Understanding and Science Inquiry Skills. Together, the two strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.

Areas of Study• Science as a human endeavour

• Biological sciences

• Chemical sciences

• Earth and space sciences

• Physical sciences

Students are learning to:Science Understanding

• Analyse how models and theories have developed over time and discuss the factors that prompted their review

• Predict how future applications of science and technology may affect people’s lives

• Explain the concept of energy conservation and model energy transfer and transformation within systems

• Analyse how biological systems function and respond to external changes with reference to the interdependencies between individual components, energy transfers and flows of matter

• Explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed

• Use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation and combustion

• Explain natural radioactivity in terms of atoms and energy change

• Explain global features and events in terms of geological processes and timescales, and describe and analyse interactions and cycles within and between Earth’s spheres

• Use the concepts of voltage and current to explain the operation of electric circuits and use a field model to explain interactions between magnets.

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Science Inquiry Skills

• Develop questions and hypotheses that can be investigated using a range of inquiry skills

• Independently design and improve appropriate methods of investigation including the control and accurate measurement of variables and systematic collection of data

• Explain how considered reliability, precision, safety, fairness and ethics in their methods and identify where digital technologies can be used to enhance the quality of data

• Analyse trends in data, explain relationships between variables and identify sources of uncertainty

• When selecting evidence and developing and justifying conclusions, account for inconsistencies in results and identify alternative explanations for findings

• Evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited

• Construct evidence-based arguments and use appropriate scientific language. representations and balanced chemical equations when communicating their findings and ideas for specific purposes.

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Studies in FaithCourse Content In the first semester, students will undertake a depth study of Christianity and their own personal reality. They will investigate divisions within Christianity, unpacking different denominations. We will prepare students for their retreat and investigate prayer and faith. Students will begin to unpack ‘reality’ as we look to unpack the reality they live in and what they would do to escape their reality. Using several different sources, their assessment task, students will write a reflective/opinion article on the impact of escapism on individuals.

In the second half of the year, students will build their understanding of the Christian Faith, looking in particular at issues of Social Justice. Students will examine the ways that Christianity responds to these issues and they will investigate their own responses. They will begin to have a practical role to play in this area.

Areas of Study• Social Justice Issues from a Christian perspective - Looking at Christian social and environmental

justice groups

• Ethics from a Christian perspective - Research, present and evaluate an argument on a particular ethical issue. Investigate how Christianity has adapted in the modern world

• Devotional study and retreat

• Wealth and Consumption: How should I respond to poverty, injustice, terrorism and war?

Key questions• What are Christian Ethics and how should I respond to contemporary moral issues?

• What other religions are there in Australia and how are they shaping the country?

• How do I escape my reality?

Students are learning to:• Recognise and explore ethical concepts in context - distinguish between the ethical and non-

ethical dimensions of complex issues

• Reason and make ethical decisions - investigate reasons for clashes of beliefs in issues of personal, social and global importance

• Consider consequences - analyse the objectivity or subjectivity behind decision making where there are many possible consequences

• Reflect on ethical action – evaluate diverse perceptions and ethical bases of action in complex contexts

• Examine values - analyse and explain the interplay of values in national and international forums and policy making

• Explore rights and responsibilities – evaluate the merits of conflicting rights and responsibilities in global contexts

• Consider points of view - use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas.

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Elective SubjectsYet, O Lord, you

are our Father. We are the clay,

you are the potter; we are all the work of your

hand.

Isaiah 64:2

Your love, O Lord, reaches to the heavens, your faithfulness to the skies. Your

righteousness is like the mighty

mountains, your justice like the

great deep. O Lord, you

preserve both man and beat.

How priceless is your unfailing

love!

Psalm 36: 5-7

Be still and know that I am God;

I will be exalted among the

nations, I will be exalted in the

earth.

Psalm 46: 10

Agricultural StudiesLivestock Sem 1Horticulture Sem 2

Business StudiesSmall Business Management Sem 1Money Management Sem 2

Computer StudiesVideo Production Sem 1Programming Sem 2

Design and Technology (Textiles)Design, Sew and Decorate Sem 1Create, Stitch and Construct Sem 2

Design and Technology (Wood)Furniture Making Sem 1Making Furnishings Sem 2

DramaScripted Performance Sem 1Playmaking Sem 2

Duke of Edinburgh’s Bronze Award Sem 1 or 2

English LiteratureChildren’s Literature Sem 1Gothic Literature Sem 2

Food and TechnologyHome Grown, Home Cooked Sem 1LOL Food, Food with Lots of Love Sem 2

Legal Studies Sem 1 or 2

LOTE – German Sem 1 and 2

MusicMusicianship and Performance Sem 1Music Styles, Investigation and Performance Sem 2

PhilosophyHigher Order Thinking Sem 1Philosophy for Beginners Sem 2

Photography (Digital)Photographic Traditions Sem 1Playful Photography Sem 2

Visual ArtImpressionism and Cubism Sem 1Art Deco and Surrealism Sem 2

Visual Communication DesignEnvironmental Design Sem 1Communication Design Sem 2

Robotics Sem 1

STEM – Science, Technology, Engineering, Mathematics Sem 2

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Agricultural Studies Livestock Semester 1Course Content This course aims to provide a variety of practical learning and ‘hands-on’ experiences in a range of important agricultural enterprises. It involves working with and caring for the school farm animals and garden along with a study of pastures and the sheep and dairy farm industries. A large component of the course is practical based with students undertaking basic animal husbandry on a range of animals. The practical component of this course will be influenced by many factors such as cost, season, weather and availability.

