wellington secondary college

Year 9 Course Guide 2022 1

WELLINGTON SECONDARY COLLEGE

Year 9 Course Guide

2022

Year 9 Course Guide 2022

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Global Citizenship: Connecting with our World

Wellington Secondary College has a proud tradition of providing an innovative and challenging education for all students. It is this tradition that has led to the development of the ‘Global Citizenship: Connecting to our World’ program for Year 9 students. The Year 9 Program has been developed by the College in response to the changing needs of students. The focus of the program is the recognition that all students should experience a curriculum that promotes 21st century learning and connects student learning to the world beyond the classroom. As such the Year 9 program will incorporate a strong focus on the Victorian Curriculum General Capabilities:

Intercultural Understanding

Ethical Capability

Critical and Creative Thinking

Personal and Social Learning The Global Citizenship program focuses on the four ‘C’s of 21st century learning: Communication, Collaboration, Critical thinking and Creative problem solving. It is intended to provide students with learning opportunities beyond the traditional classroom and into the community, incorporating student-led activities and projects. The year-long nature of the Global Citizenship program allows sustained engagement of these skills and authentic assessment. There will be opportunities for students to engage in incursions and excursions that are relevant to the ideas and concepts being explored which may include:

Art Galleries

The City of Melbourne

Local organisations and other public and private institutions Students will also undertake a research project exploring intercultural understanding. This will link directly to the Victorian Curriculum General Capabilities and provide students with the opportunity to research a project with an intercultural focus, working collaboratively with their peers.

Selecting a Course After reading the Course Guide and receiving the Course Selection Sheet, students should discuss initial choices with parents. Career and counselling advice is available through the Careers team led by Ms. Huffer. Students are encouraged to visit the Careers Room at lunchtimes and after school to use the available resources.

Year 9 Core Subjects There will be five Core Subjects for 2022 and each will run for the full year:

Year 9 Core Subjects Time Allocations

English / English as an Additional Language 450 minutes per 10 day cycle

Mathematics 450 minutes per 10 day cycle

Humanities 400 minutes per 10 day cycle

Science 400 minutes per 10 day cycle

Personal Development 250 minutes per 10 day cycle


Year 9 Electives In addition to completing Year 9 Core Studies, students will select three semester-length elective units each semester, giving a total of 6 elective units for the year. Electives will run for 250 minutes per 10 day cycle. These will come from the subject areas of: English/EAL, Humanities, Languages, The Arts, Health and Physical Education and Technologies. Students are strongly recommended to continue with Languages studies in Year 9 and may choose French or Chinese at the College. Languages must be selected for both semesters. Students may also study a language through other providers such as the Victorian School of Languages.

**Each student must study at least one unit, from each of Physical Education, The Arts and Technology curriculum areas during the year. **No more than two units may be selected from any one area per semester.

Subjects Subjects

English / English as an Additional Language (EAL) Dance

English as an Additional Language Mathematics

Empowering Literacy Mathematical Investigations

The Agora: Analysis and Inquiry Maths Matters

Humanities Physical Education

Enterprise Education Racquet Sports

Culture through Media Handball Sports

Educare Football Sports

Ancient History Stick and Ball Sports

Religion Around the World Individual Sports

Languages Sports/Exercise Science

French Sports Nutrition and Performance

Chinese Technologies

The Arts Micro:Bit - STEM

Art and Ideas Digital User Experience and User Interface Design

Visual Communication Design Sketch-Up and Industrial Design

Sculpture, Model Making and Animation Product Design and Technology – Mechanical Systems

Moving Images Product Design - Textiles

Music: Song writing Food Around the World

Music: Arrange, Produce, Record Kids in the Kitchen

Music: Performance and Investigation

Drama On Stage

Drama Off Stage


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Assistance for Families Being mindful of the increased costs families will incur, we will continue to look at all costs and programs and will advise the College community when we are able to implement additional support, if possible, through State Government Equity Funding in 2022. By identifying these areas now, we hope it will give families the opportunity to plan their financial commitments in a timely manner. In 2022, the College commits to assisting parents by covering the costs of the following items for all students: College Handbook/Planner, Travel to House Sports Carnivals, Incursions and events for Student Wellbeing, Entry fees to various Academic Competitions.

GLOBAL CITIZENSHIP: CONNECTING WITH OUR WORLD A global citizen is a person who acts in the long-term, collective interest of humanity, and increasingly there is an awareness that while there may be differences of language and culture, we all share one planet, and must act in the interests of the community to improve the world in which we live, in ways big and small. Global Citizenship is an opportunity for students to consider their personal impact - that is, identifying problems in various arenas (social, political, economic etc.) and how they can contribute to addressing them in various ways. It also provides an opportunity for students to develop an intercultural awareness, their skills in research, collaboration and critical thinking, life skills, multi-media production, and increase their general awareness of issues facing our society. In this subject, students will work in groups to complete a variety of activities and projects that identify questions and issues and using the Design Thinking framework, explore how they may contribute to improving our community. The focus of the subject is to empower students to take charge of their own learning, and develop as independent learners. Much of the subject will be driven by student choice, with teachers supporting students in their learning. Students will be assessed through set tasks such as learning journals, research projects, oral presentations, regular reports and presentations, learning expos, as well as skills such as the ability to work independently and collaboratively. This is a compulsory subject for all Year 9 students. Students undertaking Future Leaders will complete one semester of this subject.

Year 9 High Flyers At Year 9 students selected in this program will undertake the following:

all core studies and the Future Leaders Program as a class

three Electives per semester

two Global Citizenship units Note: this group is a continuation of the High Flyers Program developed in the Junior School in Years 7 and 8.

