2020 year 9 curriculum handbook - marryatvillehs.sa.edu.au · year 9 curriculum the subjects...

2020

Year 9

Curriculum

Handbook

Introduction

This curriculum guide provides information regarding the broad range of programs offered at

Marryatville High School and specific course descriptions of subjects within these programs. It is

designed to provide students the important information needed to make informed decisions about

potential and preferred pathways for schooling and future pathways and careers.

At Marryatville High School, we strive to provide all students the capabilities required to be active

global citizens. Students are encouraged to learn, think creatively, critically and independently and

to continue to aim for personal achievements in a student-centred learning environment.

Subject Selection and Course Counselling Process Students will receive information regarding the subject selection process during Term 3. Students will have the opportunity to gain advice on potential pathways and study options with Parents, Homegroup teachers, Learning Area Leaders, Year Level Leaders, Subject Specific Staff and Course Counsellors. Engaging in conversations with as many people as possible is crucial to ensure the correct course is selected in the subject selection process. Please note that recommendations are:

• To be used as a guide for student subject choice • Indicate that a student is capable of success in that subject area • Not a “should do” that subject • Students should be discouraged from choosing against recommendations. • Please note on the selection form or in your HG folder (comments section) if a student chooses

against recommendations • Subjects without recommendations = will accept any students

Recommendations to all Students Before selecting a subject or course there are a number of important steps to consider:

• Possible future pathways based on current levels of performance, as well as ambitions and capabilities.

• Success with, and enjoyment of current subjects. • Plans and goals for the future and subjects required to achieve these goals. • Requirements of university, TAFE enrolment or employment.

Subject Availability Every effort will be made to place students into the subjects of their choice. However, the availability

of subjects offered will be dependent on the number of students selecting the subject and staff

availability. Students will be supported in selecting an alternative subject if needed.

Course re-counselling will occur in Term 4 for any student who may need to refine their selections as a result of the timetabling process or pathway changes. Once the timetable has been set, very little space is available to students wanting to change subjects in Term 1.

Table of Contents

Introduction ............................................................................................................................................ 2

Subject Selection and Course Counselling Process ............................................................................. 2

Table of Contents .................................................................................................................................... 3

Year 9 Curriculum ................................................................................................................................... 5

Arts ........................................................................................................................................................ 10

Dance ................................................................................................................................................ 11

Drama ................................................................................................................................................ 12

Media Arts ......................................................................................................................................... 13

Year 9 Dance A .................................................................................................................................. 14

Year 9 Dance B .................................................................................................................................. 15

Year 9 Drama ..................................................................................................................................... 16

Year 9 Media Arts .............................................................................................................................. 17

Year 9 Visual Arts A ........................................................................................................................... 18

Year 9 Visual Arts B ........................................................................................................................... 19

Cross Curriculum Innovation ................................................................................................................. 20

Community Challenge ....................................................................................................................... 20

STEMIE Competition ......................................................................................................................... 21

Sustainability ..................................................................................................................................... 22

English ................................................................................................................................................... 23

Year 9 English as an Alternative Language or Dialect ....................................................................... 24

Year 9 English .................................................................................................................................... 25

Humanities and Social Sciences ............................................................................................................ 26

History ............................................................................................................................................... 27

Geography ......................................................................................................................................... 28

Year 9 History .................................................................................................................................... 29

Year 9 Civics and Citizenship and Economics and Business .............................................................. 30

Health and Physical Education .............................................................................................................. 31

Year 9 Health and Physical Education ............................................................................................... 32

Year 9 Physical Education ................................................................................................................. 33

Year 9 Touch Football ....................................................................................................................... 34

International Programs ......................................................................................................................... 35

Intensive Secondary English Course (ISEC) ........................................................................................... 36

Languages ............................................................................................................................................. 38

Year 9 French - Accelerated .............................................................................................................. 39

Year 9 French - Continuers ................................................................................................................ 40

Year 9 Chinese ................................................................................................................................... 41

Year 9 Japanese ................................................................................................................................. 42

Mathematics ......................................................................................................................................... 43

Year 9 General Mathematics & Advanced Mathematics .................................................................. 44

Year 9 Mathematics (Advanced Coding) ........................................................................................... 45

Music ..................................................................................................................................................... 46

Special Interest Music ....................................................................................................................... 47

Year 9 Elective Music ........................................................................................................................ 49

Year 9 Special Music.......................................................................................................................... 50

Science .................................................................................................................................................. 51

Year 9 Science ................................................................................................................................... 52

Technologies ......................................................................................................................................... 53

Digital Technologies .......................................................................................................................... 55

Materials & Technologies ................................................................................................................. 56

Food Technologies ............................................................................................................................ 57

Year 9 Information Processing and Publishing ................................................................................. 58

Textiles Technologies ........................................................................................................................ 59

Digital Technology ............................................................................................................................. 60

Year 9 Information Processing and Publishing ................................................................................. 61

F1 & Subs in Schools ......................................................................................................................... 62

Smart Technologies (Integrated Learning) ....................................................................................... 63

Tennis .................................................................................................................................................... 64

Year 9 Tennis ..................................................................................................................................... 64

Year 9 Curriculum The subjects offered in Year 9 are grouped within the learning areas of the Australian Curriculum.

Students undertake a common curriculum depending on the student’s enrolment in either Special Interest Music or Tennis.

The curriculum allows students to access a greater range of subjects as they progress from Year 8 to 10.

The following table indicates the subjects offered for courses studied at Year 9. Students need to accumulate a total of 14 semesters to be enrolled

as a full time student. Students who undertake Special Interest Tennis, Special Interest Music or the Elective Music have specific subjects aligned to

this area of study and as a result elective choices are less in number.

Year 9 Curriculum Year 9

MS T EM SM

COMPULSORY

English

• English or

• Extension English or

• English as an Additional Language or Dialect

2 2 2 2

Mathematics

• General Mathematics or

• Advance Mathematics or

• Advanced Mathematics – Coding or

• Numeracy (Invitation Only)

2 2 2 2

Science

• Science

• Advanced Science or

2 2 2 2

Humanities and Social Sciences

• History

• Civics and Citizenship and Economic and Business

1 1

1

1 1

1

The Arts

• Visual Arts A or 1 1

• Drama A

• Elective Music 2

• Special Music 4

Health and Physical Education

• Health and Physical Education 1 1 1 1

• Tennis 2

Technologies

• Materials and Technologies

• Food Technologies 1 1 1

Total 11 12 12 12

CHOICE Art & Design

• Visual Arts B and / or

• Visual Arts Design

• Drama B

• Media Arts

• Dance A

• Dance B

Technologies

• Materials & Technologies

• Textiles Technologies

• Food Technologies

• Digital Technology

• Information Processing & Publishing

• F1 & Subs In Schools

• Smart Technologies (9-11)


• Physical Education

• Touch Football

Languages (full year)

• French Accelerated

• French Continuers

• Chinese

• Japanese Accelerated

• Japanese Continuers

Mathematics

• Advanced Mathematics - Coding

Cross Curriculum Innovation

• Community Challenge (9-11)

• STEMIE Competition (9-11)

• Sustainability (9-11)

3 2 2 2

MARRYATVILLE HIGH SCHOOL Mainstream SUBJECT SELECTION 2020

Family Name: ................................................ Given Name: ........................................... 2019 HG: ............

COMPULSORY SUBJECTS (11)

Learning Area / Subject Name My Selections

English (Select 1)

• English OR

• Extension English OR


Mathematics (Select 1)

• General Mathematics OR

• Advanced Mathematics OR

• Advanced Mathematics – Coding OR


Science (Select 1)

• Science OR

• Advanced Science

Humanities & Social Sciences

• History AND


History

Civics & Citizenship and Economics and Business

The Arts (Select 1)

• Visual Arts A OR Drama A OR Media Arts OR Dance A OR Design A

Health and Physical Education Health & Physical Education

Technologies (Select 1)

• Materials & Technologies OR Food Technologies OR Textiles Technologies

Choose an additional 3 subjects from the following. Please note Languages counts as two selections.

Choose a replacement subject (will be used in the event of a clash)

You cannot choose any subject more than once

CHOICE SUBJECTS (3)


Art & Design

• Visual Arts A

• Visual Arts B


• Drama A

• Drama B

• Media Arts

• Dance A

• Dance B Technologies

• Material Technologies



• Digital Technologies



• Smart Technologies (9-11) Health and Physical Education


• Touch Football Languages (full year)



• Chinese


• Japanese Continuers Cross Curriculum Innovation




Choice #1

Choice#2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 9 TENNIS SUBJECT SELECTION 2020

Family Name: .......................................... Given Name: ........................................... 2019 HG: .............



English (Select 1)

• English OR








Science (Select 1)

• Science OR


Tennis Tennis


• History AND


History


The Arts (Select 1)

• Visual Arts A OR Drama A OR Media Arts OR Dance A OR Design A


• Health & Physical Education

Health & Physical Education






CHOICE SUBJECTS (2)


Art & Design

• Visual Arts A

• Visual Arts B


• Drama A

• Drama B

• Media Arts

• Dance A













• Chinese






Choice #1

Choice#2

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Choice #2

MARRYATVILLE HIGH SCHOOL YR 9 ELECTIVE MUSIC SUBJECT SELECTION 2020 Family Name: ................................. Given Name: ........................................... 2019 HG: .............



English (Select 1)

• English OR








Science (Select 1)

• Science OR


Music Elective Music


• History AND


History








CHOICE SUBJECTS (2)


Art & Design

• Visual Arts A

• Visual Arts B


• Drama A

• Drama B

• Media Arts

• Dance A













• Chinese






Choice #1

Choice#2

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 9 SPECIAL INTEREST MUSIC SUBJECT SELECTION 2020 Family Name: ................................... Given Name: ........................................... 2019 HG: ............