Areas of StudyThis course covers Health and Safety on farms; Agriculture in Australia; farm systems; farm management practices and sustainability. This course will involve practical work with a range of animals including poultry, sheep, cattle and alpacas. A large focus will be on the dairy industry as it is an important farm enterprise in Victoria. Students will participate in the Cows Create Careers Program which involves caring for two calves for three weeks.

A large component of the course is practical based with students learning about and undertaking basic animal husbandry on a range of animals.

The opportunity to show sheep and chickens is offered to students as an extra-curricular activity. An excursion to an agricultural show or farm, most likely Main Ridge Dairy Farm or Caldermeade Dairy Farm, will be conducted during the semester.

Students are learning to: • Develop knowledge and skills in safe work practices in agricultural settings

• Understand issues related to sustainability and pasture management

• Demonstrate skills in and a responsible attitude for the care of livestock

• Explain the importance of the Australian diary industry and understand the processes within this industry

• Understand farm practices and marketing produce.

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Agricultural Studies Horticulture Semester 2Course Content This course aims to provide a variety of practical and ‘hands-on’ experiences in a wide range of important agricultural enterprises. It involves working with and caring for the school farm, orchard, greenhouses, and vegetable gardens as part of the study of horticulture. A large component of the course is practical based with students learning and applying skills in a range of horticultural activities. The practical component of this course will be influenced by many factors such as cost, season, weather and availability.

Areas of Study Theory will cover Health and Safety Australian horticulture; plant structure and function; soil science; farm systems; sustainability; technology and horticulture; pests, weeds and diseases in horticulture; farm management practices and sustainability related to the current practical work. The emphasis in theory this semester is horticulture. The practical component of this course will include developing skills in plant propagation, pruning, managing pests, weeds and disease in plants, care of the vegetable garden, fruit trees and greenhouses. The opportunity to show sheep and chickens is offered to students as an extra-curricular activity. An excursion to an agricultural show or farm, most likely Sunny Ridge Strawberry Farm, will be conducted during the semester.

Students are learning to:• Understand horticultural practices and how technology is used in modern Australian horticulture

• Develop knowledge and skills in implementing cooperative and safe work practices in horticultural contexts

• Learn and use skills to perform a range of activities within plant production enterprises such as orchards, nurseries and market gardens

• Demonstrate a responsible attitude for the care of the school greenhouse, vegetable garden and orchard

• Understand issues related to sustainability within horticulture.

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Business Studies Small Business Management Semester 1Course ContentStudents will learn about how to run a business, including budgeting, marketing, writing a business report on the business activities they undertook, buying a car, buying a mobile phone and sharing investment.

Students will 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. They will investigate the different strategies for managing financial risks and maximising rewards across an ever-changing financial landscape.

Students examine the role of innovation and its influence on business success. They investigate the ways that enterprising behaviours and capabilities can be used and developed to improve the work and business environments. Students will look at contemporary issues and events in a personal, local, national, regional and global context.

Victorian Curriculum Strands Economics and Business

Areas of Study • Resource allocation and making choices

• The business environment

• Consumer and financial literacy

• Work and work futures

• Enterprising behaviours and capabilities

• Reasoning and interpretation

Students are learning to: • Investigate Australia as a trading nation and its place within Asia and the global economy

• Explain why and describe how people manage financial risks and rewards in the current Australian and global financial landscape

• Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market

• Identify the ways enterprising behaviours and capabilities can be developed to improve the work and business environments

• Generate a range of viable options, taking into account multiple perspectives, use simple cost-benefit analysis to recommend and justify a course of action, and predict the intended and unintended consequences of economic and business decisions.

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Business Studies Small Business Management Semester 1

Course Content Students will learn about running a business, budgeting, marketing, writing a business report, the impact of globalisation, living smaller and getting job-ready by learning how to write a cover letter and resume in preparation for job applications.

Students will study how businesses seek to create and maintain a competitive advantage in the global market. Also, students will study Australia as an economy and its place within the broader Asia and global economy. They will look at why and how participants in the global economy are dependent on each other and their roles and responsibilities as participants in the changing Australian or global workplace.

Victorian Curriculum Strands Economics and Business

Areas of Study • Resource allocation and making choices

• The business environment

• Consumer and financial literacy

• Work and work futures

• Enterprising behaviours and capabilities

• Reasoning and interpretation

Students are learning to: • Investigate Australia as a trading nation and its place within Asia and the global economy

• Explain the links between economic performance and living standards, including the variations that exist within and between economies, and give reasons for the possible causes of variations

• Explain why and describe how people manage financial risks and rewards in the current Australian and global financial landscape

• Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market

• Research the way the work environment is changing in contemporary Australia and analyse the implications for current and future work

• Examine the roles and responsibilities of participants in the changing Australian or global workplace

• Identify the ways enterprising behaviours and capabilities can be developed to improve the work and business environments

• Generate a range of viable options, taking into account multiple perspectives, use simple cost-benefit analysis to recommend and justify a course of action, and predict the intended and unintended consequences of economic and business decisions.