Year 9 Courses Following course counselling, students will have a final opportunity to discuss their selections with their parents. They will enter their selections online and the hard copies will be forwarded to the sub-school. Note:

This procedure is not a promise of promotion into the next year level. This matter will be decided at the end of the school year and is dependent on satisfactory progress.

Not all electives listed in the course guide may be run in 2022. The timetabling of elective units will depend upon the initial level of student interest and the constraints of staffing and facilities. This initial selection made by students will allow for those units with sufficient student interest to be timetabled. Some students will inevitably be asked to reselect Elective units because

of unavailability, timetable clashes or unsatisfactory final results.


Parents should sign the Course Selection Sheet

For any further information please contact Mr. Diaz (Head of Middle School) or Ms. Huffer (Director of Student Pathways).

Essential Education Items Essential Education Items/materials are those items used in the teaching of a standard curriculum program that the Department of Education and Training has determined parents and guardians are responsible for, and may choose to either provide or pay the school to provide. These items may include:

materials that the student takes possession of, including textbooks and stationery

materials for learning and teaching where the student consumes or takes possession of the finished articles (e.g. Food Technology, Ceramics, Photography, Wood Technology)

essential services associated with but not considered to be part of instruction in the standard

curriculum program such as costs associated with camps and excursions. MR TROY DIAZ MRS FERN BRISBANE Head of Middle School Assistant Principal


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Year 9 Core Studies

The compulsory studies provide a broad general education for all students. Courses have been designed around semester or term-length themes that provide students with a specific learning focus for the term. Course content has been reviewed and teaching approaches, incorporating the 4 ‘C’s of 21st Century Learning (Critical Thinking, Creativity, Collaboration, Communication), have been embedded into the coursework that is designed to encourage student engagement and to challenge them to operate and achieve at a high level of attainment.

ENGLISH

Goals To consolidate and extend the capacity to read, write, listen and speak effectively To develop critical thinking, collaboration and communication skills To develop an appreciation of a range of text types and genres

Semester 1

1. Writing a. A series of persuasive and narrative writing in response to topical and 21st Century prompts b. Analysis of a range of texts, their features, and the ways in which authors create meaning

2. Reading

a. The play ‘Romeo and Juliet’ will be studied in class. Key passages to be read and analysed in close detail

b. Reading of sample persuasive and narrative texts, and analysis of their structure and creation of meaning

3. Speaking and Listening

a. Class discussion and participation in class activities

4. Assessment a. Common Assessment Tasks include:

Writer’s Folio o Persuasive Writing Piece o Creative Writing Piece

Analytical Text Response Essay

Exam b. A variety of reading, writing and oral learning activities

Semester 2

1. Writing a. A selection of drafted and edited pieces will be completed, including text analysis and persuasive

writing b. Analysis of language, text types and creation of reflective/creative writing

2. Reading

a. Reading the novel ‘Six Impossible Things’ b. A selection of speech transcripts, poetry, and short texts

3. Speaking and Listening a. Class discussion and participation in class activities b. A prepared oral presentation


4. Assessment a. Common Assessment Tasks include:

Analytical Text Response

A prepared oral presentation

Examination b. A variety of reading, writing and oral learning activities

Contact teacher: Miss Rachael Masterton


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ENGLISH AS AN ADDITIONAL LANGUAGE (CORE)

This subject specifically caters for the needs of students who come from a non-English speaking background and whose first language is not English. It recognises that EAL students are learning a new language at the same time as they are learning new conceptual and cultural knowledge and skills across the curriculum. In this subject, EAL learners are given specific support by their EAL teachers to build the English language skills that are required for effective communication in their learning to achieve success across the curriculum. Classes are small to enable intensive, highly differentiated lessons, so that each student’s learning is personalised. Duration: Two semester units (This course is designed to be taken in place of English) Goals The Year 9 EAL Core Course aims to:

To develop students’ understanding of how Standard Australian English (SAE) works in its spoken and written forms in a range of spoken, written, visual and multimodal contexts

To develop students’ knowledge and understanding of the linguistic structures and features of English, including the parts of speech, tenses and common language structures in order to improve language skills

To develop students’ communicative skills, including reading, speaking and listening, as well as cultural understandings in English and their other languages, to enable their full participation in Australian society

To develop students’ plurilingual awareness of the ways they use their own language(s) to help them learn English

To develop students’ collaborative, and independent learning skills as well as ‘learning how-to-learn’ skills

To develop students’ confidence to express opinions and actively participate in the classroom

To develop students’ critical and creative thinking skills

Subject Content: Semester 1 and 2:

1. Reading and viewing In Semester 1 students complete a novel study, view and analyse a variety of multi-media texts and complete wider reading.

In Semester 2 students study and analyse a film in depth, magazine articles, advertisements, short stories, and complete wider reading.

2. Writing

In Semester 1 students practise how to write a Literature Essay, analyse media texts and complete a letter to the editor.

In Semester 2 students will complete personal/imaginative writing tasks, a magazine article and create an advertisement.

Language exercises, which include the study of specific areas of grammar, sentence structures, spelling and vocabulary will also be a focus.

3. Speaking and Listening In Semester 1 & 2 students will deliver a formal oral presentation, and participate in informal debates and group discussions.

Students also practise specific skills for effective listening in different contexts, including interviews, comprehension of film clips and listening tests.


Teaching Approaches

Teacher directed

Collaborative group work

Individual tasks and independent learning tasks

Assessment

Students will complete several graded Common Assessment Tasks:

These include text responses and oral presentations in both Semesters 1 and 2; a letter to the editor; an advertisement and a short story.

