ISSOUDUN

PATHWAYS

HANDBOOK

2018

111 Jasper Road Bent leigh V ic 3204

Telephone (03) 8520 9200 Facsim i le (03) 8520 9299

Em ai l of f ice@olsh.vic .edu.au Website www.olsh .vic .edu.au

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At OLSH College Bentleigh, we are Heart people who

are faith-filled

reverence relationships

pursue excellence

touch the hearts of others

We are passionate about the education of young women and their success

We empower the learner, inspire a global consciousness

and are at the forefront of innovative learning.

We Believe! We Achieve!

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Pillars of OLSH Education

We are Heart people who are Faith-filled

We believe in God’s personal love for us. This gives us meaning and purpose in our lives

and enables us to help others find meaning in their lives too.

We are Heart people who Reverence Relationships

We believe in the dignity of every human person. Our OLSH family is both local and

international and we make an effort to build and support community.

We are Heart people who Pursue Excellence

We believe in Jesus’ words “I have come that you may have life and have it to the full”

(John 10:10). We pursue excellence in everything we do.

We are Heart people who Touch the Hearts of Others

We believe in our call to be united with the mission of Jesus.

Together we seek to build the Kingdom of truth and life, of holiness and grace, of

justice, love and peace. Our tradition of service and outreach and our option for the

poor are vital aspects of our OLSH identity.

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Issoudun Vision

Issoudun Vision

Issoudun...

where the heart is captured

a journey of transformation

a time of

inspiration

challenge

vision

courage

risk

for others and with others

Issoudun...

where the heart is captured

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TABLE OF CONTENTS

Introduction……………………………..……………………………………………………..7 Core Subjects Religious Education………………………………………………………………………….10 English……………………………………………………………………………………………. 11 Humanities………………………………………………………………………………………11 Mathematics……………………………………………………………………………………12 Physical Education/Health……………………………………………………………….13 Science…………………………………………………………………………………………….14 Elective Subjects Arts: Dance…………………………………………………………………..…………………17 Arts: Drama……………………………………………………………………..……………..17 Arts: Music………………………………………………………………………………………18 Arts: Photography……………………………………………………………………………18 Arts: Visual Art………………………………………………………………………………..19 Arts: Visual Communication & Design…………………………………..…………19 Languages: Chinese………………………………………………………………………….20 Languages: Italian………………………………………………………..………………….20 Physical Education/Health: Advanced PE………………………………..……….21 Technology: Design & Technology (Textiles)……………………………..…….22 Technology: Digital Technologies.………………..…..………………………….….23 Technology: Food Studies……..…………………………………………………..…...24

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INTRODUCTION

The students in Year 9 are referred to and known as the Issoudun year level. As well as their normal

academic program students will encounter three additional learning experiences.

The Je Suis program – with two lessons per cycle allocated, students will participate in peer

learning, facilitated research periods and independent learning as they explore a series of

themes throughout the year.

An extension of the Je Suis program will run parallel to each of the four week blocks of the

Issoudun Residential Program. Je Suis - My Past, My Present, My Future focuses on a number

of interdisciplinary themes. Students will have the opportunity for personal and social growth,

as well as exploring the wider community in which they live.

Issoudun Residential Program – all Issoudun students will participate in a four week residential

program at the Hartzer Campus Burradoo, NSW.

HARTZER CAMPUS

The Hartzer Campus provides Issoudun (Year 9) students with a four week residential experience in

the Southern Highlands of New South Wales. This residential experience is a significant part of the

Issoudun program conducted by the College. It will enable OLSH girls the opportunity to excel in their

learning outcomes in a unique environment that is substantially different to the Bentleigh College

Campus.

The Hartzer Campus experience will provide each OLSH girl with an outstanding opportunity to

celebrate their giftedness, grow in faith, embrace their learning, grow emotionally, develop

independence, build positive relationships, venture beyond comfort zones, develop confidence and

teamwork, connect with our OLSH history and continue to grow in the belief that “OLSH girls can do

anything!”

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ISSOUDUN COURSE REQUIREMENTS

All students will undertake the following core subjects:

Religious Education

English

Humanities

Mathematics

Physical Education/Health

Science

In addition to the core subjects, students undertake six elective subjects to be studied as semester

units – three per semester. This handbook contains an overview of the core subjects, as well as the

details of each elective subject. Students are encouraged to discuss the elective subjects with relevant

teachers at the College and with their parents/guardians. As part of the elective program, students

are encouraged to continue with their studies in a language other than English. The languages offered

at the College are Chinese and Italian.