Business Studies Money Management Semester 2

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Computer Studies Video Production Semester 1Course Content This unit is designed to introduce the students to some of the exciting developments in electronic Video Production. The students learn to use the programs in ways that enable them to design and produce videos that convey a message or advertise or promote a product.

Areas of Study The course aims to develop an understanding of how computer systems are used to provide video footage and sound files, and how they are used in the real world for education, information, entertainment and persuasion.

Topics include: hardware and software required for video production, editing and viewing; use of video to inform, educate, entertain and/or persuade; Occupational Health and Safety when working with computers; storyboarding and filming techniques.

Students are learning to:• Identify and use the hardware and software of computer systems capable of editing video

• Work with Computers in a safe and healthy way

• Demonstrate competency in using Windows Movie Maker and other editing software

• Discuss and understand issues relating to the effects of film media on society and individuals

• Understand the use of a variety of file type for saving and viewing video.

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Computer Studies Programming Semester 2Course Content This unit is designed to introduce students to some of the innovative developments in programming – based technology. The course aims to develop an understanding of how computer systems are used to provide programs, and how they are used in the real world for education, information, entertainment and persuasion. The course provides a great opportunity to develop logic and analytical skills required in computer programming.

Areas of StudyErgonomics and safety whilst using a computer at school and the workplace; hardware and software required for programming in the business world, to produce games and other forms of interactivity; investigation of other programming software.

Students are learning to:• Use computer software such as Microworlds Logo for the purpose of programming and

animating

• Understand programming and game making in the business world

• Explore the varieties of hardware and software available for programming.

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Design and Technology (Textiles) Design, Sew and Decorate Semester 1Course Content The students will examine contemporary ways that garments and textiles items can be designed, constructed and decorated to enhance their appeal. They will investigate issues associated with sustainability in the textile industry by exploring how fabric can be recycled to create appealing products. Through the completion of a design folio, students will explore, develop and evaluate their ideas using the design process.

Victorian Curriculum Strands• Technologies and Society

• Technologies Contexts: Textiles

• Creating Designed Solutions

Areas of Study • Design Process

• Construction of a hoodie.

• Design, construction and decoration of a textile item, such as a backpack.

• Fabric Decoration Techniques

• Using Recycled Fabrics

• Occupations in the Textiles Industry

Students are learning to:• Explain how people working in textiles occupations consider factors that impact on design

decisions and how materials can be used to create textile products

• Identify the changes necessary to designed solutions to realise preferred futures they have described

• Evaluate the features of textiles and their appropriateness for purpose for the textiles product, when creating designed solutions for identified needs or opportunities

• Create designed solutions for each of the textile products based on a critical evaluation of needs or opportunities

• Establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes

• Generate and connect design ideas and processes of increasing complexity and justify decisions

• Communicate and document projects, including marketing for a range of audiences

• Independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary

• Select and use appropriate textile techniques skilfully and safely to produce quality designed solutions suitable for the intended purpose.

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Design and Technology (Textiles) Create, Stitch and Construct Semester 2Course Content Students who enjoy creating garments and textile items will have the opportunity to design and explore their own ideas. They will learn the design process of creating a fashion garment. They will also be able to create a textile item for the home using a variety of hand stitching or decoration techniques. Through the completion of a design folio students will explore, develop and evaluate their work using the design process.


• Technologies Contexts: Textiles


Areas of Study • Design Process

• Construction of a fashion garment.

• Design, construction and decoration of a textile item for the home.

• Hand stitching and fabric decoration techniques

• Textile Artists in the Textiles Industry

Students are learning to:• Explain how people working in textiles occupations consider factors that impact on design

decisions and how materials can be used to create textile products


• Evaluate the features of textiles and their appropriateness for purpose for the textiles product, when creating designed solutions for identified needs or opportunities

• Create designed solutions for each of the textile products based on a critical evaluation of needs or opportunities





• Select and use appropriate textile techniques skilfully and safely to produce quality designed solutions suitable for the intended purpose.

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Design and Technology (Wood) Furniture Making Semester 1Course ContentThis course aims to involve the students in designing, making, and evaluating items of furniture. Students will be encouraged to work with increased independence as they develop their own solutions to design briefs. Design briefs could centre on constructing an occasional table or other small pieces of furniture.

Areas of StudySafety in the workshop using designated tools; wood joints investigation, practice, and use (for example domino or biscuit joints); six step design brief for each proposed project; creation and finishing of up to three projects; planning and management practices both individually and collaboratively in the workshop; investigation into sustainability including FSC products.

Students are learning to:• Investigate sustainability in terms of FSC products and the need for these

• Generate responses to design briefs to create an occasional table including a top with multiple pieces, planed legs and rails

• Investigate the use of two wood joints and their applications in wood projects

• Produce wood projects using the three wood joints. This could include the production of ‘practice pieces’ for skill development

• Evaluate how the created products have fulfilled the design brief purposes

• Effectively plan and manage safe work practices both individually and in collaborative work situations.