Formative assessment through class work, participation in group activities, class discussions and homework tasks.

Students will sit an examination at the end of Semesters 1 and 2.

EAL students will also be formally assessed on their progress through the EAL Stages of the Victorian Curriculum in Reading and Viewing, Writing and Speaking and Listening.

Contact teacher: Miss Maria Papasotiriou


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MATHEMATICS

The following areas of study are the focus for the Year 9 curriculum: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of Mathematics content across the three content strands and are assessed by in-class activities, topic tests, exams and application and analysis tasks. Digital technology, including the use of the CAS calculator for students in the accelerated classes, is utilised where appropriate. Outline Students develop their ability to use symbols to represent variables, to solve linear and simultaneous equations and to graph linear functions. Pythagoras’ theorem and trigonometry are used to solve right-angled triangles. Students are introduced to, and manipulate expressions with negative indices. They investigate the measurement of complex shapes, including spheres, cones and pyramids. Tree diagrams and Venn diagrams are used to find the probability of compound events. Financial mathematics and their applications are explored. In Geometry, congruency and similarity of triangles is studied. Key Skills Knowledge, understanding and application of basic facts in routine and non-routine problems, communicating mathematical understanding, using a scientific calculator appropriately and efficiently.

Assessment

Application and analysis tasks

Topic tests

Examinations Resources

Cambridge Year 9 (booklisted)

Scientific calculator (booklisted) Advanced Mathematics: Students in Year 9 Advanced Mathematics will be completing the Year 10 Mathematics course in preparation for higher Mathematics studies in VCE. This will involve utilising:

the Cambridge Essential Mathematics 10 & 10A textbook

and the Casio ClassPad II fx-CP400 CAS Graphing Calculator (as well as a Scientific Calculator) Numeracy and Applications: Some students in Year 9 will be offered a modified course in Mathematics. This course places more emphasis on basic mathematical concepts and practical skills. Smaller class sizes allow for more individual help. This will involve using the Maths Pathway online program (instead of the Cambridge Year 9 Mathematics textbook) to provide an uniquely individualized curriculum for each student focused on maximizing Growth. Contact teacher: Mrs Geetha Rangarajan


HUMANITIES

Year 9 Humanities provides a framework for developing student knowledge of societies, past and present. Students study the impact of the Industrial Revolution and the movement of people in the 17th- 19th centuries, and the implications which these events had on future societies. Students also analyse the causes and effects of World War One, with a focus on the implications for Australia. Students participate in a Geography study focused on global food security, and investigate the impact which globalisation has had on health and sustainability. The knowledge, skills and values students acquire in this study enable them to participate as confident, responsible and active citizens in a democratic society which functions in a global context. Key Skills

The collection, processing and interpretation of data from a range of sources Use of the inquiry process to plan an investigation, to analyse data and form conclusions supported

by evidence Reasoning and problem solving Researching and referencing skills Clarification of values and attitudes about key issues Co-operation and participation in group activities Use of information technology

Subject Content Units include:

Industrial Revolution The Movement of People in the 17th- 19th Centuries European settlement in Australia World War One Biomes and Food Security

Teaching Approaches

Discussion

Primary source investigation

Individual and collaborative tasks

Film studies

Incursions

E-learning activities

Use of information technology Assessment Methods

Tests

Written analysis of Primary Sources

Research projects

Oral presentations using multimedia

Examination Contact teacher: Mr Jackson Keat


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PERSONAL DEVELOPMENT

This subject consists of both Personal Development and Physical Activity theory. The Personal Development unit investigates the emotional, social and physical well-being of adolescents while the Physical Activity theory incorporates an understanding of body systems, benefits of physical activity, first aid and coaching skills/styles. This course will equip students with knowledge and skills to identify health issues and develop positive coping strategies while also maintaining a healthy lifestyle. Students will gain a deeper understanding on the importance of being physically active and will be able to link this to their overall health and wellbeing. Students will be involved in many discussions, providing opportunities to express themselves freely in a positive environment and will be encouraged to collaborate on many topics, creating and sharing a common understanding/knowledge. Personal Development content:

Personal identity and individual differences

Communication, behaviours, decision-making and goal setting

Respectful relationships

Mental health

Drug education Sexuality

Physical Education Theory Content: Musculoskeletal and Cardiovascular systems

Coaching styles

Benefits of Physical Activity

CPR, Risk Management and First Aid

Assessment Methods

Drug Education Research Task

Promotion of Physical Activity Task

Reducing Mental Health Activity

Examination Contact Person: Mr Michael Locco


SCIENCE

Throughout the course of Year 9, students will investigate the four main areas of Science: Earth Science, Chemistry, Physics and Biology. They will examine the following content in each of these areas: Earth Science: the modern theory of plate tectonics and how this theory explains global patterns of geological activity (earthquakes, volcanic eruptions, tsunamis) and continental movement. Chemistry: the structure of an atom and how matter can be rearranged through chemical change, with a focus on acid-base reactions. Physics: the construction of electrical circuits (including calculations of voltage and current) and how magnetic interactions can be explained by a field model. Biology: how multicellular organisms interact and adapt to changes in their natural environment, how matter and energy can be cycled through systems, and how living things can respond to external stimuli. Students will also formulate questions that can be investigated using a range of inquiry and 21st Century skills. They will design methods, analyse trends in results and explain ways to improve the quality of their evidence. They will learn to communicate their findings and ideas using appropriate scientific language. Throughout their studies of the above content, students will answer the following essential questions:

How does the modern theory of plate tectonics explain phenomena, such as continental drift and earthquakes?