Learning Area / Subject Name Subject Code

English (Select 1)

• English OR








Science (Select 1)

• Science OR



• History AND


History


Special Music Special Music




Cannot choose a subject more than once

CHOICE SUBJECTS (2)


Art & Design

• Visual Arts A

• Visual Arts B


• Drama A

• Drama B

• Media Arts

• Dance A













• Chinese






Choice #1

Choice#2

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Chocie#2

Arts

The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging

them to reach their creative and expressive potential. The five Arts subjects in the Australian Curriculum are

Dance, Drama, Media Arts, Music, and Visual Arts. Together they provide opportunities for students to learn

how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions,

observations and experiences.

At Marryatville High School we offer five subjects of the Australian Curriculum Arts curriculum.

• Dance • Drama • Music • Media Arts

• Visual Arts

Rich in tradition, the Arts play a major role in the development and expression of cultures and communities,

locally, nationally and globally. Students communicate ideas in current, traditional and emerging forms and

use arts knowledge and understanding to make sense of their world. The Australian Curriculum: The Arts

values, respects and explores the significant contributions of Aboriginal and Torres Strait Islander Peoples to

Australia’s arts heritage and contemporary arts practices through their distinctive ways of representing and

communicating knowledge, traditions and experience. In the Arts, students learn as artists and audience

through the intellectual, emotional and sensory experiences of the Arts. They acquire knowledge, skills and

understanding specific to the Arts subjects and develop a critical understanding that informs decision making

and aesthetic choices. Through the Arts, students learn to express their ideas, thoughts and opinions as they

discover and interpret the world. They learn that designing, producing and resolving their work is as essential

to learning in the Arts as is creating a finished artwork. Students develop their Arts knowledge and aesthetic

understanding through a growing comprehension of the distinct and related languages, symbols, techniques,

processes and skills of the Arts subjects. Arts learning provides students with opportunities to engage with

creative industries and arts professionals.

The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world

cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing

and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and

sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and

processes with developing confidence and sophistication across their years of learning. By creating and

analysing art works students develop transversal capabilities such as Literacy, Numeracy, Critical and Creative

Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural

Understandings

This rationale is extended and complemented by specific rationales for each Arts subject.

Dance

This rationale complements and extends the rationale for The Arts learning area. Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities.

Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication.

Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.

In making and analysing dance students develop capabilities such as Literacy, Numeracy, Critical and Creative

Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural

Understandings.

Drama

This rationale complements and extends the rationale for The Arts learning area.

Drama is the expression and exploration of personal, cultural and social worlds through role and situation that

engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as

they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the

capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach

their creative and expressive potential.

Drama enables students to imagine and participate in exploration of their worlds, individually and

collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore

and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and

conventions of drama and emerging and existing technologies available to them. They are excited by exploring

their imagination and taking risks in storytelling through role and dramatic action.

Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary

world and in other times, traditions, places and cultures. In making and staging drama students develop

capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and

Communication Technology, Ethical and Intercultural Understandings.

Media Arts


Media Arts involves creating representations of the world and telling stories through communications

technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media.

Media Arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative

use of materials and technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich

all students, exciting the imagination and encouraging students to reach their creative and expressive

potential.

Media Arts enables students to create and communicate representations of diverse worlds and investigate the

impact and influence of media artworks on those worlds, both individually and collaboratively. As an art form

evolving in the twenty-first century, Media Arts enables students to use existing and emerging technologies as

they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret

diverse cultures and communications practices.

Students learn to be critically aware of ways that the media are culturally used and negotiated, and are

dynamic and central to the way they make sense of the world and of themselves. They learn to interpret,

analyse and develop media practices through their media arts making experiences. They are inspired to

imagine, collaborate and take on responsibilities in planning, designing and producing media artworks.

Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that

shape contemporary communication through media technologies and globally networked communications. By

making and analysing Media Arts works students develop capabilities such as Literacy, Numeracy, Critical and

Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural

Understandings.

Year 9 Dance A

Subject Code: 9DANA

Length of course: Semester

Course Outline:

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic

devices, form and production elements to communicate choreographic intent in dances they make, perform

and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic devices,

form and production elements to communicate their choreographic intent. They choreograph, rehearse and

perform dances, demonstrating technical and expressive skills appropriate to the genre and style.

Topics Included:

Technique, Composition, Performance and the history and development of dance. Students will also learn

anatomy and how to prevent injury to enable safe dance practices. They will develop an understanding of how

to manipulate movement to create sequences. Student’s performance a class piece or they are involved in a

stagecraft role to develop performance skills. Theory tasks will centre on the influence of Bangarra Dance

Theatre as an indigenous company in Australia to understand intercultural influences to the development of

contemporary dance.

Assessment:

Technique

• Contemporary and safe dance and warmup

• Anatomy tasks

Composition

• 2 x short tasks (group and with a partner)

• Review and analysis tasks

Performance

• Perform in a class piece OR Participate in an offstage role

Analyse dance from contemporary and past times

• Review a dance work from Bangarra Dance Theatre repertoire

Additional Costs:

Nil

Year 9 Dance B

Subject Code: 9DANB


Course Outline:

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic

devices, form and production elements to communicate choreographic intent in dances they make, perform

and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic devices,

form and production elements to communicate their choreographic intent. They choreograph, rehearse and

perform dances, demonstrating technical and expressive skills appropriate to the genre and style.

Topics Included:

Technique, Composition, Performance and the History and development of dance. Students will also learn

about body systems and dance notation. They will develop an understanding of how to manipulate movement

to create sequences and produce a group film clip. Students perform a class piece or they are involved in a

stagecraft role to develop performance skills. Theory tasks will centre on the development of dance in South

Australia and research will analyse the Australian Dance Theatre and its impact on contemporary dance

development.

Assessment:

• Technique • Classes in ballet, jazz, contemporary and hip hop • Body systems and their impact on dance

• Composition • Group film clip presentation • Reflection

• Performance • Perform in a class piece OR Participate in an offstage role

• Analyse dance from contemporary and past times • Research the Australian Dance Theatre and its impact on dance development

Additional Costs:

Nil

Year 9 Drama

Subject Code: 9DRA


Course Outline

Students are leaning to analyse the elements of drama, forms and performance styles and evaluate meaning

and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama

practices from different cultures, places and times to evaluate drama from different viewpoints.

Students develop and sustain different roles and characters for given circumstances and intentions. They

perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with

others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama,

narrative and structure in directing and acting in order to engage audiences. They refine performance and

expressive skills in voice and movement to convey dramatic action.

Topics Included:

This course focuses on providing students with the opportunity to experience different styles of performance

and new ‘making’ techniques through:

• Improvisation and workshop skills focussing on collaboration, quick thinking, physical and vocal work and character/scene building.

• Theatrical Genres such as Melodrama, Medieval or Greek Theatre, focussing on history, conventions and links to modern day performance.

• Play Making allows students to explore and adapt common texts (such as fairy tales), focussing on meaning, symbols, interpretation and subversion.

Assessment:

• Class work – responding to tasks, collaborative skills, responding to feedback, participation in class discussions.

• Performance work – assessment of the final product is based on the creation and execution of the scene/role, collaboration and time management in rehearsal.

• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the correct terminology and demonstrating their learning.

Additional Costs:

Costs for excursions that include tickets and transport to see live performances

Year 9 Media Arts

Subject Code: 9MEA


Course Outline

By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.

Topics Included: • Analysis of media artworks from contemporary and past times • Experimentation with ideas and stories that manipulate media conventions and genres • Development and refinement of media production skills • Planning, production and distribution of media artworks, considering social, ethical and

regulatory issues

Assessment:

Analysis of media

• Individual responses - oral, written, multimodal • Group responses – oral, written, multimodal

Skill development in:

• Image manipulation

• Film techniques

• Media creation applications/software

Production of:

• An individual media production

• A group media production

• Folio – evidence of planning, preparation and evaluation

• Final media production (may include: short film, animation, webpage, series of photographic images)

• Presentation to an audience, with artists’ statement

Additional Costs:

Costs for excursions that include entry fees and transport.

Year 9 Visual Arts A

Subject Code: 9ARTA


Course Outline:

Students are working towards learning how to evaluate how representations communicate artistic intentions

in artworks they make and view. They evaluate artworks and displays from different cultures, times and

places. They analyse connections between visual conventions, practices and viewpoints that represent their

own and others’ ideas. They identify influences of other artists’ on their own artworks.

Students manipulate materials, techniques and processes to develop and refine techniques and processes to

represent ideas and subject matter in their artworks.

Topics Included:

Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing artworks through display • Analysing and reflecting upon intentions • Responding to and interpreting artworks

With a focus on 2 dimensional practices (such as drawing painting and printmaking), students develop their

knowledge of how ideas and intentions are communicated in and through visual arts. They build on and refine

their knowledge, understanding and skills through visual arts practices focusing on representations, practices

and viewpoints.

Assessment:

A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration

of media and experimentation, practical application, analysis and responding.

Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

Year 9 Visual Arts B

Subject Code: 9ARTB


Course Outline

Students are working towards learning to evaluate how representations communicate artistic intentions in

artworks they make and view. They evaluate artworks and displays from different cultures, times and places.

They analyse connections between visual conventions, practices and viewpoints that represent their own and

others’ ideas. They identify influences of other artists’ on their own artworks.

Students manipulate materials, techniques and processes to develop and refine techniques and processes to

represent ideas and subject matter in their artworks.

Topics Included:

Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing artworks through display • Analysing and reflecting upon intentions • Responding to and interpreting artworks

With a focus on 3 dimensional practices and digital technologies, students develop their knowledge of how

ideas and intentions are communicated in and through visual arts. They build on and refine their knowledge,

understanding and skills through visual arts practices focusing on representations, practices and viewpoints.

Assessment:

A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration

of media and experimentation, practical application, analysis and responding.

Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

Cross Curriculum Innovation

Community Challenge

Subject Code: Community Studies

Length of Course: Semester

Credit Points: 10 Stage 1

Recommend Background: NIL

Advice: Community Challenge is a problem based subject with the aim of improving ‘student connectedness’

and building student capabilities to help unleash and realise their potential. Student from year 9, 10 & 11 can

enrol in this subject.