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Design and Technology (Wood) Making Furnishings Semester 2Course ContentThis course aims to introduce students to the skills involved in designing, making and evaluating constructed items used in furnishing rooms inside a home. Students will be encouraged to investigate, generate, and produce solutions to design requirements and problems. As part of the design process, students will need to use scaled orthogonal drawings, isometric drawings and prepare cuttings lists and procedure lists. In creating solutions, students will incorporate differing materials and technologies and use appropriate wood joining techniques.

Areas of StudySafety in the workshop using designated tools; wood joints Investigation; six step design brief for each proposed project; creation and finishing of at least two projects; planning and management practices both individually and collaboratively within the workshop; sustainability focussing on the need and use of recycled wood.

Students are learning to:• Examine the use of two wood joints and their applications in wood projects and industry

• Investigate sustainability in terms of recycled wood and its uses within home projects

• Generate their own responses to design briefs to create a stool and other wood projects such as a wall mounted display or small bookcase

• Create wood projects using the two wood joints investigated. This would include creating ‘practice pieces’ for skill development

• Evaluate in which ways their created projects have completed their purposes as explained in the design brief

• Utilise safe work practices both individually and collaboratively due to planning and ongoing management.

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Drama Scripted Performance Semester 1Course Content In Year 9 Drama - Scripted Performance, students will explore expressive skills, character development and production areas through the study of a number of theatrical styles. Students will work through different theatrical techniques to enrich and strengthen their understanding of both verbal and non-verbal communication.

Students will make, analyse, discuss and support judgments about the value, intentions and qualities of Drama produced by themselves, their peers and professionals. Students will learn about performance development processes by planning, developing, rehearsing and performing a scripted play for a public audience.

Victorian Curriculum Strands In Year 9 Drama, students manipulate performance and expressive skills as well as dramatic elements and performance conventions. They present and perform scripted drama about which they have made intentional stylistic choices.

Areas of Study • Dramatic techniques and Performance styles

• Drama analysis, script exploration and character development

• Development, rehearsal and presentation of a scripted performance

Students are learning to: • Develop and sustain characters to engage audiences

• Use dramatic techniques to convey different performance styles suitable for the performance

• Analyse and evaluate the different components that make up a successful professional performance.

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Drama Playmaking Semester 2Course Content In Year 9 Drama - Playmaking, students will get an overview of the nature of theatre and the different roles within a production. Students will engage in the process of making a play suitable for a chosen audience. As part of the playmaking process, students will be responsible for the writing and directing of the play, along with designing and organising the production areas and the publicity of their final performance.

Victorian Curriculum Strands In Year 9 Drama, students manipulate performance and expressive skills as well as dramatic elements and performance conventions. They will create, present and perform their own scripted drama about which they have made intentional stylistic choices.

Areas of Study • Unit 1: Dramatic elements and Performance Skills

• Unit 2: Playmaking techniques and Production areas

• Unit 3: Devising for Ensemble

Students are learning to:• Use the Dramatic elements and Performance skills to help create a sophisticated performance

• Use Production areas to express a vision for the performance

• Use the Playmaking techniques to devise an ensemble piece for performance.

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Duke of Edinburgh’s Award Semester 1 or 2Consult the Duke of Edinburgh’s Award website for a description of the full range of awards and other resources. http://dukeofed.com.au

This course is offered in both semesters but may only be selected once.

Course Content The Duke of Edinburgh’s Bronze Award is a 3-6 month character development commitment involving four major components which include Physical Activity, Community Service, Learning a new skill or hobby and taking part in an Adventurous Journey.

Students will plan and prepare for their adventurous journey, by preparing a gear list, camp craft, meal and menu plans, route planning and risk assessments, while also learning about the Leave No Trace principles.

Community Service, Skill and Physical Activity components will be undertaken mostly during after school hours as they are individual to each student. Some community service projects will be undertaken at school which could be a community garden, fundraising for compassion or cleaning and tidying the school to benefit the whole school community.

Victorian Curriculum StrandsStudents will begin to explore more adventurous activities as a way of exploring self and nature, and the lessons that can be learned for everyday living. In these years students are increasingly required to assess and manage risk in both recreation and everyday lives. Through engagement in more adventurous outdoor activity students can learn to gain skills for personal and group wellbeing and lay the foundation for ongoing healthy safe outdoor recreation participation. They are now capable of developing the knowledge and skills to prepare for and participate in an independent lightweight journey with adult guidance and supervision.

Students will begin to develop an understanding of the impact of decision making by administrative bodies and governments on natural environments through investigation of recent issues relating to conservation. Through conservation service students can develop increased sense of self-efficacy and citizenry towards the natural environment, and begin to develop their own ideas and strategies to support such efforts.

Areas of StudyTheoretical: Navigation and Camp Craft, Experience and Planning, Conservation and Minimal Impact, Relationships with Nature, Risk Behaviour Management, Wilderness First Aid, Hiking and Nutrition, Communications, Teamwork and Leadership.

Practical: Semester 1: Orienteering, Camp Craft, Level 2 First Aid, High and Low Ropes, Hiking and Navigation. Semester 2: Orienteering, Camp Craft, Level 2 First Aid, High and Low Ropes, Hiking and Navigation.