How is the atomic structure of an element related to its properties and how it reacts?

How do electrical devices work and how can magnets be used to generate electricity?

How do organisms interact with ecosystems and what effect do humans have on those interactions?

Assessment

Topic Tests

Practical reports

Research Investigations

Experimental Investigations

Examination

Contact teacher: Mrs Marilyn Phillips


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Year 9 Elective Studies

The Elective Studies cover the subjects of English/EAL, Languages, The Arts, Health and Physical Education and Technology. Electives will occupy a class time of 250 minutes per 10 day cycle. Each elective chosen will run for one semester in length. Students will select a total of 6 semester-length elective units for the year. A number of new and different electives are being offered this year.

ENGLISH/EAL ELECTIVES

English as an Additional Language

This subject is offered to students from non-English speaking backgrounds, particularly those students who are newly arrived to Australia, who require additional, targeted assistance to enable them to build their skills in English so that they can achieve success across the curriculum. Classes are small and aim to provide an intensive and personalised English language program which is flexible and based on EAL students’ learning requirements so that they have the maximum opportunity to develop and enhance their English language skills. Only students who are recommended by EAL teachers can enrol in this subject. 1. Skills and Content

Reading and viewing: a variety of texts are studied each semester, including a film and short non-fiction texts.

Listening and speaking: Student practice and deliver oral presentations, participate in class debates and discussions, and complete listening tests and tasks.

Writing: Students complete a variety of written tasks designed to develop their skills in academic and everyday writing. These may include informative writing pieces, such as biographical writing, text response essays and creative writing. Particular aspects of grammar and punctuation to improve accuracy in writing will be studied in context.

2. Teaching Approaches

Teacher directed learning


Individual and independent learning tasks

3. Assessment:

Ongoing formative assessment through class work, participation in group activities, class discussions and homework tasks.

Students will complete several graded Common Assessment Tasks. EAL students will also be formally assessed on their progress through the EAL Stages of the Victorian

Curriculum in Reading and Viewing, Writing and Speaking and Listening. Assessment of language skill development will take place in conjunction with the EAL Core teacher.

Teaching Approaches

Teacher directed


Individual tasks and independent learning tasks

Contact teacher: Miss Maria Papasotiriou

Empowering Literacy

Year 9 Empowering Literacy is suitable for students who have studied Empowering Literacy in Years 7 and 8, and for students who would benefit from extra support in literacy development. This elective will focus on the development of reading, writing, speaking and listening skills that will assist students in all their learning.


Students will set learning goals in consultation with their teacher, and self-assess against those goals throughout the year. Teaching Approaches

- Individual work - Small group activities - Project-based learning - Independent reading and collaborative reading of a variety of texts

Assessment Methods Students complete a selection of the following Learning Tasks – written reports, projects, writing portfolio, presentations, videos, podcasts, storyboards, personal goals and reflections. Contact teacher: Mrs Marie-Louise Marollas


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HUMANITIES ELECTIVES

Ancient History

This course allows students to explore some of the mysteries of the Ancient World. Students will develop key history skills, including the use of primary sources and historical inquiry. They will develop these skills from an interesting and new angle - as archaeologists and ancient historians. Students will be learning basic archaeological and ancient historian skills. They will be assessed on their ability to demonstrate their understanding of the process of historical inquiry. For example, through the use of a primary source analysis. Students will also complete a larger project focussing on historical inquiry, whereby they solve an ancient mystery. History is not short of these - whether it is as elusive as the location of the burial chamber of Alexander the Great, through to the purpose of the geoglyph carvings in Peru. Assessment Methods • Written analysis of sources • Research projects • Oral presentation Contact teacher: Ms Rebecca Amore

The Agora: Analysis and Inquiry

This elective is designed to challenge students to develop and apply their analysis skills before using these abilities to inform a discussion of local and global issues. There is a strong emphasis on complex language use and higher order thinking processes. If you enjoy global issues, using language creatively and exploring ideas and philosophical concepts, then this is the unit for you. The Agora provides an excellent opportunity for those seeking a taste of Philosophy and Literature leading into VCE. Key Skills

Analysing complex language for meaning

Higher order thinking strategies

Co-operative and collaborative learning

Investigating local and global issues

Engaging in philosophical inquiry and debate Subject Content

Learning to use and identify language features in a range of text types including short stories, poetry, film and news articles.

Learning how to apply complex language features to your writing

Learning to use different philosophical and thinking frameworks, such as Maslow’s Hierarchy of Needs and Extended Brainstorming to engage creatively with different global issues

Learning to engage with others in a constructive Community of Inquiry in order to learn about and debate issues or philosophical concepts.

Assessment Tasks

A selection of passage analyses

Analytical tasks

Ongoing oral assessment of participation in Communities of Inquiry. Contact teacher: Mr James Angelopoulos


Enterprise Education

This course introduces students to key concepts of Business Management, Economics, Legal Studies and Accounting. Students will develop an understanding of how businesses are created and effectively managed in order to stay competitive. They will be given the opportunity to build their own enterprise, including developing a business plan, creating a product and selling this good or service to consumers. Throughout the course, there will be opportunities for students to develop their own entrepreneurial and business literacy skills that are transferable to the demands of the twenty-first century, such as the ability to work independently and in teams, think creatively and critically, manage finances, adhere to legislation and operate ethically within the economy. Assessment Methods

Case Studies Assignments Tests Participation

Course requirement: Students are required to pass both the practical and theoretical components of this course.