Course Outline

This subject is designed to help students discover, explore and strengthen their motivators, personality traits,

hidden talents and interests.

It aims to build students social entrepreneurial skills by identifying and solving a ‘real world’ problem

associated with the theme of ‘student connectedness’ to school and the community.

Students will collaborate to combine their unique talents to create viable solutions beyond the classroom for

somebody, with somebody and from somebody.

Assessment Type 1: Contract of Work

Development of Contract – develop a contract of work that shows evidence of how students plan and organise

their chosen community challenge.

Folio of Evidence – compile and maintain a record of evidence of learning, planning, engagement, feedback

and reflections.

Community Activity – Students provide evidence of the extent and quality of their completed community

challenge.

Assessment Type 2: Reflection

Student reflects on their development of learning and the value of the community challenge. 500 words

maximum

Assessment

Contract of Work

• Development of Contract

• Folio of Evidence

• Community Activity

• Reflection

STEMIE Competition


Recommended Background: Nil

Course Outline:

This subject gives students in Years 9, 10 or 11 the opportunity to develop their interest and skills in STEM by

participating in the STEM Innovation Experience (STEMIE), an interschools competition run by UniSA. In this

competition students work in groups on science, technology, engineering and mathematics challenges based

around a common theme (previous examples have included sustainable cities, manned spaceflight to Mars,

and STEM in filmmaking). Further information about STEMIE can be found in the video at the following link:

https://youtu.be/dBovEf8xDGA

STEMIE is run as a Stage 1 Integrated Learning subject, which means that any student who successfully

competes it will earn 10 credits towards their SACE completion.

For more information, please contact Graeme Low at the school or through the following email:

[email protected]

Topics Included:

Students participating in this subject will develop their STEM skills in the following key areas:

• Computer aided design and 3D printing

• Coding and physical computing (e.g. Arduino, Raspberry Pi, etc)

• Designing and conducting scientific investigations

• Mathematical modelling of real-world problems

Participants will also get the opportunity to develop their team work and problem-solving skills in a challenging

environment.

Assessment

Students participating in the STEM Innovation Experience will complete three summative

assessment tasks based around the SACE guidelines for Integrated Learning:

• Assessment Task 1: Practical Exploration

• Assessment Task 2: Connections

• Assessment Task 3: Personal Venture.

Additional Costs:

Nil

https://youtu.be/dBovEf8xDGA

mailto:[email protected]

Sustainability

Length of Course: Semester Credit Points: 10 Stage 1 Recommend Background: NIL Advice: Sustainability is a practical, problem based subject with the aim of improving sustainability within the school and building student capabilities to help unleash and realise their potential. Students from year 9, 10 & 11 can enrol in this subject. Course Outline This subject develops the knowledge, skills, values and world views necessary for students to act in ways that contribute to more sustainable patterns of living. Education of sustainability enables individuals and communities to reflect on ways of interpreting and engaging with the world. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. This subject is designed to help students discover, explore and strengthen their motivators, personality traits, hidden talents and interests through the common theme of sustainability. Students will be participating critically and acting creatively to determine more sustainable ways of living. Students will collaborate to combine their unique talents in order to create viable solutions for ways to reduce, reuse and recycle waste and manage these processes at school. They will be taking a “hands-on” approach to these solutions to become an active part of the solution. Assessment Type 1: Practical Exploration Students will participate practically and document their learning during Sustainability, demonstrating how their knowledge, concepts and skills develop. They will reflect on their own learning, recording feedback from others. Assessment Type 2: Connections Students design an awareness video that details a current environmental issue. The purpose of the video is to inform and spread awareness. Research materials and reflection will accompany the completed video. Assessment Type 3: Personal Venture Students choose a specific area of interest that they wish to explore within the community in regards to sustainability. Their project should explain why their chosen community venture is of interest/relevance, and how the student has developed their chosen capability through the project.

English

The study of English and English as an Additional Language or Dialect (EALD) is central to the learning and

development of all young people living in Australia. It helps create confident communicators, imaginative

thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand,

communicate with and build relationships with others and with the world around them. The study of English

helps young people develop the knowledge and skills needed for education, training and the workplace. It

helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that the

Australian Curriculum: English plays an important part in developing the understanding, attitudes and

capabilities of those who will take responsibility for Australia’s future. Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian

life depends on effective communication in Standard Australian English. In addition, proficiency in English is

invaluable globally. The Australian Curriculum: English contributes both to nation-building and to

internationalisation. English also helps students to engage imaginatively and critically with literature to expand the scope of their

experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its

contemporary literature and its literary heritage through their distinctive ways of representing and

communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects and

explores this contribution. It also emphasises Australia’s links to Asia. At the SACE level students can choose English subjects or English as an Additional Language (EAL) subjects. To

be eligible to enrol in an EAL subject, he or she must be a student for whom English is an additional language

or a dialect (EALD), and who has had a total of: either

• no more than 5 years of full-time schooling where the medium of instruction was English or

• more than 5 years of full-time schooling where the medium of instruction was English, and whose knowledge of English is restricted or the student is resident and studying in an overseas country.

For further information please read the SACE Eligibility for Enrolment Guidelines - English as an Additional

Language Subjects. To meet SACE requirements students must successfully complete, to at least C level, two units (20 Credits) of

English or EAL or a combination of these.

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6

Year 9 English as an Alternative Language or Dialect

Subject Code: 9EALD

Length of course: Full year

Recommended Background: Students must come from a non-English speaking background - includes

immigrants (recently arrived or long term residents) or students born in Australia.

Other Advice:

While the course outline and the Achievement Standards are the same as for the Year 9 English course, the

specific design and teaching of this course takes into account the impact of linguistic cultural and social factors

on students’ engagement with society. Leads to: Year 10 English as an Addition Language or Dialect OR after

advice from the English Coordinator, and by negotiation, students may alternatively access Year 10 English.

Course Outline:

By the end of Year 9, students 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.

They 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. They listen for ways texts position an audience.

Students 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. In

creating texts, students demonstrate how manipulating language features and images can create innovative

texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make

presentations and contribute actively to class and group discussions, comparing and evaluating responses to

ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and

persuasiveness of texts and using accurate spelling and punctuation.

Topics Included:

This course focuses on language, literature and literacy. It further develops student understanding, knowledge

and skills in reading, listening, viewing, speaking, writing and creating. Students will:

• engage in and respond to a variety of texts for a range of audiences and purposes (including media, digital, fiction and mutlimodal texts), developing their critical understanding

• study shared and independently chosen literary texts with a range of challenging structures and themes

• develop a deeper understanding of language features • produce a range of imaginative, informative and persuasive text types • complete a series of skills based Common Tasks.

There is a focus on students being aware of and extending the strategies they use for working with and

producing texts. There is a focus on giving students the linguistic support needed to develop their written and

oral English skills.

Student learning is supported through explicit modelling and construction of texts.

Assessment:

Assessment is both formative and summative and focuses on communication skills, language and cultural

understanding and language learning strategies.

Additional Costs:

Costs for excursions that include entry fees and transport may be charged.

Year 9 English

Subject Code: 9ENG1


Course Outline:

By the end of Year 9, students 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.

They 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. They listen for ways texts position an audience.

Students 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. In

creating texts, students demonstrate how manipulating language features and images can create innovative

texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make

presentations and contribute actively to class and group discussions, comparing and evaluating responses to

ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and

persuasiveness of texts and using accurate spelling and punctuation.

Topics Included:

This course focuses on language, literature and literacy. It further develops student understanding, knowledge

and skills in reading, listening, viewing, speaking, writing and creating. Students will:

• engage in and respond to a variety of texts for a range of audiences and purposes (including media, digital, fiction and mutlimodal texts), developing their critical understanding

• study shared and independently chosen literary texts with a range of challenging structures and themes

• develop a deeper understanding of language features • produce a range of imaginative, informative and persuasive text types • complete a series of skills based Common Tasks.

There is a focus on students being aware of and extending the strategies they use for working with and

producing texts.

Assessment:

Written and multimedia responses, writing not related to text, speaking and listening activities. Peer and self-

assessment strategies are included, along with Common Tasks.

Additional Costs:

Costs for excursions that include entry fees and transport may be charged.

Humanities and Social Sciences

Learning through Humanities and Social Sciences involves learners in developing knowledge, skills and values

that enables them to participate, in a range of ways, as ethical, active and informed citizens in a democratic

society within a global community.

History

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination.

Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to

understanding ourselves and others. It promotes the understanding of societies, events, movements and

developments that have shaped humanity from earliest times. It helps students appreciate how the world and

its people have changed, as well as the significant continuities that exist to the present day. History, as a

discipline, has its own methods and procedures which make it different from other ways of understanding

human experience. The study of history is based on evidence derived from remains of the past. It is

interpretative by nature, promotes debate and encourages thinking about human values, including present

and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask

relevant questions; critically analyse and interpret sources; consider context; respect and explain different

perspectives; develop and substantiate interpretations, and communicate effectively.

The curriculum generally takes a world history approach within which the history of Australia is taught. It does

this in order to equip students for the world (local, regional and global) in which they live. An understanding of

world history enhances students’ appreciation of Australian history. It enables them to develop an

understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their

identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive

path of social, economic and political development, its position in the Asia-Pacific region, and its global

interrelationships. This knowledge and understanding is essential for informed and active participation in

Australia's diverse society.

Geography

Geography is a structured way of exploring, analysing and understanding the characteristics of the places that

make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and

change. It addresses scales from the personal to the global and time periods from a few years to thousands of

years.

Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic

understanding of the world. Students learn to question why the world is the way it is, reflect on their

relationships with and responsibilities for that world, and propose actions designed to shape a socially just and

sustainable future.

The concept of place develops students’ curiosity and wonder about the diversity of the world’s places,

peoples, cultures and environments. Students examine why places have particular environmental and human

characteristics, explore the similarities and differences between them, investigate their meanings and

significance to people and examine how they are managed and changed.