Students will be provided with information for selecting their elective program online. They will be

required to select six subjects, plus two reserve subjects. Students selecting a language will study this

in both semesters. All other elective subjects can only be studied for one semester, thereby ensuring

a range of studies is completed.

ARTS

Dance

Drama

Music

Photography

Visual Art

Visual Communication Design

LANGUAGES

Chinese

Italian

PHYSICAL EDUCATION/HEALTH

Advanced PE

TECHNOLOGY

Design & Technology (Textiles)

Digital Technologies

Food Studies

PLEASE NOTE THE FOLLOWING GUIDELINES FOR ISSOUDUN SUBJECT SELECTIONS

Students studying a language subject are required to select 2 language units and 4 other elective

units. All other students are required to select 6 different elective units.

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CORE SUBJECTS

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RELIGIOUS EDUCATION ISREL

The Issoudun Religion Education program follows the Melbourne archdiocesan curriculum

framework.

The course consists of five content strands:

Church and Community

Prayer, Liturgy and Sacraments

Scripture and Jesus

God, Religion and Life

Morality and Justice

These strands are interwoven into the following units of study.

Topics include:

Prophetic Literature

Good and Evil in the Movies

Sacraments of Healing and Hope

As part of the Hartzer experience, whilst at Bowral, girls will explore the life of Mary MacKillop. This

includes a trip to North Sydney to MacKillop Place, the site where Australia's first Saint lived, died

and is buried.

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ENGLISH

ISENG

HUMANITIES

ISHUM

This course aims to enable students to develop skills in reading, writing, speaking and listening, to

build student confidence as communicators and to foster a critical appreciation of a wide variety of

texts. The student explores language through literature and both print and non-print current media.

The course includes creative writing, text analysis, persuasive writing and both formal and informal

oral activities. Novels, poetry and film are studied.

Key Skills and Knowledge:

Read, view, analyse and discuss contemporary, informative and argumentative texts that

explore personal, social, cultural and political issues. Identify multiple purposes for which

texts are created.

Writing sustained pieces in a variety of styles. Writing about complex ideas and issues.

Attention to audience and purpose is a focus.

Analyse critically the relationship between texts, contexts, speakers and listeners in a range

of situations. Effective use of the structure and features of spoken language.

In Issoudun Humanities, students undertake a historical study of Australia. Taking account of the

pre-existing occupation of indigenous peoples, the course follows white settlement through to

contemporary times. The course places emphasis on vital skills in history, including research skills,

reading of documentary evidence and essay writing. In addition to history, Issoudun Humanities also

incorporates some aspects of civics and commerce.

Topics include:

Making a better world? - The Industrial Revolution (1750 – 1914)

Making a nation

World War 1 (1914 – 1918)

Links are made with current legal, political and economic concepts throughout the course

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MATHEMATICS ISMAT

The Issoudun Mathematics course provides students with the opportunity to work towards the

Victoria Curriculum: Mathematics Level 9 achievement standards and beyond. The proficiency

strands: Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics

content across the three content strands: Number and Algebra, Measurement and Geometry, and

Statistics and Probability. The proficiencies reinforce the significance of working mathematically

within the content and describe how the content is explored or developed. They provide the

language to build in the developmental aspects of the learning of mathematics. Where possible,

course content and skills will be selected to support the Hartzer program.

Topics include:

Algebra

Linear Equations

Financial Maths

Probability

Reviewing Pythagoras

Surds and Indices

Trigonometry

Measurement - Surface Area and Volume

Linear Graphs

Quadratics

Statistics

The curriculum focuses on developing increasingly sophisticated and refined mathematical

understanding, fluency and reasoning, as well as problem-solving and digital technology skills. The

use of learning technology, particularly the use of CAS calculators is integrated into the program. All

students are required to purchase the TI-nspire CAS calculator. This calculator will be used in all

Mathematics courses from Issoudun to Year 12.

Assessment:

Investigation Assignments

Problem Solving Tasks and Analysis Tasks

Topic Tests

Summary or review notes

ICT / CAS Calculator Tasks

End of Year Examination

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PHYSICAL EDUCATION/HEALTH ISPED

In Physical Education students complete distinct units for each term. Students undertake a:

Fitness unit where they evaluate their own fitness levels through the use of fitness testing.