Contact teacher: Mr Ron Jooss

Educare

Would you like to learn to meditate? Do you think helping your community is important? Do you like drawing? Is learning about the achievements of great men and women something you enjoy? Do you want to grow more confident by developing positive skills and thoughts? If you answered yes to any of those questions then this elective is for you. EDUCARE focuses on developing all domains of the student's personality: cognitive, physical, mental, emotional and spiritual. Some aspects of the course:

As global citizens, how can we take responsible actions to create a better world? Students will develop critical thinking and use creative abilities

Character development through self –inquiry. (This includes Mindfulness practices, Radical Inquiry, reflective writing)

The value and importance of human connection and relationships ( the Ubuntu philosophy, effective communication and listening)

Explicit teaching of the values of Love, Truth, Peace, Non Violence and Right Conduct. (Done through films, short stories, poems, songs.)

Assessment Tasks:

1. Bookwork, assignments and reflections 2. Classroom activities and links to community projects. 3. Raising awareness programs

Contact teacher: Ms Vasi Pillay

Culture Through Media

Preparing for the 21st century is an integral part of the education of all young people as they strive to become better global citizens - more aware and understanding of the lives of others, and better able to interact with one another.


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This exciting new subject is designed to provide students with exposure to the different cultures that exist outside their own homes and experience. Through a variety of media (mainly film, but also through magazine articles, digital technologies, TV programs, short stories, documentaries, YouTube clips, artifacts, etc.), students obtain a broader perspective of the world beyond Wellington Secondary College and an understanding of lives and lifestyles very different to their own. They are exposed to both the happier, more positive and intriguing aspects of different cultures, as well as the hardships and suffering some people in the world endure in their everyday lives. They learn to structure their thoughts, become better informed and critical 21st century thinkers and to prepare responses of varied complexity for varied audiences. Asssessment methods:

film reviews

cultural research tasks

role-plays

PowerPoint presentations

posters

essay and structured responses Contact teacher : Mr Michael Stephens


LANGUAGES

Students who choose a LANGUAGE must study it in both Semester 1 & 2

French

The Year 9 course consolidates and further develops the students’ listening, speaking, reading and writing skills in French. The Tapis Volant 1 (textbook and workbook) forms the basis of the Year 9 syllabus. The textbook, workbook and Ebook are used extensively in class for both oral and written activities. Topics covered include clothing and buying items, describing someone’s appearance and personality, identifying places in a French town and asking for and giving directions. Cultural themes will also be explored. Some examples of these include France as a tourist destination, school holidays in France, famous French people and popular towns in France. Various excursions will be organized. Assessment Methods

Role plays Listening and reading comprehension tests Vocabulary tests Written expression Cultural research tasks

Contact teacher: Mr Bushan Sookhareea

Chinese

‘Chinese’ refers to Modern Standard Chinese, Pinyin Romanisation and simplified characters. The Year 9 Chinese course will further extend students’ understanding of the Chinese language and develop students’ Chinese communication skills. There is an emphasis on using Chinese for self-expression, to obtain information and present a point of view to others, translation between English and Chinese, writing a simple text in Chinese, as well as introducing Chinese culture and customs. Chinese Made Easy 2 (3rd Edition) both textbook and workbook are extensively used throughout the Year 9 course. Topics covered include food, house plan, weather, I’m sick, hobbies, school and school subjects. Students learning Chinese this year will experience a range of fun and meaningful educational activities that aim to enhance their personal communication skills, and develop a deep appreciation of cultural practices and traditions. These activities include but are not limited to:

Online interactive learning activities using Kahoot and Flinga

Game-based learning activities including Word Solitaire, Running Dictation, and Translation Relay etc.

iPad Chinese games

Annual excursion

End-of-year Chinese food making session

Assessment Tasks

Listening and reading comprehension tests

Oral performances

Produce written pieces (a letter and an essay) Contact teacher: Mr Bushan Sookhareea


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MATHEMATICS

Mathematical Investigations

This semester-length course will provide optional, additional content that enable students to discover mathematical ideas and invent mathematical procedures. Such an inquiry-based learning allows students to develop their problem-solving capabilities , critical thinking and communication skills that are vital to VCE studies and modern workplaces. In addition, the contents of this elective complements and extends the Maths curriculum and provides exceptional foundation that is essential for undertaking VCE Maths. The activities students will undertake are:

Problem-solving investigations where a mathematical problem is presented, possible solutions are considered, and a viable solution with mathematical evidence is presented

Mathematical explorations where a starting point for exploring an interesting idea is given. Students will probe this idea and make inferences

Data collection and analysis

Collaborative tasks to develop 21st Century skills

Knowledge and Skills developed:

21st Century skills

Maths literacy

Investigating techniques

Problem solving strategies

Mathematical modelling

Report writing & Presentation skills

Advanced Maths concepts

Requirements:

CASIO CAS calculator

Assessment Methods:

Problem solving tasks

Investigative tasks

Data collection tasks This elective includes tasks that are not covered in Year 9 Mathematics curriculum.

Contact teacher: Mrs Geetha Rangarajan

Maths Matters

This semester-length course is built around providing optional, additional content that will enable students to discover real life applications of Maths. Such a study of practical applications allows students to connect with Maths and develop analytical & logical thinking, problem solving, creativity, spatial reasoning that are vital to VCE studies and workplaces. In addition, the contents of this elective complements and extends the Maths curriculum and provides exceptional foundation that are needed for undertaking VCE Maths. The students will apply Design Thinking process to create designs of their choice. They will evaluate the design of their choice using sound Mathematical principles. The learning activities offered will be quite diverse as mentioned below and expose students to advanced mathematical concepts used in the following areas:

Maths in Jewellery

Maths in Architecture

Maths in Arts

Maths in Engineering


Knowledge and Skills developed:

21st Century skills

Maths literacy

Investigating techniques

Problem solving strategies

Mathematical modelling

Report writing & Presentation skills

Advanced Maths concepts Requirements:

CASIO CAS calculator Assessment Methods:

Mathematical design in a field of student’s choice (using the Design Thinking method)

Case studies

Problem-solving tasks This elective includes tasks that are not covered in Year 9 Mathematics curriculum.