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Associated Costs

SEMESTER 1 - HIKING CAMP

$180 DOE Certificate

$140 Practice journey

$140 Qualifying journey

SEMESTER 2 - HIKING CAMP

$180 DOE Certificate

$140 Practice journey

$140 Qualifying journey

Students are learning to:• Engage in a variety of recreational and outdoor adventure activities and to develop skills,

knowledge and behaviors that enhance safe participation in these activities

• Understand and perform advanced skills in a variety of ‘alternative’ sports and leisure activities

• Understand the environmental impact of recreational activities

• Demonstrate basic first aid skills and identify and manage common sport and leisure injuries

• Demonstrate qualities of sportsmanship, teamwork and leadership

• Identify community and environmental facilities available for leisure activities such as hiking and camping

• Complete minimum hours required of community service

• Physical skill and focused developing skills further in an area of interest.

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English Literature Children’s Literature Semester 1Course ContentThis elective is designed to inspire and encourage students to be discriminating readers who enjoy reading and are familiar with a wide range of writing styles, genres and authors. It will provide opportunities to think about texts in new ways and experiment with written and oral responses to them. This unit reflects an understanding that language is an aspect of humans being created in the image of a creative God, allowing them to think, order, reflect, respond, and make meaning of the world around them.

Victorian Curriculum Achievement Standards 1. Students understand that texts have different structures depending on the purpose and context.

They explain how language features, images and vocabulary are used to engage the interest of audiences and can describe literal and implied meaning connecting ideas in different texts. They express preferences for particular types of texts and respond to others’ viewpoints.

2. Students use language features to create coherence and add detail to their texts. They make use of their increasing knowledge of phonics, and they understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

3. Students create well-structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, rereading and editing their work to improve meaning.

4. Students can collaborate, listen for key points in discussions and use information to carry out tasks. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context

Areas of Study• Storybooks, Fables, Myths, Legends and Nursery Rhymes

• Literary Conventions and Theory

• Creative and Analytical Writing

• Oral Traditions

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English Literature Gothic Literature Semester 2Course ContentThis elective is designed to inspire and encourage students to be discriminating readers who enjoy reading and are familiar with a wide range of writing styles, genres and authors. It will provide opportunities to think about texts in new ways and experiment with written and oral responses to them. This unit reflects an understanding that language is an aspect of humans being created in the image of a creative God, allowing them to think, order, reflect, respond, and make meaning of the world around them.

Victorian Curriculum Achievement Standards 1. Students understand that texts have different structures depending on the purpose and context.

They explain how language features, images and vocabulary are used to engage the interest of audiences and can describe literal and implied meaning connecting ideas in different texts. They express preferences for particular types of texts, and respond to others’ viewpoints.

2. Students use language features to create coherence and add detail to their texts. They make use of their increasing knowledge of phonics, and they understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

3. Students create well-structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, rereading and editing their work to improve meaning.

4. Students can collaborate, listen for key points in discussions and use information to carry out tasks. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.

Areas of Study• The Gothic Era: how it has shaped literature

• Gothic conventions in literature

• Notable works from the era

• Creative and analytical writing

• Oral traditions

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Food and Technology Home Grown, Home Cooked Semester 1Course Content Home grown, home cooked food is important in today’s world. Processed foods are becoming widely used and many consumers are concerned about where their food has come from and the impact of this food on their health. This unit will focus on how fruit and vegetables are grown, their properties and their nutritional value to our diet. Topics such as sustainability, organic food, food preservation and the increasing popularity of farmers markets in our community will be covered. The students will use the design process to collaboratively create products in response to a design brief.


• Technologies Contexts: Food Specialisation


Areas of Study Growing Fruit and Vegetables sustainably, sensory properties of food and their impact on health, processes and cooking methods.

Students are learning to: • Explain how people working in the food industry and consider factors that impact on design

decisions and the creation of food products


• Evaluate the features of food products and their appropriateness when creating designed solutions for identified needs or opportunities

• Create a food product based on a critical evaluation of needs or opportunities





• Select and use appropriate ingredients and tools skilfully and safely to produce quality designed solutions suitable for the intended purpose.

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Food and Technology LOL Food, Food with Lots of Love Semester 2Course Content Food is a way of expressing our culture, our memories and brings us together on social occasions. This course will focus on how we are inspired by food through our own personal history and our interactions with other cultures. Topics include cooking for health, commemoration foods, the influences of restaurants and cafes and culture. The students will continue to develop their practical skills such as dicing, melt and mix and creaming and cooking methods such as baking, boiling and panfrying. The students will collaboratively develop a greater understanding of the design process.


• Technologies Contexts: Food Specialisation


Areas of Study Factors which influence our eating habits, Commemoration foods, Food and Culture and Society.

Students are learning to: • Explain how people working in the food industry and consider factors that impact on design

decisions and the creation of food products


• Evaluate the features of food products and their appropriateness when creating designed solutions for identified needs or opportunities

• Create a food product based on a critical evaluation of needs or opportunities





• Select and use appropriate ingredients and tools skilfully and safely to produce quality designed solutions suitable for the intended purpose.