‘Playing games’ unit which includes indigenous games, initiative games,

challenge/adventure activities and games sense activities.

Creative movement unit with the focus on cheerleading.

Invasion games unit which includes AFL, soccer, hockey, rugby and touch football.

Sport Education in Physical Education Program (SEPEP) unit. With SEPEP students learn how

to plan, manage and run their own season in a chosen sport.

In Health students will also complete distinct units for each term. Students undertake a:

Personal identity unit in which they identify factors that influence the development of her

personal identity and attitudes.

Students complete a depth study on “That Sugar Film” and discuss and explore the issues

with a diet high in sugar content.

Drug education unit which aims to identify outcomes of risk-taking behaviors and evaluate

harm-minimisation strategies.

‘Risk taking’ unit which complements the work undertaken in the Drug Education unit. We

look at why people take risks, reducing the harm and risk management.

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SCIENCE ISSCI

Throughout the year students will study a range of topics from the three main Science areas - Physics,

Chemistry and Biology. It is intended that students will begin to explore possible areas of interest in

their future Science pathways.

Students consider the operation of systems at a range of scales. They explore ways in which the

human body as a system responds to its external environment and the interdependencies between

biotic and abiotic components of ecosystems. They are re- introduced to the notion of the atom as

a system of protons, electrons and neutrons, and how this system can change through nuclear decay.

They learn that matter can be rearranged through chemical change and that these changes play an

important role in many systems. They are introduced to the concept of the conservation of matter

and begin to develop a more sophisticated view of energy transfer. They begin to apply their

understanding of energy and forces to global systems such as continental movement.

In Semester 1 student learning will focus on the following content:

Chemistry

The atomic structure and properties of elements are used to organise them in the periodic

table.

Chemical reactions, including the reactions of acids, are important in both non-living and

living systems and involve energy transfer.

Physical Science:

Electric circuits can be designed for diverse purposes using different components; the

operation of circuits can be explained by the concepts of voltage and current (VCSSU130).

The interaction of magnets can be explained by a field model; magnets are used in the

generation of electricity and the operation of motors.

In Semester 2 student learning will focus on the following content:

Human Body Systems

Multicellular organisms rely on coordinated and interdependent internal systems to respond to

changes to their environment

An animal’s response to a stimulus is coordinated by its central nervous system (brain and

spinal cord); neurons transmit electrical impulses and are connected by synapses.

Endocrine systems coordinate the body’s internal environment through its system of

glands and hormones.

Chemistry

All matter is made of atoms which are composed of protons, neutrons and electrons; natural

radioactivity arises from the decay of nuclei in atoms.

Chemical reactions involve rearranging atoms to form new substances.

Chemical reactions may be represented by balanced chemical equations.

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Science as a Human Endeavour

Through the year students study:

Scientific understanding, including models and theories, are contestable and are refined

over time through a process of review by the scientific community.

Advances in scientific understanding often rely on developments in technology and

technological advances are often linked to scientific discoveries.

The values and needs of contemporary society can influence the focus of scientific

research.

Science Inquiry Skills

Throughout the year students develop valuable skills that include:

Questioning and Predicting

Formulate questions or hypotheses that can be investigated scientifically, including

identification of independent, dependent and controlled variables.

Planning and Conducting

Independently plan, select and use appropriate investigation types, including fieldwork and

laboratory experimentation, to collect reliable data, assess risk and address ethical issues

associated with these investigation types.

Select and use appropriate equipment and technologies to systematically collect and

record accurate and reliable data, and use repeat trials to improve accuracy, precision and

reliability.

Recording and Processing

Construct and use a range of representations, including graphs, keys, models and formulas,

to record and summarise data from students’ own investigations and secondary sources, to

represent qualitative and quantitative patterns or relationships, and distinguish between

discrete and continuous data.

Analysing and Evaluating

Analyse patterns and trends in data, including describing relationships between variables,

identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that

are consistent with evidence.

Use knowledge of scientific concepts to evaluate investigation conclusions, including

assessing the approaches used to solve problems, critically analysing the validity of

information obtained from primary and secondary sources, suggesting possible alternative

explanations and describing specific ways to improve the quality of data.