Contact teacher: Mrs Geetha Rangarajan


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THE ARTS

Art and Ideas (AAI)

This study is designed to provide students with the opportunity to extend their experience in art through developing skills, techniques and processes in a variety of two-dimensional art forms. These may include painting, drawing, mixed media and printmaking. The aim is for students to develop and pursue their own ideas related to themes. Students will examine artists, artworks and styles, which reflect on issues or personal experience and relate to the chosen themes. The semester is divided into two areas of investigation: Personal Identity and Popular Culture.

A range of scaffolded tasks introduce the necessary skills required to commence and successfully complete student work briefs. Learning and teaching strategies are centered on the development of visual literacy. Students learn to create and read visual artworks. The formal analysis of visual artworks from specific historical and cultural contexts follows elements of Bloom’s taxonomy and is supported by a range of thinking and writing tools including continuum lines, Y charts, Venn diagrams and an analysis notes table.

Assessment Methods Folio of Artworks Workbook Appreciation

Course requirement: Students are required to pass both the practical and theoretical components of this course.

Contact teacher: Mr Andrew Bare

Visual Communication Design

Students develop an understanding of the design process, including the use of the design brief. Students design visual communications for specific purposes. These may include work briefs based upon interior design, information design, environmental design, graphic design, fashion design, and/or urban design. Students develop skills in research, concept development and production of final presentations relating to the specific communication need. Students study the role of the designer in the world around us. Each term students will work from work briefs.

A range of scaffolded tasks introduce the necessary skills required to commence and successfully complete student work briefs. Learning and teaching strategies are centred on the development of visual literacy. Students learn to create and read convention-based and “everyday” visual messages through visual audits. The formal analysis of visual communications from specific historical and cultural contexts follows elements of Bloom’s taxonomy and is supported by a range of thinking and writing tools including continuum lines, Y charts, Venn diagrams and an analysis notes table.

Assessment Methods Design Folio Design Appreciation Workbook

Course requirement: Students are required to pass both the practical and theoretical components of this course. Contact teacher: Mr Andrew Bare


Sculpture, Model Making and Animation

This subject is designed to provide students with the opportunity to explore a variety of skills, techniques and processes related to 3D art. These include ceramics, carving, assemblage and mould making. 3D animation is also explored through stop motion claymation, diorama creation and basic green screen techniques. The aim is for students to develop and pursue their own ideas related to a chosen theme. Students will examine artists, artworks and styles, which reflect on personal experience and relate to the chosen themes explored in the practical area. A range of scaffolded tasks introduce the necessary skills required to commence and successfully complete student work briefs. Learning and teaching strategies are focused on the development of visual literacy. Students learn to create and read visual artworks. The formal analysis of visual artworks from specific historical and cultural contexts follows elements of Bloom’s taxonomy and is supported by a range of thinking and writing tools including continuum lines, Y charts, Venn diagrams and an analysis notes table. Assessment Methods

Folio of 3D Artworks/filmed animatiions Visual diary Written appreciation/visual analyses

Course requirement: Students are expected to pass both the practical and theoretical components of this course. Contact teacher: Mr Andrew Bare

Moving Images

This course introduces students to the basic elements of Animation utilising 2D and 3D animation techniques. They critically analyse animation works and apply ideas to individual and collaborative projects. Students learn to plan, capture and edit images using a variety of digital technologies such as stop-motion software, using DSLR cameras and mobile devices for screen capture.

Assessment Methods

2D animation: design and create an eCard

Written analysis: exploring animation styles and techniques

3D stop-motion animation sequence

Contact teacher: Mr Michael Shadur

Music: Song Writing

Students will develop their knowledge, understanding and skills in writing songs. Students will complete practical activities that support skills in composition, lyric writing, arranging, analysis, understanding chords and chord structures, melody writing, song structures and recording. By the end of the term, you will have written your own song. Assessment methods

Music Performances Group and Solo

Compositions and Arrangements

Music Technology Projects, using flat.io and Soundtrap

Listening and Responding Folio

Contact teacher: Mr Tray Driscoll-Plavins


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Music: Arrange, Produce, Record

Students will have opportunities to explore and understand the use of Music Technology in a range of music styles. They will also learn the basics of recording and how to use a recording studio. The unit will focus on how the elements of music are combined in a range of multimedia formats including film soundtracks, advertising and video games. Students will use a range of tools to arrange or compose music using loops and technology devices. Programs or apps used will include GarageBand, Soundtrap, Audacity and Flat.io. Assessment methods

Creation of a podcast

Folio of creative works/compositions/arrangements

Recording of a student performance Contact teacher: Mr Tray Driscoll-Plavins

Music: Performance and Investigation

Students develop their instrumental music skills and performance skills on their chosen instrument. This subject teaches the basics of music theory which is vital for VCE Music Performance. Students will practice their instruments in class (either individually or in groups), and later focus on a particular style or artist to investigate on their instrument. This unit is for anyone learning an instrument (or voice) who would like to advance their personal skills. Assessment methods