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Legal Studies Semester 1 or 2Course Content Students will evaluate features of Australia’s political system and identify and analyse the influences on people’s electoral choices. They will compare and evaluate the key features and values of systems of government and also analyse the role of the High Court. They will explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system.

Victorian Curriculum Strands: Civics and Citizenship

Areas of Study: Laws and citizens• Explain how and why people make rules

• Distinguish between rules and laws and discuss why rules and laws are important

Students are learning to: • Analyse contemporary examples and issues relating to Australian democracy and global

connections, including key aspects of citizenship in a pluralist society50

• Discuss the role of political parties and independent representatives in Australia’s system of government, including the formation of governments, and explain the process through which government policy is shaped and developed

• Describe the key features of Australia’s court system, including jurisdictions and how courts apply and interpret the law, resolve disputes and make law through judgments, and describe the role of the High Court in interpreting the Constitution

• Discuss the key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal.

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LOTE German Semester 1 and 2Students choosing to study a LOTE are expected to continue it through for both semesters.

Course Content This course aims to further develop students’ use and understanding of German. It will extend socially and culturally appropriate language and text-types through which communication takes place.

CategoriesThe Year 9 German curriculum is built around the three interrelated strands of Language, Literacy and Information Communication Technologies (ICT). Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

ICT are powerful tools that can support student learning. Students can develop and demonstrate their understanding of concepts and content in Languages using a range of ICT tools. It is also important that students know how to use these ICT efficiently and responsibly, as well as learning how to protect themselves and secure their data.

Areas of Study The topics chosen help to increase the students’ ability to communicate, using German in the practical aspects of everyday life, e.g.

• Describing People; Weather; Rooms and Furniture and Household Chores and Earning and Spending Money

• Talking about ‘What you did on the Weekend’; Excursions and Trips; Music; Film and TV Programs.

Students are learning to:• Demonstrate an understanding of aspects of German culture

• Use communication skills in both spoken and written LOTE

• Understand linguistic and grammatical skills

• Comprehend from spoken and written texts.

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Music Musicianship and Performance Semester 1Course Content This unit caters both for students who have never played an instrument before, but who would like to learn quickly, as well as for the capable musicians who would like to use the unit to build their skills in repertoire (pieces) and performance. Students playing traditional and contemporary instruments as well as students interested in Digital Music are catered for. As students will have the opportunity to specialise in a particular instrument or voice and it is highly recommended that students have access to their main instrument at home. Ideally, the course is to be undertaken in conjunction with regular instrumental or vocal music lessons (either at Flinders or outside of school). Interested students not having individual separate music lessons still have excellent options within the course to advance their skills. This course can be undertaken as a semester-only unit of study but Semester one and two are also designed to complement each other as a year-long course of study.

Areas of StudyHistory and Styles; Theory and Aural Training; Composition; Performance.

Students are learning to:• Prepare and perform solo and group interpretations of existing pieces of music, displaying

competency on their instrument and the beginning of a personal performance style

• Students will be able to interpret and communicate musical ideas using a combination of, or selection of, conventional notation, MIDI and/or TAB

• Apply basic compositional techniques to create and present original pieces of music collectively and individually.

• Students will research the historical, cultural and social context of their chosen solo and group repertoire as well as the performance conventions relevant to these works. They will also develop an understanding of the stylistic make up and compositional techniques used in the style to inform their own performance and compositional work.

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Music Music Styles, Investigation and Performance Semester 2Course Content This unit provides a stylistic focus for the developing musician. The study includes exploration of the skills needed to play in the styles selected. Students playing traditional and contemporary instruments as well as students interested in Digital Music are catered for. As students will have the opportunity to specialise in a particular instrument or voice and it is highly recommended that students have access to their main instrument at home. Ideally, the course is to be undertaken in conjunction with regular instrumental or vocal music lessons (either at Flinders or outside of school). Interested students not having individual separate music lessons still have excellent options within the course to advance their skills. This course can be undertaken as a semester-only unit of study but Semester one and two are also designed to complement each other as a year-long course of study.

Areas of Study History and Styles; Theory and Aural; Composition; Performance.

Students are learning to:• Prepare and perform solo and group interpretations of existing pieces of music, displaying

competency on their instrument and the beginning of a personal performance style

• Gain an appreciation for the historical, cultural and social development of their chosen styles. They will also develop an understanding of the stylistic make up and compositional techniques used in these styles

• Apply basic compositional techniques to create and present original pieces of music relating to the musical styles investigated.

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Philosophy Higher Order Thinking Semester 1Course Content This course aims to assist students to manage their thinking, to reflect critically and creatively, and to solve problems. Students will learn to become intentional thinkers by developing thinking dispositions such as curiosity, flexibility, clarity and rigour. They will gain a better understanding of what good thinking is and cultivate on-going habits of good thinking. Since our thinking is shaped by language, students will learn to use words which will precisely convey their intended meaning. Learning the language of thinking will help students to assess the thinking of others and to organise, question and communicate their own more precisely and intelligently. Skills which prompt higher order thinking will be employed by students to assist them to find relevance, richness, relativeness and rigor in the subjects they are studying. Students will also use visual tools or graphic organisers to enable them to employ these skills. As critical thinkers’ students will ascertain the faults in the logic of their own and in the thinking of others. Students will use both critical and creative thinking abilities to solve complex problems.