Students use the concept of space to investigate the effects of location and distance on the characteristics of

places, the significance of spatial distributions, and the organisation and management of space at different

scales. Through the concept of environment students learn about the role of the environment in supporting

the physical and emotional aspects of human life, the important interrelationships between people and

environments, and the range of views about these interrelationships.

Students use the concept of interconnection to understand how the causal relationships between places,

people and environments produce constant changes to their characteristics. Through the concept of

sustainability students explore how the environmental functions that support their life and wellbeing can be

sustained. The concept of scale helps them explore problems and look for explanations at different levels, for

example, local or regional. The concept of change helps them to explain the present and forecast possible

futures.

Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to

respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and

interpret information; and suggest responses to what they have learned. They conduct fieldwork, map and

interpret data and spatial distributions, and use spatial technologies. Students develop a wide range of general

skills and capabilities, including information and communication technology skills, an appreciation of different

perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability to think

critically and creatively. These skills can be applied in everyday life and at work.

Year 9 History

Subject Code: 9HIA


Course Outline:

Students refer to key events and the actions of individuals and groups to explain patterns of change and

continuity over time. They analyse the causes and effects of events and developments and make judgments

about their importance. They explain the motives and actions of people at the time. Students explain the

significance of these events and developments over the short and long term. They explain different

interpretations of the past.

Students sequence events and developments within a chronological framework, with reference to periods of

time and their duration. When researching, students develop different kinds of questions to frame an

historical inquiry. They interpret, process, analyse and organise information from a range of primary and

secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare

different points of view. When evaluating these sources, they analyse origin and purpose, and draw

conclusions about their usefulness. They develop their own interpretations about the past. Students develop

texts, particularly explanations and discussions, incorporating historical interpretations. In developing these

texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence

identified in sources, and they reference these sources.

Topics Included:

• The Industrial Revolution • Making a Nation • World War I

Assessment:

• Sources analysis tasks • Explanations • Letters • Oral Presentations • Reports

Additional Costs:

Cost for excursions that include entry fees and transport

Year 9 Civics and Citizenship and Economics and Business

Subject Code: 9HUM


Course Outline:

This course draws on the Civics and Citizenship and Economics and Business Australian Curriculums.

Students evaluate features of Australia’s political system, and identify and analyse the influences on people’s

political choices. They explain the key principles of Australia’s system of justice and analyse the role of

Australia’s court system. They analyse a range of factors that influence identities and attitudes to diversity.

They reflect on how groups participate and contribute to civic life.

When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.

Students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.

When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions. Topics Included:

This subject has an Asian focus. In studying Australia’s political and justice system, they will engage in a comparison with an Asian country. Furthermore, they will learn about Australia’s economy and consider trade relations with Asia. Assessment:

• Research and explanations • Oral Presentations • Reports/ arguments Source analysis Additional Costs: Cost for excursions that include entry fees and transport


Health and Physical Education teaches students how to enhance their own and others’ health, safety,

wellbeing and physical activity participation in varied and changing contexts. The Health and Physical

Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics

and psychology which inform what we understand about healthy, safe and active choices. The Australian

Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers students an

experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.

In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen

their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient,

and to make decisions and take actions to promote their health, safety and physical activity participation. As

students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field

and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use

resources for the benefit of themselves and for the communities with which they identify and to which they

belong.

Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to

enable students to confidently, competently and creatively participate in a range of physical activities. As a

foundation for lifelong physical activity participation and enhanced performance, students develop proficiency

in movement skills, physical activities and movement concepts and acquire an understanding of the science

behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity,

outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for

learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive

skills.

Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and

physical activity patterns of individuals, groups and communities. It provides opportunities for students to

develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’

health and wellbeing.

Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness,

healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population

improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of

chronic disease. Health and Physical Education teaches students how to enhance their health, safety and

wellbeing and contribute to building healthy, safe and active communities.

Year 9 Health and Physical Education

Subject Code: 9HPE


Course Description:

Students are working to critically analyse contextual factors that influence their identities, relationships,

decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community

connection and wellbeing. They evaluate the outcomes of emotional responses to different situations.

Students access, synthesise and apply health information from credible sources to propose and justify

responses to health situations. Students propose and evaluate interventions to improve fitness and physical

activity levels in their communities. They examine the role physical activity has played historically in defining

cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts.

They apply decision-making and problem-solving skills when taking action to enhance their own and others’

health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and

challenging movement situations. They apply criteria to make judgments about and refine their own and

others’ specialised movement skills and movement performances. They work collaboratively to design and

apply solutions to movement challenges.

Topics Included:

• Basketball • Fitness & Conditioning • Soccer • Sofcrosse • Table Tennis • Touch • Relationships and Sexual Health • Drugs, alcohol and tobacco • Disability • Lifestyle choices • Group Dynamics

Assessment:

• Peer assessment and self reflection • Performance and observation checklists • Analysis and response- written, oral and multimodal

Additional Costs:

Nil

Year 9 Physical Education

Subject Code: 9PED


Course Description:

Students are working to propose and evaluate interventions to improve fitness and physical activity levels in

their communities. They examine the role physical activity has played historically in defining cultures and

cultural identities.







Topics Included:

• Athletics • Cricket • Football • Hockey • Tennis • Volleyball

Assessment:

Students are assessed according to their skill-development and performance, application and attitude.

Assessment methods include performance checklists, skills tests, written assignments and records of

participation.

Additional Costs:

Nil

Year 9 Touch Football


Recommended Background: Interest in Touch football as participant, umpire and/or coach

Course Outline:

Marryatville High School has a standing tradition of substantial participation and success in the sport of Touch

Football. Where students partaking in the sport via the co curricula program or Health and Physical Education

8-12 curriculum, have progressed onto State Level Representation, employment opportunities via coaching

school programs, umpiring and community level participation.

The Touch program is being established to provide opportunity to students who have an interest in the sport

of Touch football to further develop their Touch skills in a range of contexts. The Touch program offers a broad

academic education, specialist Touch coaching during school hours, acquisition of theory knowledge related to

Touch, Level 1 coaching an umpiring accreditations. Additionally, the opportunity to represent Marryatville

High School at school, community and state levels.

The Touch Program has the following compulsory elements:

• active participation in practical lessons • coaching from accredited coaches during school time. • completion of Level 1 umpiring and coaching courses • theoretical knowledge in areas such as physiology, training, nutrition, skill acquisition, coaching,

umpiring, relationships, sports injuries, and psychology of sports participation. • if selected participation in Touch teams involved in the Saturday morning school competition,

SSSSA team tournaments and affiliate touch competitions (optional). • providing support to local primary schools in the development of Touch Football via coaching

and umpiring

Future directions:

Opportunity to gain Stage 1 credits in future courses. Assessment:

• Practical tasks and evaluation booklets 60% • Theory tasks 20% • Attitude/Participation 20%

Additional Costs:

Coaching and Umpiring course accreditation if selected

International Programs

As a leader in International Study Programs, Marryatville High School offers an extensive international

program for international fee paying students.

These students can participate in a range of study programs which include:

Intensive Secondary English Courses (ISEC) Program

The ISEC Program consists of intensive English classes designed to improve the students’ English

communication and formal language skills when they first arrive in Australia.

High School Graduate Program

This program is for students who wish to complete the SACE (South Australian Certificate of Education) and

enter university or other tertiary institutions e.g. TAFE (Technical and Further Education).

The High School Graduate Program provides international students with the opportunity to live and study

alongside Australian students. Marryatville High School offers a variety of programs to cater for the individual

academic needs of each student.

Students can make a choice of subjects at senior high school level that will complement their own interests

and ambitions for tertiary study. Students are assisted in deciding on the most appropriate tertiary course for

them.

High School Study Abroad Programs

The Study Abroad Program provides international students with an exciting opportunity to experience the

Australian way of life whilst studying alongside Australian students. Study Abroad Programs are available for

one, two, three or four terms at all year levels.

French, Chinese and Japanese can be studied at Marryatville High School while other languages can be studied

off campus at the South Australian School of Languages.

Marryatville High School has a widely acclaimed music and tennis program and entry into these programs is

considered on an individual basis. Entry is on merit selection based on set criteria.

At Marryatville High School, International Students are supported by an International Coordinator and support

teachers who are dedicated to ensuring that international students are successful learners who will reach their

potential and feel comfortable in our safe school environment.

School Counsellors, a student life program responsive to cultural needs, as well as orientation programs,

ensure that students make a successful transition into our school community and have a good understanding

of the teaching and learning methodology used to ensure they are successful in their studies. International

students are individually supported, at each year level, with their subject choices.

http://www.schooloflanguages.sa.edu.au/

Intensive Secondary English Course (ISEC)

The ISEC program consists of intensive English classes designed to improve students’ English communication

skills when they first arrive to study in South Australia. The program supports students in developing their

learning and creative capacities.

This course enables students to:

• Develop both oral and written communication skills

• Increase their knowledge of Australian culture

• Acquire subject specific language

• Receive content support

• Develop study skills

• Learn skills for living and studying in Australia.

Courses are available for ten, twenty, thirty and forty weeks, depending on the time of year of enrolment and

the English language proficiency, reading and writing skills of each student..

All teachers are subject specialists and are highly experienced in teaching International students.

Contact Person: Ms. S Goldfain

The subjects taught in the ISEC program are as follows.

AUSTRALIAN STUDIES


Course Outline:

Participation in this course improves student understanding of Australian lifestyles and Australian schooling

practices. Students develop skills in the following areas: research, note taking, paraphrasing information,

paragraphing, essay writing, report writing, small group work and in developing oral presentations.

ENGLISH AS AN ALTERNATIVE LANGUAGE OR DIALECT


Course Outline:

English as an Alternative Language or Dialect will provide opportunities for students to develop their skills in

listening, viewing, speaking, writing and using technology. Students will read view and listen to a range of texts

and discuss topics of interest. They will communicate both orally and in writing for a variety of purposes,

audiences and situations. Students will develop skills in organising ideas logically in both written and oral

language tasks.