In class performances on chosen instrument

Music theory tests

Music Investigation portfolio Contact teacher: Mr Tray Driscoll-Plavins

Drama – On Stage

Students develop and enhance their skills in play building through improvisation and characterization. Students will be introduced to different styles of drama – Greek Theatre, Elizabethan Drama, Realism, Epic Theatre and Drama of the Absurd. They will also look at ritual and symbolism in drama. Assessment Methods

Research project Journal maintenance Ensemble / monologue performance Theatre review

Course requirement: All students will be required to attend a theatrical performance and produce a theatre review Contact teacher: Mr Aben Alexander

Drama – Offstage

This unit focuses on the offstage elements of drama performance. These include set design & rigging, scenery construction, sound design & effects, costume design & making, directing, make-up design & application, choreography and stage management. Students are to select a play of a particular style that interests them. This may be a One Act play or an extended scene from a longer play to which they apply a drama element. All stages of the design and construction brief must be planned and recorded in their Drama


Journal. This unit will also provide improvisation and acting workshops designed to enhance performance outcomes. Assessment Methods

Workshop participation Lighting task Makeup task Costume task

Contact teacher: Mr Aben Alexander

Dance

This course will introduce students to the world of Dance. They will study many different styles of Dance including Jazz, Hip/Hop, Ballet, Contemporary, Musical Theatre, Ballroom and Funk. They will learn the basic steps in order to achieve the techniques to perform these different styles. Students will be able to choose their favourite style and produce a project. We will also complete a film study on a range of texts from the 1920s to now and compare different styles in the films and how they have evolved over the years. In the second half of the subject students will learn and perform a group dance that will be performed in the theatre in front of an audience; style of dance will depend on the level and capability of students. There will also be an opportunity for students to attend a performance and this will depend on the time of year and what is showing. Students will also develop an awareness of alignment, coordination, balance, control, improved flexibility, strength and stamina. Assessment Methods

Project- picking their favorite style of Dance to focus on Film study- comparing various movies about Dance from the 1920s to now Group Performance

Contact teacher: Miss Rachael Masterton


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HEALTH & PHYSICAL EDUCATION

Racquet Sports – Hit and Not Miss

This elective consists of Badminton, Tennis, Table Tennis and Fitness Testing. Rules, correct stroke production, efficient court coverage and tactics are all covered throughout the semester. Students will also gain an understanding of rules, tactics and game strategy for each sport. Theory sessions will include issues that relate to successful performance in these racquet sports. Assessment Methods

Practical participation and skills Assessment Task Fitness testing

Handball Sports – Catch, Throw, Pass, Score

This elective consists of Basketball, Netball, Volleyball, European Handball and Fitness Testing. All sports focus on developing proficient Catching, Throwing, Passing and Scoring skills. Students will also gain an understanding of rules, tactics and game strategy for each sport. Theory sessions will include issues that relate to successful performance in these handball sports. Assessment Methods


Football Sports – Bend it like Buddy

This elective consists of Aussie Rules, Soccer, Rugby, Gaelic Football and Fitness Testing. Proficient ball handling and kicking skills will be the major focus of this semester long unit. Students will also gain an understanding of rules, tactics and game strategy for each sport. Theory sessions will include issues that relate to successful performance in these football codes. Assessment Methods


Stick and Ball Sports – Keep Your Eye on It

This elective consists of Hockey, Baseball, Softball, Cricket, Softcrosse and Fitness Testing. The major focus of practical classes will be on hand-eye co-ordination development along with an understanding of rules, tactics and game strategy. Students will also gain an understanding of rules, tactics and game strategy for each sport. Theory sessions will include issues that relate to successful performance in these stick and ball sports. Assessment Methods


Individual Sports – Lifelong fitness

This elective consists of track and field, yoga, improving aerobic fitness, strength and conditioning programs and recreational fitness. The subject will run with a major focus on developing personal proficiencies and individual technique through sport without a competitive focus. Theory sessions will include assessment tasks that relate to successful improvements in individual and community health and fitness.


Assessment Methods Practical participation and skills Assessment Task Fitness testing

Contact Person: Mr Michael Locco

Sports/Exercise Science

Sports/Exercise Science will provide students with the opportunity to learn about the biomechanical principles and physiological aspects that are applicable to improving sporting performance. Students will understand how skills can be improved through collaborating and coaching and apply their knowledge in a theoretical and practical setting. Students will utilise technology to analyse human movement to improve and enhance performance. In this elective, students will cover the following areas of study within their theory classes:

Improving fundamental movement skills

Biomechanical principles (kinetics including Newton’s Laws of Motion and kinematics)

Physiological responses to exercise (VO2 max, Oxygen consumption, Blood pressure, Heart rate, Respiratory rate)

How technology such as ICT, Heart Rate monitors and a GPS can be used to analyse data and improve performance

Feedback types to improve performance Assessment Methods

Structured questions (biomechanical principles, fundamental movement skills, physiological responses, links between motor skill development and performance, providing feedback to improve performance)

Human performance analysis Practical performance and participation


Sports Nutrition and Performance

Sports Performance and Nutrition will provide students the opportunity to learn about modern strategies athletes and coaches use to enhance performance and improve recovery. In this elective, students will cover the following areas of study within their theory classes:

Components of fitness Principles of training Australia’s Physical Activity & Sedentary Behaviour Guidelines Sports nutrition Sports performance Prevention and treatment of common sports injuries

The practical components of this unit will support these areas of the course and enhance students understanding and knowledge of the theory components covered. Assessment Methods

Structured Questions (Components of Fitness, Training Principles, Physical Activity Guidelines and Sports Nutrition)