Areas of Study Dispositions of Thinking and Metacognition; Language of Thinking; Making Meaning from Thinking; Productive Thinking.

Students are learning to: • Identify, articulate, analyse and reflect on their own and others’ thinking processes

• Demonstrate a willingness to shift their perspective when generating ideas, resulting in new ways of perceiving solutions

• Challenge previously held assumptions; create new links and shift perspectives

• Consider ambiguity and how this can affect the strength of arguments

• Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas; Viability (risk) and Workability (practicality).

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Philosophy Philosophy for Beginners Semester 2Course Content Students will engage with some of the enduring questions which have challenged the thinking of mankind for centuries; questions such as, ‘What is real?’ and ‘How can we be sure of the knowledge we hold?’ Through investigation and discussion of two areas of philosophy, metaphysics and epistemology, students will learn to think about thinking and the techniques of applying logic to concepts and problems. Emphasis will be placed on the life of Socrates and his challenge to question our assumptions. Many ancient philosophers including Heraclitus, Socrates and Cicero were concerned with the question of, ‘What does it mean to live well?’ Students will consider the ideas of ancient philosophers and compare those ideas to their own views on how life should be lived. Students will apply philosophical methods to an ethical problem. They will develop abilities to analyse the assumptions and values informing the reasoning of others and formulate their own logical and consistent responses.

Areas of Study Reality; Knowledge and Reasoning; Living Well; Ethics.

Students are learning to: • Suspend judgements to allow new possibilities to emerge and investigate how this can broaden

ideas and solutions

• Critically examine their own and others’ thinking processes and discuss factors that influence thinking, including cognitive biases

• Challenge previously held assumptions; create new links and shift perspectives

• Consider ambiguity and how this can affect the strength of arguments

• Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas; Viability (risk) and Workability (practicality)

• Generate, apply and evaluate strategies to prevent and resolve conflicts in a range of contexts

• Draw on the skills and contributions of team members to complete complex tasks. Develop and apply criteria to evaluate the outcomes of group tasks and make recommendations for improvements.

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Photography (Digital) Photographic Traditions Semester 1Course Content Students learn about the possibilities of digital photography from planning, composing and shooting to useful applications and display considerations. The work of professional photographers in the fields of Fine Art and Photojournalism will be studied. This will help students to learn about possible photographic techniques and a diverse range of subject matter.

Victorian Curriculum Strands• Explore and Express Ideas

• Visual Arts Practices

• Present and Perform

• Respond and Interpret

Areas of Study • Digital Photography on themes including landscapes, still life and portraiture

• Photo editing

• Photographers.

Students are learning to: • Select, and manipulate materials, techniques, processes, visual conventions and technologies to

express ideas and viewpoints in their digital images

• Identify the influences of other photographers and analyse connections between techniques, processes and visual conventions in digital images to develop their own photography practice

• Analyse and evaluate how photographers communicate ideas and convey meaning in digital images

• Analyse and evaluate digital images and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

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Photography (Digital) Playful Photography Semester 2Course Content A series of open-ended topics serve as a springboard for students to further their photographic skills. Each task is designed to develop possibilities in depicting ways of seeing, creating illusion, emotions and showing the unlikely using photographic techniques and digital enhancements. Concurrent with the practical tasks are studies of photographers and photographic approaches that use equipment and subject matter to achieve an intended purpose. Multimedia possibilities are explored using Adobe Photoshop as a digital darkroom to manipulate photographs and extend their creative potential. Students will have the opportunity of presenting their images using a variety of mixed media.

Victorian Curriculum Strands• Explore and Express Ideas

• Visual Arts Practices

• Present and Perform


Areas of Study• Camera Tricks and Techniques

• Digital Image Manipulation and Historical Developments in Photography.

• Present and annotate ideas in a visual diary.

Students are learning to: • Select, and manipulate materials, techniques, processes, visual conventions and technologies to

express ideas and viewpoints in their digital images

• Identify the influences of other photographers and analyse connections between techniques, processes and visual conventions in digital images to develop their own photography practice

• Analyse and evaluate how photographers communicate ideas and convey meaning in digital images

• Analyse and evaluate digital images and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

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Visual Art Impressionism and Cubism Semester 1Course Content In this course, students will explore, find inspiration from and create artwork from different time periods and cultures. Emphasis will be given to Impressionism and Cubism. They will analyse, interpret and evaluate a range of visual artworks from different historical and contemporary viewpoints. This exploration will help them to develop and create their own style of painting and drawing. Students will use a range of 2D and 3D materials, learn a variety of techniques and show the development of their ideas in a visual diary and visual folio.

Areas of Study Techniques in drawing and painting; the folio design process; written analysis on various artists within the styles of Impressionism and Cubism; using these styles as a motivation and stimulus, to create 2D and 3D projects.

Students are learning to:• Analyse and evaluate how artists communicate ideas and convey meaning in artworks within a

style

• Identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks

• Select, and manipulate 2D and 3D materials, techniques and processes to express ideas and viewpoints in the students’ own artworks

• Analyse and evaluate artworks and exhibitions from different cultures, times, and places, and discuss how ideas and beliefs are interpreted by audiences.