HEALTH AND PHYSICAL EDUCATION


Course Outline:

Health and Physical Education aims to develop, in students, a positive approach to ongoing participation in

regular physical activity. Students will participate in a number of sporting activities to enhance co-operation

and collaboration skills. They will complete a research task and be involved in problem solving activities

INTEGRATED STUDIES


Course Outline:

Students investigate information and ideas from a variety of sources, working both individually and

collaboratively. Using technology, they develop skills in communicating ideas and opinions which assists in

building relationships with others and the world around them.

Students will develop:

• language skills and strategies to learn independently and collaboratively • critical and creative skills to meet the demands of current and future studies • the ability to participate confidently and effectively in Australia’s diverse cultures

MATHEMATICS


Course Outline:

The Mathematics Program has been specifically designed to meet the needs of ISEC students at Marryatville

High School. It will assist them in developing the language specific to mathematics as well as provide them

with the appropriate mathematical background necessary for their eventual transition into mainstream. Topics

are studied through carefully designed, graded worksheets to meet each student’s specific needs.

PERSONAL LEARNING PLAN

Lengthy of Course: Semester

Course Outline:

This course will support students in planning their personal and learning goals for the future. It will assist them

in making informed decisions about their personal development, future study pathways and career options.

Developing goals for the future will engage students in activities such as:

• selecting subjects, courses, and other learning relevant to pathways through and beyond school • investigating possible career choices • exploring personal and learning goals • communicating and interacting with others to explore and present ideas and plans for current

and future learning goals

SCIENCE


Course Outline:

This course develops students’ scientific skills and knowledge as well as English vocabulary and expression

within the Science context. Students will learn how to write scientific reports as well as complete practical

experiments within well-equipped laboratories. The Science course will include topics from Physics, Chemistry

and Biology.

Languages

Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of

humanity, to reflect on their understanding of human experience in all aspects of social life, and on their own

participation and ways of being in the world.

Learning languages broadens students’ horizons to include the personal, social, and employment opportunities

that an increasingly interconnected and interdependent world presents. The interdependence of countries

means people in all spheres of life have to be able to negotiate experiences and meanings across languages

and cultures. It has also brought the realisation that, despite its status as a world language, a capability only in

English is not sufficient. A bilingual or pluri–lingual capability is the norm in most parts of the world.

Learning languages:

• extends the capability to communicate and extends literacy repertoires • strengthens understanding of the nature of language, of culture, and of the processes of

communication • develops intercultural understanding • develops understanding of, and respect for, diversity and difference, and an openness to

different perspectives and experiences • develops understanding of how culture shapes world view and extends the learner’s

understanding of themselves, their own heritage, values, culture, and identity • strengthens intellectual and analytical capabilities and enhances creative and critical thinking

Learning languages also contributes to strengthening the community’s social, economic, and international

development capabilities. Language capability contributes to the development of rich linguistic and cultural

resources through which the community can engage socially, culturally, and economically in all domains. These

include business, trade, science, law, education, tourism, diplomacy, international relations, health, and

languages.

Year 9 French - Accelerated

Subject Code: 9FRA1


Recommended Background: Successful completion of Year 8 French (Accelerated) or by negotiation after

successful completion of Year 8 French (Continuers)

Course Outline:

By the end of Year 9, students use written and spoken French to communicate with teachers, peers and others

in a range of settings and for a range of purposes They use language to access and exchange information on a

broad range of social, cultural and youth-related issues (for example, student politics and priorities, the

environment, virtual worlds). They socialise, express feelings and opinions, and use expressive and descriptive

language to participate in different modes of imaginative and creative expression. They initiate conversations

and discussion (such as Qu’est-ce que vous pensez au sujet de ... ? A mon avis ...), change or elaborate on

topics (for example, Oui, mais … d’autre part ...), and provide feedback and encouragement (for example, En

effet - c’est intéressant; et toi, qu’est-ce que tu en dis?). They employ self-correction and repair strategies, and

use non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest. They

locate and evaluate information on local and global issues from a range of perspectives and sources. They

produce informative, persuasive and imaginative texts, incorporating relative clauses and adverbial phrases,

using some specialised vocabulary and cohesive devices. Students use présent, passé composé, imparfait and

futur proche tenses in their own texts, and the conditional tense to express intention or preference (for

example, Je voudrais aller au cinéma ce soir). They use with support futur and plus-que-parfait tenses.

Students translate and interpret a range of French and English texts, comparing versions and analysing

processes.

Students explain differences between spoken and written French, and identify the contribution of non-verbal

elements of spoken communication and the crafted nature of written text (for example, grammatical

elaboration, cohesion). They provide examples of the blurring of these differences in modes of communication

such as text messages, emails or conversation transcripts. They describe how languages change, borrow from,

build upon and blend with each other (for example, le franglais). They demonstrate understanding of the

power of language to shape relationships, to include and exclude. They use appropriate terminology to explain

some irregularities of grammatical patterns and rules (such as irregular verb forms, different word order of

some adjective-noun combinations), and textual conventions associated with familiar genres such as

invitations, apologies or music reviews. They reflect on their own cultural perspectives and discuss how these

are impacted by French language and culture learning.

Topics Covered:

Students will continue to focus on topics of a personal and social nature, expressing themselves in French

about their own experiences, past, present and future, as well as investigating further the richness of the

French-speaking world.

Assessment:

Tasks consist of a variety of activities and exercises covering the three strands Communication, Understanding

language and Understanding culture.

Additional Costs:

Nil

Year 9 French - Continuers

Subject Code: 9FRC1


Recommended Background: Satisfactory completion of Year 8 French

Course Description:

Students are working towards, students use written and spoken French to socialise with peers, teachers and

other French speakers in local contexts and online environments. They communicate about immediate and

personal interests and involvements (such as family, friends, interests), and some broader social and cultural

issues (such as health, social media, international experience, the environment). They approximate rhythms

and intonation patterns of extended and compound sentences, using syllable combinations, and building

fluency and accuracy in pronunciation, pitch and stress. They use the passé composé tense of regular verbs

with avoir and être, noticing that the participe passé form of verbs with être involves gender and number

agreement. They identify the form and function of reflexive verbs (such as se laver, se lever) and use

appropriate forms of possessive adjectives in own language production. They locate, interpret and analyse

information from different print, digital and community sources, and communicate information, ideas and

views in a range of contexts using different modes of presentation. They use expressive and descriptive

vocabulary to talk about feelings and experiences. They create imaginative and performative texts for a range

of purposes, such as entertaining or persuading. They use French to narrate and describe, matching modes of

presentation to context and intended audience. They create bilingual texts (such as guides, event

commentaries, cultural glossaries), and interpret observed interactions in terms of cultural practices and

comparisons.

Students identify differences between spoken and written forms of French, comparing these with English and

other known languages. They identify the importance of non-verbal elements of communication, such as facial

expressions, gestures and intonation. They make distinctions between familiar text types, such as greetings,

instructions and menus, commenting on differences in language features and text structures. They use

metalanguage for talking about language (such as formal and informal language, body language) and for

reflecting on the experience of French language and culture learning. They identify relationships between

parts of words (such as suffixes, prefixes) and stems of words (such as préparer, préparation; le marché, le

supermarché, l’hypermarché). Students identify the validity of different perspectives, and make comparisons

across languages and cultures, drawing from texts which relate to familiar routines and daily life (for example,

la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and

expressions that reflect cultural practices (such as bon appétit, bonne fête). They reflect on their own cultural

identity in light of their experience of learning French, discussing how their ideas and ways of communicating

are influenced by their membership of cultural groups.

Topics Covered:

Students further develop the skills of listening, speaking, reading and writing. Integrated background studies

cover topics such as regional France, New Caledonia, Religious Holidays and Historical Events. Topics include:

Food, Clothing, Hobbies and Last Weekend (using past tense).

Assessment:

Assessment tasks consist of a variety of activities and exercises covering the Communicating and

Understanding strands of the Australian Curriculum.

Additional Costs:

Nil

Year 9 Chinese

Subject Code: 9CIE1


Recommended Background: Satisfactory completion of Year 8 Chinese.

Course Outline:

Students are working towards, sustain extended interactions with diverse individuals and groups, selecting

spoken and written language for precision and for effect on participants. Students collate and evaluate a range

of spoken, written and multimodal sources to convey different perspectives to different audiences. They select

and organise ideas, adapting language, style, register and textual features to mediate these ideas for a range

of audiences who speak Chinese or English or both. They respond to authentic texts and create a range of

persuasive, informative and imaginative texts. Students apply features of prosody in their own speech. They

apply understanding of character components and morphemes to their own writing. They reflect on their own

experiences of interacting across diverse linguistic and cultural contexts, and move readily between languages

and cultures.

Students demonstrate metalinguistic awareness across Chinese and English and identify similarities and

differences in the structure and framing of both languages. They make and justify choices on how they present

themselves and their ideas to audiences who speak either language. They analyse how language features and

devices are used to achieve different purposes. Students explain how language and languages vary with time

and according to situation and context. They identify evidence showing how texts reflect the cultural

background and values of the author and different perspectives.

Topics Covered:

The communication skills in listening, speaking, reading and writing acquired in Year 8 are further developed.

Emphasis is placed on learning to use the language. Life in China is explored in more detail through topics

which include: School Life, School Routines, Food and Drink and Clothing.

Assessment:



Additional Costs:

Nil

Year 9 Japanese Subject Code: 9JPE1


Recommended Background: Satisfactory completion of Year 8 Japanese.