Communicating

Communicate scientific ideas and information for a particular purpose, including

constructing evidence-based arguments and using appropriate scientific language,

conventions and representations.

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ELECTIVE SUBJECTS

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ARTS: DANCE ISDAN

This subject will prepare students for the study of VCE VET Dance in Year 10.

In the Issoudun Dance Course students will gain an understanding of safe dance practice and expand

on their dance vocabulary. Dance terminology is learnt within choreography, dance technique and

appreciation.

Students will engage with the choreographic processes, devices and learn a performance piece which

is performed for a live audience. Students will explore the role of the choreographer through active

research and participation in the dance making process. They will explore the development of

expressive intentions and choreograph a dance for an audience in a style of their choice. In the

development of dance technique students learn a set solo.

The students learn to source, research, and cut and produce music for the purpose of a dance

performance. Theatre visits will help to provide the opportunity to appreciate the work of professional

choreographers and dancers. Workshops with professional artists are designed to enrich students

dance experiences and to expand their movement vocabulary.

The unit includes a group dance performance, student composition, dance technique solo, a

comparative dance analysis and written examination.

Core areas of study:

Dance Appreciation

Performance

Choreography

ARTS: DRAMA ISDRA

In this course students explore the actor’s role of transforming into character. Expressive skills and

techniques necessary for creating characters will be developed. Activities will involve the invention

of characters and the interpretation of characters in script excerpts. This unit also involves analysis

and evaluation of performances. A theatre visit will provide the opportunity to appreciate the work

of professional actors.

Expressive and performance skills workshop

Theoretical aspects of character development

Planning and rehearsal for performance

Performance

Analysis and evaluation of performance

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ARTS: MUSIC ISMUS

Students who enjoy playing music are encouraged to choose this subject. We will build upon rock

band skills from previous years to extend performance skills in solo or group contexts. We will

engage in critical and creative thinking. We are encouraged to explore ideas and technologies and

develop skills to communicate musical ideas. We will write and record music using the latest

technology.

General Content:

Music Performance

Blues Music and its influence on Rock and Pop

Songwriting

Music technology

ARTS: PHOTOGRAPHY ISPHO

This subject will prepare students for the study of VCE Studio Arts: Photography in Year 10.

Students acquire basic skills in how to use a manual SLR camera and the darkroom facilities to

produce black and white photographs.

Through photography students will investigate the effects of light and shade on the work around

them and produce a folio or work, which shows experimentation with photographic styles.

Digital camera skills and the manipulation of colour and black and white images, using Adobe

Photoshop will be introduced. Students will investigate how Photographers and/or Photo Media

artists work.

Photography shoots take place in the studio settings, around the college and at home.

Students will learn how to analyse and interpret photographs using the art elements and principles.

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ARTS: VISUAL ART ISVAT

Students work to develop a personal style in visual art. Through project based work students

will work in a variety of media that may include:

Painting

Printmaking

Drawing

Sculpture

Mixed media

Inspiration will come from a range of historical and contemporary artworks from different

cultures, times and places. Our aim is to explore and understand differing viewpoints about

ideas and beliefs. Students will produce:

a number of artworks, and

written work relating to each unit undertaken.

ARTS: VISUAL COMMUNICATION DESIGN ISVIS

The Issoudun Visual Communication Design course is project-based, where students work through

a series of design briefs to produce final presentations.

In practical work, students explore the three fields of design; communication (advertising),

industrial (product design e.g. furniture etc) and environmental (architecture, landscape and

interior design).

Adobe Illustrator and Photoshop are explored. SketchUp is used for creating 3D printed designs.

Students gain a strong understanding of the meaning behind visual communications and learn how

designers attract the attention of the audience.

The unit contains the following:

3D printing (Product design)

Freehand drawing

Computer-assisted design and production (Adobe Illustrator, SketchUp)

Technical drawing

Design process skills and techniques

Visual analysis

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LANGUAGE: CHINESE ISCHI

When choosing this subject you are committing to both Semester 1 and Semester 2 in 2018.

This course continues to extend students’ knowledge of Chinese language and culture.

The topics covered include:

Housing environment

Clothing

Shopping

Socialising with friends

Natural environment

Cultural aspects: Chinese dress, social customs and Chinatown

LANGUAGE: ITALIAN

ISITA

When choosing this subject you are committing to both Semester 1 and Semester 2 in 2018.