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Visual Art Art Deco and Surrealism Semester 2Course ContentIn this course, students will explore and create artworks on a variety of themes in the Art Deco and Surrealist styles. In history, these are the ‘next’ main eras in Art.

The evidence of Art Deco and Surrealism is in many places in our culture. These styles are still being used today not just in arts, but also in fashion, furniture, architecture and food.

Students will analyse, interpret and evaluate a range of artworks of this period or in this style. This exploration will be from various cultures and different historical and contemporary viewpoints. It will help them to develop and create their own artworks using a variety of different 2D and 3D materials.

Areas of Study Experimenting with 2D and 3D materials, techniques and processes used in Art Deco and Surrealist styles of artwork; the design project process in creating and evaluating art products; expressing ideas within the styles that have been used as inspiration; written analysis on various artists from different cultures and times with these styles.

Students are learning to: • Identify the influences of other Art Deco and Surrealist artists and analyse connections between

techniques, processes and visual conventions in their artworks. Of note is developing elongation, tone and colour that reflects the elegance of Art Deco representation within their art works. Also, students explore colour and tonal techniques that enhances dream like effects within a Surrealist composition and work

• Explore and reflect on the themes, issues and ideas that have used Art Deco and Surrealist styles in history and today

• Select, and manipulate 2D and 3D materials, techniques, processes, visual conventions and technologies to express ideas and viewpoints in student’s own artworks

• Evaluate student’s own created works in terms of how well they convey the features of the Art Deco and Surrealist style.

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Visual Communication Design Environmental Design Semester 1Course Content This unit covers Technical Drawing using instruments and conventions for formal drawing methods to show buildings and objects in 3D space. Each new skill will be covered through a number of creative means. Students are introduced to computer software, which enables them to take their design work in new and interesting directions.

Victorian Curriculum Strands• Explore and Represent ideas; Present and Perform• Design Practices• Respond and Interpret

Areas of Study Two-Point Perspective Drawing; Planometric Drawing and Isometric Drawing

Students are learning to:• Demonstrate their use of visual communication design skills, techniques, conventions and

processes in a range of design fields

• Within visual communication fields, students develop briefs and visualise, generate and develop ideas in response to audience needs

• Manipulate design elements and design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs

• Evaluate, reflect on, refine and justify their decisions and aesthetic choices

• Students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information.

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Visual Communication Design Communication Design Semester 2Course Content This unit focuses on some of the essential skills required for Visual Communication. The students will progress through a number of different drawing methods and learn how to layout and present communication design work in the most effective form. Design work is developed using Freehand Drawing and Instrumental Drawing techniques.

Victorian Curriculum Strands• Explore and Represent ideas; Present and Perform

• Design Practices


Areas of StudyOne-Point Perspective; Typography; Orthogonal Drawing

Students are learning to: • Demonstrate their use of visual communication design skills, techniques, conventions and

processes in a range of design fields

• Within visual communication fields, students develop briefs and visualise, generate and develop ideas in response to audience needs

• Manipulate design elements and design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs

• Evaluate, reflect on, refine and justify their decisions and aesthetic choices

• Students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information.

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Robotics Semester 1Course Content This unit is designed to introduce students to the skills and technologies around robotics and automation. The course aims to develop an understanding of how robots are everywhere in our society already and how they are programmed, used and maintained to perform tasks which are either too hazardous or boring, or which require a greater level of precision than can be achieved by human skill alone. Students will engage in practical robotics projects to help them to understand fully the complexity of robotic systems. The course also provides a great opportunity to develop logic and analytical skills required to program robots.

A great deal of the work is completed using Lego “Mindstorms” – a well-established experimenting platform.

Areas of StudyRobots in our world; Programmed motion; Sensory inputs; Artificial Intelligence.

Students are learning to:• Describe common deployment and applications of robots in our society

• Build a working robot

• Program robots to perform repetitive tasks repeatably and accurately

• Program robots to sense their world

• Program robots to make simple decisions.

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STEM - Science, Technology, Engineering, Mathematics Semester 2Course Content In this elective course, students will undertake a cross curricular approach and integrated study of Science, Technology, Engineering and Mathematics. Content is drawn from varied year levels from each of the study areas and the learning is project driven.

In the STEM course students are undertaking four projects for the semester.

1. How Information is conveyed and carried across networks with an understanding of how NBN works

2. A drought management project for farmers with changing climate conditions

3. Autonomous driven cars

4. How smart devices in a house work: controlled by one App on the smart phone

Each of these projects have Component(s) from Science, Technology (Digital and Design), Engineering and Mathematics that are conceptualised and integrated.

Victorian Curriculum Strands - Independent projects hence standards not listed

Focus areas:

• Science: Physical Science and Earth Science

• Mathematics: Algebra, Problem solving, Algorithmic thinking and Statistics

• Technology: Digital (Coding and Programming), Understanding hardware

• Engineering: Designing working models

Areas of Study • Science

• Technology

• Engineering

• Mathematics

Assessment: Every stage of the project will be an assessment

A written report will be presented by each student for each of the projects.

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