Course Outline:

Students are working towards using written and spoken Japanese to interact with peers, the teacher and other

Japanese speakers to exchange information and opinions about personal interests and experiences. With

support they share information about broader topics of interest, such as education, travel, sport, teenage life

and popular culture. When collaborating in shared tasks and activities, they use set phrases and modelled

language to transact and make arrangements, for example, 来週らいしゅうの土曜日にサッカーをしませ

んか。土曜日はちょっと…。 Students ask and respond to questions, such as どのぐらい、いくつ、 using

spontaneous language. They provide explanations, opinions and reasons, for example, by using ～と思います

、～からです. They maintain and extend interactions by requesting repetition or clarification and by using あ

いづち. They apply appropriate conventions of pronunciation, rhythm and phrasing in speech to allow for

others’ use of あいづち. Students read and write hiragana and known kanji, read katakana, and write familiar

katakana words, including elongated vowels, double consonants and contractions. They analyse and extract

information from a range of spoken and written texts and multimodal sources. They understand gist and

predict the meaning of unfamiliar words and expressions from context, grammatical and vocabulary

knowledge. Students create and present informative and imaginative texts, taking into account audience and

purpose, such as by using て form (～てはいけません、～てもいいです、～ています), and the plain form

(～たり～たりします、～と思います、～つもり). They extend or qualify their message by using adverbs

such as とくに、時々ときどき、 and link ideas by using conjunctions, such as それに、だから、けれど

も. Students translate and interpret texts, explaining words and expressions that are difficult to translate and

those with embedded cultural meanings, such as ただいま, おかえり. They describe their reactions to

intercultural experiences and reflect on how their own assumptions and identity influence and are influenced

by their language use.

Students identify the functions of different scripts within texts: how hiragana is used for particles,

conjunctions, and verb and adjective endings; katakana for borrowed words and some onomatopoeia; and

kanji for nouns and verb and adjective stems. They apply their understanding of kanji to identify word

boundaries and know its role in assisting with the identification of linguistic elements. They distinguish

between おくりがな and ふりがな、 and recognise that kanji can be pronounced differently using 音 (on) or

訓 (kun) readings. Students understand the function of verb stems, and of て form and plain form verbs, and

conjugate a range of verb tenses and forms. They apply their understanding of conjugation to produce

negative and past adjectives. Students identify and use a range of case particles such as か (or), より、で

(purpose/by) and に (location). They use metalanguage to describe and compare language features and rules

of sentence construction. They choose between using です/ますor plain form based on age, relationship,

familiarity, context and text type, such as using plain form in a personal diary. They understand that languages

change over time through contact with other languages and cultures, and identify the particular impact of

technology and media on contemporary forms of communication, for example, the widespread adoption of

English terms into Japanese, such as コピペ. Students explain how Japanese cultural values such as the

importance of community, 内うち/外そと、 respect, and consideration for others are embedded in language

and behaviours such as がんばりましょう。だいじょうぶ？。

Topics Covered:

Communication skills in listening, speaking, reading and writing acquired in Year 8 are further developed. The

katakana script is introduced and is used with hiragana and new kanji in reading and writing tasks. Students

are introduced to life in Japan through topics including Food, Festivals, and Shopping in Tokyo.

Assessment:



Additional Costs:

Nil

Mathematics

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian

Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and

Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities

that all students need in their personal, work and civic life, and provides the fundamentals on which

mathematical specialties and professional applications of mathematics are built.

Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in

students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have

evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are

facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration

and invention. The curriculum focuses on developing increasingly sophisticated and refined mathematical

understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities

enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to

make informed decisions and solve problems efficiently.

The Australian Curriculum: Mathematics ensures that the links between the various components of

mathematics, as well as the relationship between mathematics and other disciplines, are made clear.

Mathematics is composed of multiple but interrelated and interdependent concepts and systems which

students apply beyond the mathematics classroom. In science, for example, understanding sources of error

and their impact on the confidence of conclusions is vital, as is the use of mathematical models in other

disciplines. In geography, interpretation of data underpins the study of human populations and their physical

environments; in history, students need to be able to imagine timelines and time frames to reconcile related

events; and in English, deriving quantitative and spatial information is an important aspect of making meaning

of texts.

The curriculum anticipates that schools will ensure all students benefit from access to the power of

mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The

mathematics curriculum provides students with a carefully paced, in-depth study of critical skills and concepts.

It encourages teachers to help students become self-motivated, confident learners through inquiry and active

participation in challenging and engaging experiences.

Year 9 General Mathematics & Advanced Mathematics

Subject Code: 9MTH1 Length of course: Full year

Course Outline: By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors

in similar figures. Students explain similarity of triangles. They recognise the connections between similarity

and the trigonometric ratios. Students compare techniques for collecting data in primary and secondary

sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays

to describe and interpret data.

Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial

expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint

of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the

volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find

unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list

outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms

and back-to-back stem-and-leaf plots.

Topics Covered: The course is developed on the curriculum content strands of:

Number and Algebra

• Real Numbers

• Money and financial mathematics

• Patterns and algebra

• Linear and non-linear relationships

Measurement and Geometry

• Using units of measurements

• Geometric reasoning

• Pythagoras and trigonometry

Statistics and Probability

• Chance

• Data representation and interpretations

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of

mathematics content across the three content strands.

Assessment: A range of assessment practices, including tests, assignments and investigations.

Additional Costs:

Casio Calculator fx-82AU Plus II

Year 9 Mathematics (Advanced Coding)


Course Outline:

In this course students will complete the content of the Year 9 Australian Curriculum for Mathematics. Unlike

other Year 9 Mathematics classes, this course will be taught with a software coding and data analysis focus.

Key concepts and skills of the Year 9 Mathematics curriculum will be reinforced and opportunities for deeper

understanding will be provided using a variety of coding and data analysis activities and projects. Students will

code a mathematical quiz to aid in gaining fluency in the use of index laws and in solving simple and compound

interest problems. They will write code and tests for a measurement toolkit that will provide further practice in

unit conversions and the use of surface area and volume calculations.

Students will use a symbolic computation package in Python to explore algebraic concepts. Similar triangles

and trigonometric ratios will be investigated using the Geogebra tool, and students will compute trigonometric

ratios using code. Students will use statistical measures, both manual and coded, to analyse the results of

reaction time experiments. Chance experiments will be coded, providing opportunities for students to readily

analyse the results of large numbers of trials.

This course is designed for students who are looking for extension and enrichment in Year 9 mathematics. No

prior knowledge or experience in coding is assumed so any students with an interest in developing their coding

and data analysis skills whilst covering the Year 9 mathematics curriculum are encouraged to apply.

Topics Covered:

Topics covered in this course include index laws, simple interest, volume and surface area, algebra,

trigonometry, similar triangles, statistics and probability as described within the Year 9 Australian Curriculum

for Mathematics.

Furthermore, students will learn the fundamentals of coding, including the design, implementation and testing

of software that relates directly to the mathematical concepts of the course.

Assessment:

A range of assessment practices, including tests, assignments, coding projects and investigations.

Additional Costs:

Nil

Music


Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing

sounds that are selected and shaped, new sounds created by composers and performers, and the placement

of sounds in time and space. Composers, performers and listeners perceive and define these sounds as music.

Music exists distinctively in every culture and is a basic expression of human experience. Students’ active

participation in music fosters understanding of other times, places, cultures and contexts. Through continuous

and sequential music learning, students listen to, compose and perform with increasing depth and complexity.

Through performing, composing and listening with intent to music, students have access to knowledge, skills

and understanding which can be gained in no other way. Learning in Music is aurally based and can be

understood without any recourse to notation. Learning to read and write music in traditional and graphic

forms enables students to access a wide range of music as independent learners.

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging

students to reach their creative and expressive potential. Skills and techniques developed through

participation in music learning allow students to manipulate, express and share sound as listeners, composers

and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal

competencies of students.

As independent learners, students integrate listening, performing and composing activities. These activities,

developed sequentially, enhance their capacity to perceive and understand music. As students’ progress

through studying Music, they learn to value and appreciate the power of music to transform the heart, soul,

mind and spirit of the individual. In this way students develop an aesthetic appreciation and enjoyment of

music.

Special Interest Music

The Special Interest Music Program offers a broad music education, performance opportunities, as well as an

intensive study of music. It has an enviable reputation as a centre for outstanding music education, a tradition

of excellence and achievement in all endeavours, and a program that is vibrant, innovative and highly regarded

nationally and internationally.

Underlying principles of Special Interest Music Centres in Public Schools.

• To cater for students who demonstrate the strongest motivation and greatest aptitude for development in music.

• To develop self-confidence and achievement of personal excellence in music, enabling confident participation in music within the school and the wider community.

• Successful applicants will pursue their music studies until the completion of Stage 2.

Special Music Entry (Special Interest Music)

Entry to this course is through application and successful completion of a practical musicianship test, audition

and

interview. Although usual entry is for Year 7s enrolling into Year 8, entry to higher year levels is possible but

with musical and academic prerequisites. Special students are passionate and committed to a musical

education. SIMC Candidate selection criteria and application forms and the information brochure outline the

process for enrolment and entry into this course.

Special Interest Music students receive a scholarship to support private instrumental/vocal tuition and travel

grants are available for students meeting specific criteria.

Special Music Curriculum (Years 8 to 10)

In Years 8 to 10, areas of study for Special Music students include Theory, Aural, Composition and

Arrangement, Concert Practice, Solo and Ensemble Performance, Choir, Score Reading and Listening, History,

Analysis, Early Music, Music Pathways and Music Technology.

Special Music Curriculum (Senior Music)

The Senior Music Program offers students a broad and comprehensive musical education. Four music subjects

are

offered as part of Stage 1 and all eight music options are offered in Stage 2 of the SACE. The school provides

pathways to music studies at tertiary level.

Orchestral Program

Marryatville High School has four orchestras: School Orchestra, Studio Orchestra, Chamber Orchestra and the

Junior Orchestra. The School Orchestra has travelled to Japan and Europe, as well as many regional and

national tours.

http://www.marryatvillehs.sa.edu.au/_r2662/media/system/attrib/file/384/SIMC%20APPLICATION%20FORM%202015%20September.pdf

http://www.marryatvillehs.sa.edu.au/_r2495/media/system/attrib/file/275/SIMC%20Brochure%202015.pdf

Concert Band

Marryatville High School has a strong band program at junior and senior level. The development of ensemble

skills is nurtured through the classroom program in Years 8 to 10, as well as after hours as a co-curricular

activity.

Jazz

Through the Jazz program the Big Bands have had success in local and national competitions, namely the

Generations in Jazz National Stage band Awards associated with James Morrison. Big Band One has toured to

England, USA and Canada.