This course of study is designed to extend students’ interactive and written use of the Italian language.

Topics include:

My personal world

My city

Italian music

A historical walking tour of Carlton

A film study

Through the study of these topics a variety of lexical and grammatical concepts are introduced. The

conventions of the text types such as letter, email and dialogue are explored.

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Physical Education/Health: ADVANCED PE ISPEA

A focus of this unit is to develop a competent member of the community by learning how to manage

a variety of Safety, First aid and Sports injury management scenarios. This unit will also include a

focus on skill acquisition and coaching styles/principles to gain an understanding of techniques that

coaches use to improve their athlete’s performances and avoid injuries.

Course content includes:

Topic 1: First Aid and Sports Injuries

Study the skeletal and muscular systems

Complete their CPR certificate

Learn what to do in a range of first aid scenarios, including a visit from a paramedic

RICER, DRSABCD and SALTAPS

Explore the role of various healthcare professionals who help with rehabilitation from

injuries.

Topic 2: Skill Acquisition and Sports Coaching

Skill acquisition – the stages of skill learning and types of skills

The role of the coach, coaching styles and coaching principles

Plan and run a coaching sessions for a class/specific group

Techniques to improve training safety and performance enhancement. Topics can include:

Sport Psychology

Technology in sport

Sports nutrition (including sports drinks)

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TECHNOLOGY: DIGITAL TECHNOLOGIES 10ICT

In Digital Technologies students apply thinking skills to consider how humans interact with

networked systems. They will be introduced to the complexities surrounding accessing these

systems including the security and privacy of data. They will learn about the importance of

separating content, presentation and behavioural elements for data integrity and maintenance

purposes. They will consider how policies and practices can be improved to ensure the

sustainability and safety of information systems.

Students will analyse problems as well as design, explore, develop and evaluate a range of digital

solutions. Students will develop solutions to complex problems using an object-oriented

programming language where appropriate, and evaluate their solutions and existing information

systems based on a broad set of criteria including connections to existing policies and their

potential for innovation. When creating solutions, both individually and collaboratively, and

sharing them online, students will learn how to comply with legal obligations, particularly with

respect to the ownership of information.

Topics:

Digital Safety (Social Media case study)

Digital Content Creation (Blogging)

App Development – Android Coding (Designing own app)

Achievement Standards:

Students explain the control and management of networked digital systems and the data

security implications of the interaction between hardware, software and users.

Students explain simple data compression, and why content data are separated from

presentation.

They take account of privacy and security requirements when selecting and validating data

and use digital systems to analyse, visualise and model salient aspects of data.

Students share and collaborate online, establishing protocols for the legal and safe use,

transmission and maintenance of data and projects.

Students define and decompose complex problems in terms of functional and non-

functional requirements.

They design and evaluate user experiences and algorithms, and develop and test modular

programs, including an object-oriented program.

Students evaluate their solutions and information systems in terms of risk, sustainability

and potential for innovation.

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TECHNOLOGY: FOOD STUDIES ISFTE

Students investigate menu development and food presentation. The technology process of

investigating, designing, producing, analysing and evaluating is used. Their major assessment task uses

a client based Design Brief.

Course content can include:

Parts of a menu, including hors d’oeuvres, entrée, main course, dessert and petit fours

Types of menus, which may include an exploration of table d’hôte, a la carte, function menus,

and cyclical menus.

Food presentation and garnishing techniques

The design brief process

Investigation of key food as related to dishes being prepared.

Exploration of preparation processes and cooking techniques as related to dishes being

prepared.

Student directed Design Brief: preparation of one or more menu courses according to a design

brief.

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TECHNOLOGY: PRODUCT DESIGN & TECHNOLOGY (TEXTILES)

ISDTE

In this unit students will produce garments and items for both themselves and/or their client.

Design and textiles skills introduced include application of design elements and/or fabric dyeing

techniques and/or creative printmaking techniques.

Skills in basic construction and finishing techniques utilizing appropriate machinery will be

developed.

Students will be introduced to computer-aided design techniques over the duration of the course.

The unit contains the following content:

Design process skills & techniques (Folio)

Fashion drawing by hand

Fashion drawing, computer assisted design

Fabric/ Design based investigation

Production of personally designed garment/s.