Choral

As singing is the most important part of a child’s musical development, it is an integral part of the music

program at Marryatville High School. Every music student sings in a class choir. Students may also choose to

participate in Co-curricular ensembles: Concert Choir, Chamber Choir, Junior Choir, Boys’ Choir, Girls’ Choir

and the Pops Vocal Ensemble.

Small Ensembles

Our extra curricular ensembles include many smaller groups such as: Double Bass Ensemble, Flute Ensemble,

Baroque Ensemble, Senior and Junior Recorder Ensembles, Senior and Junior Guitar Ensembles, Percussion

Ensembles, Jazz Combos, Instrumental trios and quartets and other ensembles depending on student needs.

Specialist Areas

Expertise is available in the highly specialised area of Composition. Students may access contemporary music

technology through the music computer laboratory and recording studio.

Special Music Expectations

Special music students:

• are committed to the intensive study of music within the context of a balanced musical education.

• are committed to the Special Interest Music program from Years 8 to 12. • intend studying music to SACE Stage 2 (Year 12). • participate in the SIMC’s co-curricular ensembles (lunchtime and/or after school), attend

rehearsals and performances outside of school hours. (If a conflict with outside interests arises, the preference must be given to the SIMC.).

http://www.marryatvillehs.sa.edu.au/_r524/media/system/attrib/file/245/MHS%20Expectations%20for%20Music%202.pdf

Year 9 Elective Music

Subject Code: 9MU11


Recommended Background: Satisfactory completion of Year 8 Elective Music, including at least one year of

instrumental tuition.

Other Advice: It is a requirement that the students undertake instrumental tuition, with either the

Instrumental Music Service or a private teacher.

Course Outline: Students are learning to analyse different scores and performances aurally and visually. They

evaluate the use of elements of music and defining characteristics from different musical styles. They use their

understanding of music making in different cultures, times and places to inform and shape their

interpretations, performances and compositions.

Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They

interpret and perform music with technical control, expression and stylistic understanding. They use aural skills

to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use

knowledge of the elements of music, style and notation to compose, document and share their music.

Topics: • Class Ensemble o concert band o string ensemble o percussion ensemble o guitar ensemble • Class

Choir • Concert Practice • Music Theory and Aural • Composition • Score Reading and Listening • Music

History • Aboriginal and Torres Strait Island Music and Culture • Music of other Cultures • Music Technology

Assessment: Students shall be assessed formally and informally through creative tasks, research projects, oral

presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will

reflect and analyse personal work and that of their peers. Participation at Elder Hall concert in term four.

Additional Costs:

Nil

Year 9 Special Music

Subject Code: 9MU21

Length of course: Full year (Double Subject)

Recommended Background: Satisfactory completion of Year 8 Special Music or selection through audition

process in the previous year.

Other Advice:

It is a requirement that the students undertake instrumental tuition on at least 2 instruments, with either the

Instrumental Music Service or a private teacher.

Course Outline

Students are working towards the analyse different scores and performances aurally and visually. They

evaluate the use of elements of music and defining characteristics from different musical styles. They use their

understanding of music making in different cultures, times and places to inform and shape their

interpretations, performances and compositions.

Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They

interpret and perform music with technical control, expression and stylistic understanding. They use aural skills

to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use

knowledge of the elements of music, style and notation to compose, document and share their music.

Topics Included:

• Class Choir • Class ensemble and Junior Orchestra • Concert Practice • Music Theory and Aural •

Composition • Score Reading and Listening • Aboriginal and Torres Strait Island Music and Culture • Music of

other Cultures • Music Technology • Co-curricular ensembles

Assessment:

Students shall be assessed formally and informally through creative tasks, research projects, oral

presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will

reflect and analyse personal work and that of their peers. Participation at Elder Hall concert in term four.

Additional Costs:

Nil

Science

Science provides an empirical way of answering interesting and important questions about the biological,

physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our

personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising

from our desire to make sense of our world through exploring the unknown, investigating universal mysteries,

making predictions and solving problems. Science aims to understand a large number of observations in terms

of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and

extended as new evidence arises.

The Australian Curriculum: Science provides opportunities for students to develop an understanding of

important science concepts and processes, the practices used to develop scientific knowledge, of science’s

contribution 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 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 natural world and changes made to

it through human activity.

The science curriculum promotes six overarching ideas that highlight certain common approaches to a

scientific view of the world and which can be applied to many of the areas of scientific understanding. These

overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale

and measurement; and matter and energy.

Year 9 Science

Subject Code: 9SCI1 Length of course: Full year

Curriculum Scope: The three interrelated strands of the Australian Curriculum in Science are: • Science Understanding • Science as a Human Endeavour • Science Inquiry Skills

Science Understanding is divided into 4 main sub-strands: Biological sciences, Chemical

sciences, Earth and Space sciences and Physical sciences. Within each of these sub-strands

are integrated the strands of Science as a Human Endeavour and Science Inquiry Skills.

Course Outline:

By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and

energy transfers and describe examples of important chemical reactions. They describe models of energy

transfer and apply these to explain phenomena. They explain global features and events in terms of geological

processes and timescales. They analyse how biological systems function and respond to external changes with

reference to interdependencies, energy transfers and flows of matter. They describe social and technological

factors that have influenced scientific developments and predict how future applications of science and

technology may affect people’s lives.

Students design questions that can be investigated using a range of inquiry skills. They design methods that

include the control and accurate measurement of variables and systematic collection of data and describe how

they considered ethics and safety. They analyse trends in data, identify relationships between variables and

reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific

actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a

scientific perspective and use appropriate language and representations when communicating their findings

and ideas to specific audiences.

Topics included:

Everyday reactions, Atomic structure, Health and nutrition, Body balance, Disease, Ecosystems, Electrical

energy, Light energy, Using radiation, Forensic skills, Plate tectonics and Going into space.

Assessment:

• Tests 50% • Assignments 25% • Practical Work 25%

Additional Costs:

Nil

Technologies

In an increasingly technological and complex world, it is important to develop knowledge and confidence to

critically analyse and creatively respond to design challenges. Knowledge, understanding and skills involved in

the design, development and use of technologies are influenced by and can play a role in enriching and

transforming societies and our natural, managed and constructed environments.

The Australian Curriculum: Design and Technologies actively engages students in creating quality designed

solutions for identified needs and opportunities across a range of technologies contexts. Students consider the

economic, environmental and social impacts of technological change and how the choice and use of

technologies contributes to a sustainable future. Decision-making processes are informed by ethical, legal,

aesthetic and functional factors.

Through Design and Technologies students manage projects independently and collaboratively from

conception to realisation. They apply design and systems thinking and design processes to investigate ideas,

generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride,

satisfaction and enjoyment from their ability to develop innovative designed products, services and

environments.

Through the practical application of technologies including digital technologies, students develop dexterity and

coordination through experiential activities. The subject motivates young people and engages them in a range

of learning experiences that are transferable to family and home, constructive leisure activities, community

contribution and the world of work.

At Stage 1 and 2, in Design and Technologies, students learn about the products, processes, and systems of the

natural and designed world. They develop an understanding of how the use of technology has created new

and rapidly changing opportunities in local, national, and global contexts. Students develop the skills and

knowledge to use tools, materials, and systems appropriately, safely, and competently to create a product or

system.

Design and Technology has three focus areas: communication products, material products, and systems and

control products. Each of these focus areas provides enrolment options for students.

Student achievement is reported as:

• Design and Technology — Communication Products – CAD CAM • Design and Technology — Material Products – Furniture design • Design and Technology — Systems and Control Products - Electronics

Digital Technologies

In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the

economy, the environment and society, that the benefits of information systems are exploited ethically. This

requires deep knowledge and understanding of digital systems (a component of an information system) and

how to manage risks. Ubiquitous digital systems such as mobile and desktop devices and networks are

transforming learning, recreational activities, home life and work. Digital systems support new ways of

collaborating and communicating, and require new skills such as computational and systems thinking. These

technologies are an essential problem-solving toolset in our knowledge-based society.

The Australian Curriculum: Digital Technologies empowers students to shape change by influencing how

contemporary and emerging information systems and practices are applied to meet current and future needs.

A deep knowledge and understanding of information systems enables students to be creative and discerning

decision-makers when they select, use and manage data, information, processes and digital systems to meet

needs and shape preferred futures.

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative

developers of digital solutions and knowledge. The subject helps students to become innovative creators of

digital solutions, effective users of digital systems and critical consumers of information conveyed by digital

systems.

Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence,

persistence, innovation, creativity, respect and cooperation. These are all necessary when using and

developing information systems to make sense of complex ideas and relationships in all areas of learning.

Digital Technologies helps students to be regional and global citizens capable of actively and ethically

communicating and collaborating.

At Stage 1 and 2, students use computational thinking skills and strategies to identify, deconstruct, and solve

problems that are of interest to them. They analyse and evaluate data, test hypotheses, make decisions based

on evidence, and create solutions. Through the study of Digital Technologies, students are encouraged to take

ownership of problems and design, code, validate, and evaluate their solutions. In doing so, they develop and

extend their understanding of designing and programming, including the basic constructs involved in coding,

array processing, and modularisation.

Materials & Technologies

Subject Code: 9TMT



Course Outline:

In year 9 Material Technologies students create designed solutions for one or more of the technologies

contexts such as Timber, Metal and Electronics

Students build upon previous skills and once developed design their own solution based on a critical evaluation

of needs or opportunities. They establish detailed criteria for success, including sustainability considerations,

and use these to evaluate their ideas and designed solutions and processes.

They create and connect design ideas and processes of increasing complexity and justify decisions. Students

communicate and document projects, including marketing for a range of audiences. They independently and

collaboratively apply sequenced production and management plans when producing designed solutions,

adjusting plans when necessary. They select and use appropriate technologies skilfully and safely to produce

high quality designed solutions suitable for the intended purpose.

Topics Included:

Students produce a variety of projects and cover topics relating to materials, processes and production

techniques CAD (Computer Aided Design) will be embedded in the unit.

Actual projects vary depending on room and resource availability but might include;

• Metal balancing toy

• Device holder

• Wooden photo frame holder

• 3d printed micro drone

• Electronics alarm

Assessment

Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products. Additional Costs: Nil

Food Technologies

Subject Code: 9TFT



Course Outline:

Students work collaboratively to prepare a range of foods. An introduction into using Thermomixers where

students can further develop their practical skills in food preparation and quality control. Students also have

the opportunity to explore their cultural background and specific cooking techniques.

Topics Included:

This course involves students to explore and investigate the key role technologies have in the design and

production of food. Students will develop their understanding of kitchen safety, hygiene, technology, food

preparation, presentation along with the development of collaborative learning through group work.

Assessment:

Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and

Technology, with emphasis on food and fibre production, food specialisation and materials and technologies

specialisation.

Additional Costs

Nil

Year 9 Information Processing and Publishing

Subject Code: 9IPP


Recommended background: Nil

Course Outline

Students develop Information and Communication Technology (ICT) capability as they learn to use ICT

effectively and appropriately to access, create and communicate information and ideas, solve problems and

work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves

students learning to make the most of the digital technologies available to them, adapting to new ways of

doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.

To participate in a knowledge-based economy and to be empowered within a technologically sophisticated

society now and into the future, students need the knowledge, skills and confidence to make ICT work for

them at school, at home, at work and in their communities. Information and communication technologies are

fast and automated, interactive and multimodal, and they support the rapid communication and

representation of knowledge to many audiences and its adaptation in different contexts. They transform the

ways that students think and learn and give them greater control over how, where and when they learn.

The nature and scope of ICT capability is not fixed, but is responsive to ongoing technological developments.

This is evident in the emergence of advanced internet technology over the past few years and the resulting

changes in the ways that students construct knowledge and interact with others.

Students develop capability in using ICT for tasks associated with information access and management,

information creation and presentation, problem-solving, decision-making, communication, creative expression

and empirical reasoning. This includes conducting research, creating multimedia information products,

analysing data, designing solutions to problems, controlling processes and devices, and supporting

computation while working independently and in collaboration with others.

Students develop knowledge, skills and dispositions around ICT and its use, and the ability to transfer these

across environments and applications. They learn to use ICT with confidence, care and consideration,

understanding its possibilities, limitations and impact on individuals, groups and communities.

Topics Covered:

• Applying social and ethical protocols and practices when using ICT • Investigating with ICT • Creating with ICT • Communicating with ICT • Managing and operating ICT

Assessment:

Practical and Theoretical tasks

Additional Costs:

Nil

Textiles Technologies

Subject Code: 9TTD



Course Outline:

Students will investigate fibre and fabric properties and construction processes to develop skills and

confidence to safely use Bernina machines and create formative pieces. The design process underpins all

practical applications and each student will problem-solve and demonstrate techniques to produce textile

items and marketing to suit design brief parameters. Students investigate notions, clothing and fashion

matters and make real plans to ensure a successful excursion to Spotlight, Trinity Gardens. Students will make

pincushions, L-Plates, bunting, accomplished a ‘license’, pillowcase, draw-string bag, polar fleece hat for camp,

and cushions to be ready for ‘The next range, Peter Alexander collaboration’.

Topics Included:

• Understanding and developing fabric material solutions

• Using the design process to solve and apply skills to create textile solutions

• Developing an understanding of fashion and marketing

• Making a number of projects with a focus on a given style

Assessment:


Technology with the following items;

• Individual Design Solution with planning notes.

• Individual Evaluation Report

• Collaborative Design Solutions with Production Plan

• Evidence of Practical success

• Investigation and critical analysis about a contemporary fashion matter

Additional Costs

Nil.

Digital Technology

Subject Code: 9TDT Length of course: Semester Recommended Background: Nil

Course Outline: A modern and innovative course designed to introduce students to computer programming and digital an

information systems in an engaging and easy to understand way.

Students first explore the way that we engage with digital systems on a daily basis and learn to identify the

ways they can influence these systems. Exploring data and its impact on society and the individual.

They then embark on an introductory programming course using Minecraft for Education and Microsoft

MakeCode to develop algorithms in an engaging virtual world. Programming topics covered range from

basic variables to artificial intelligence.

Depending on the teacher the class may be focused on the Lego League competition with a opportunity to

learn programming through using the Lego Mindstorm platform, students may then be able to compete at

the state competition.

Topics Included:

• Digital systems Including:

o Information Systems

o Data Systems

o Network systems

• Computer programming using Minecraft for Education and MakeCode

• Computer Game Design

• Possibly – Lego Mindstorms

Assessment:


Technology, Digital Technologies. With evidence of work provided by both practical and theoretical tasks.

Additional Costs:

Nil

Year 9 Information Processing and Publishing


Recommended background: Nil

Course Outline

Students develop Information and Communication Technology (ICT) capability as they learn to use ICT

effectively and appropriately to access, create and communicate information and ideas, solve problems and

work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves

students learning to make the most of the digital technologies available to them, adapting to new ways of

doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.

To participate in a knowledge-based economy and to be empowered within a technologically sophisticated

society now and into the future, students need the knowledge, skills and confidence to make ICT work for

them at school, at home, at work and in their communities. Information and communication technologies are

fast and automated, interactive and multimodal, and they support the rapid communication and

representation of knowledge to many audiences and its adaptation in different contexts. They transform the

ways that students think and learn and give them greater control over how, where and when they learn.

The nature and scope of ICT capability is not fixed, but is responsive to ongoing technological developments.

This is evident in the emergence of advanced internet technology over the past few years and the resulting

changes in the ways that students construct knowledge and interact with others.

Students develop capability in using ICT for tasks associated with information access and management,

information creation and presentation, problem-solving, decision-making, communication, creative expression

and empirical reasoning. This includes conducting research, creating multimedia information products,

analysing data, designing solutions to problems, controlling processes and devices, and supporting

computation while working independently and in collaboration with others.

Students develop knowledge, skills and dispositions around ICT and its use, and the ability to transfer these

across environments and applications. They learn to use ICT with confidence, care and consideration,

understanding its possibilities, limitations and impact on individuals, groups and communities.

Topics Covered:

• Applying social and ethical protocols and practices when using ICT

• Investigating with ICT

• Creating with ICT

• Communicating with ICT

• Managing and operating ICT

Assessment:

Practical and Theoretical tasks

Additional Costs:

Nil

F1 & Subs in Schools

Subject Code: 9TSIS



Course Outline:

In ‘F1 & Subs in Schools’, students explore entrepreneurial opportunities within the two international STEM

competitions. Students will form teams of similar interest and can compete in either of the competitions or

work on a school level competition. Information on the competitions can be found here:

https://rea.org.au/f1-in-schools/

https://rea.org.au/subs-in-schools/

Regardless of competition or competitive level (State Finals/School Finals) students will work as a team to

develop the skills necessary to solve their design brief.

The brief is to create a miniature F1 Team or Submariner Team, generate an entrepreneurial approach and

managed team structure with marketing and project organisation. Develop a unique identify and engage with

learning / development as a collaborative effort.

Students will build upon previous skills and once developed design their own solution based on a critical

evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability

considerations, and use these to evaluate their ideas and designed solutions and processes.

Topics Included:

Students produce a variety of project deliverables/key outcomes such as:

• Cohesive and unique team identity including clothing design, graphic design and logo

• Scientific learning appropriate for deliverable (F1 Car / Submarine) applied and documented

• Computer Aided Design, Manufacturing, and Engineering using Advanced Technologies

• Documented record of learning and evaluation of successes and areas for improvement

• Evidence of Project management strategies and processes learnt, developed and implemented.

This course will work with Specialists in the field who will come into school or students will go on excursions to

engage with some of the Advanced Engineering opportunities in SA.

Assessment

Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’. This is will be presented in a number of formats (and is up to the students) including a folio of work, presentations and physical/digital products. Additional Costs: Nil

https://rea.org.au/f1-in-schools/

https://rea.org.au/subs-in-schools/

Smart Technologies (Integrated Learning)

Subject Code: 1SMTE


Credit points: 10 points

Course Outline:

Students will work collaboratively to design, engineer and test solutions to a practical real-world problem.

Solutions will involve smart technologies – this will include the use of Arduino and/or Raspberry Pi

microprocessors, together with a variety of sensors and actuators. The focus initially will be smart technologies

for home and garden. Examples of possible solutions include: digital weather station; automated garden

watering system; climate controlled seed raising beds; pH controlled worm farm; and temperature controlled

composter.

Students will work through a development lifecycle from initial problem identification; feasibility study; design;

engineering of a prototype and finally testing. The development of the final prototype will include aspects of

coding, electronics, material technologies, digital design and marketing. Students will work in groups and will

be required to prioritise and allocate tasks to individual students in the group. Assessment will be based on

both overall group outcomes and individual contributions.

The subject is available to students in years 9, 10 and 11.

Assessment:

• Problem identification and feasibility study

• Technologies project

• Individual Evaluation and Reflection

Tennis

Year 9 Tennis

Subject Code: 9TEN1


Recommended Background: Entry by merit selection

Course Outline:

Students are working towards critically analyse contextual factors that influence their identities, relationships,

decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community

connection and wellbeing. They evaluate the outcomes of emotional responses to different situations.

Students access, synthesise and apply health information from credible sources to propose and justify

responses to health situations. Students propose and evaluate interventions to improve fitness and physical

activity levels in their communities. They examine the role physical activity has played historically in defining

cultures and cultural identities.







Topics Covered:

Theory units include: Energy Systems, Food and Nutrition, Fitness Principles, Decision-Making, Drugs in Sport,

Healthy Lifestyle.

Assessment:

• Practical tasks and evaluation booklets 60% • Theory tasks 20% • Attitude/Participation 20%

Additional Costs:

Nil

2020 year 9 curriculum handbook - marryatvillehs.sa.edu.au · year 9 curriculum the subjects...

Documents