Sports Injury Management Written Report Practical performance and participation



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TECHNOLOGIES

9irls In STEM

This course is designed particularly for girls to experience the world of STEM. Through a combination of theoretical and engaging practical activities, the participants will be introduced to the basics of engineering concepts. By providing a nurturing and comforting single-sex environment, the girls will be challenged to come out of their comfort zones. The course is thus intended to empower them with skills that give them a taste of the fascinating area of engineering. Careers in STEM will be actively explored, encouraging the students to consider engineering as a viable career option for their future. This semester long subject will include both practical and theoretical assessments. Assessment Methods

Research project

Design/Prototype Evaluation Duration: 1 semester Contact teacher: Miss Teresa La

Micro:Bit - STEM

This elective is designed to create an interest and an understanding of electrical components using the Micro:Bit prototyping board. Connection to Curriculum Students will incorporate aspects of the Digital Technology curriculum to investigate hardware, software, data networking and algorithmic thinking methods when designing their problem based solutions. There are strong links to science in the use of electronics and electrical circuits and motion. This is an applied course and involves designing and prototyping as well as hands on making and constructing. https://smalldevices.com.au/collections/micro-bit-starters/products/micro-bit-complete-starter-kit What students will achieve

Students will be introduced into the idea of electricity and how simple computers work. They will also develop simple programming ideas and logical skills. Students will understand design process to bring their electrical ideas into reality. Assessment

Simple LED Task

Micro:Bit basic skills

Application of Micro:Bit Duration: 1 semester Contact teacher: Mr. Robert Maalouf

Digital User Experience and User Interface Design

In this digital age it is important to have the skills to design websites that are simple, intuitive and fun. In this elective, students will learn using industry-standard methods the main principles of website user interface design to ensure the best user experience. This will involve learning how to code using various platforms. Also they will gain skills in design prototyping, problem- solving and computational logic. Students will use these skills to produce a website to display their research into disruptive technologies.

https://smalldevices.com.au/collections/micro-bit-starters/products/micro-bit-complete-starter-kit


Assessment Methods Coding activities and quizzes Critical Analysis of digital content in line with the principles of user interface design Design and production of digital content in the form of websites.

Duration: 1 semester Contact teacher: Mr Robert Maalouf

Sketch-Up and Industrial Design

The subject consists of the development of key skills and knowledges of the sketch up program and of creative skills required to develop and produce viable outcomes. The program’s focus remains product design with instruction in the development of a design brief from a scenario and emphasis placed on research, sketching and drafting skills prior to producing a graphical representation of a product in Sketch-up that would be suitable for production using a 3D printer. Assessment Tasks

Development of a design brief

Drawing and design activities

Research

Marketing outcome

Evaluation of product and personal reflection

Journal of progress

Designed product in Sketch-up Duration: 1 semester Contact teacher: Mr Robert Maalouf

Product Design and Technology – Mechanical Systems

A new and exciting Technology subject that expands on the knowledge and skills learnt in previous years. Timber is a wonderful material that can be used in a wide range of ways. Students are encouraged to design and manufacture a mechanical system that incorporates the skills learned in Year 8 Product Design. This will include 3D modelling, laser cutting and design elements. The forces involved in mechanical and moving parts including gears, levers and pulleys will be investigated and modelled according to mathematical principles. 3D modelling and scale diagrams are an essential component of the design brief. Students must also consider the design aspects such as form, pattern and texture in their design brief and the final functionality of their system in their model construction. Assessment:

Design brief and self-evaluation

Class Journal

Introduction to Digital Modelling Tools (ICT)

Product design

Manufactured product

Sustainability investigation

Contact teacher: Mr David Whyte


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Product Design – Textiles

This course will look at the history of the textiles industry and the way it has shaped society. Students will research the different fabrics and mediums available today. Students will look at sustainability and the environmental impact of the industry and research how to recycle, upcycle or rejuvenate old garments. Students will develop skills in both hand and machine stitching of various textiles, learning different construction techniques. Students will begin with simple projects and learn to interpret patterns. Incorporated into the course is product design where students will have the opportunity to design and create a product according to a design brief. Assessment Tasks

Skills Assessment – Practical work

Design brief – Design a product according to a brief.

Workbook – Completion of classwork, homework and product evaluations. Duration: 1 semester Contact teacher: Ms Cameron Barth

Food Around the World (TFW)

Australian culture and food are very diverse with many different influences from other cultures as represented at Wellington Secondary College. Students will expand their knowledge of the Australian and International

cuisine by preparing foods from many different cultures including; Australia, Malaysia, Japan, China, Vietnam, England, Thailand, India, Greece, Italy and Mexico. Students will begin their study examining influences on Australians’ eating patterns and further explore physical, social and environmental factors affecting food choices. Students will research key ingredients, cooking methods, typical meal patterns and rituals of each country investigated. Incorporated into the course is food design and creativity where students have the opportunity to implement the design process for a range of contexts and improve their culinary knowledge and skills in a safe environment. Assessment

Food productions – Working individually and in teams to produce food items Design Brief Workbook - Completion of classwork, homework and production evaluations

Food containers: to be provided by students Food Technology Uniform: Black flat top chef hat and black bib apron provided by the school Dietary Requirements: Students’ individual dietary requirements will be enforced through recipe modification. All recipes are nut free. Duration: 1 semester Contact teacher: Ms Lauren Elverd

Kids in the Kitchen

This Food Technology course is aimed at young people who have a keen interest in nutrition and meal planning. Students will experience various ways of producing innovative and nutritious food items. The benefits of healthy eating are explored with emphasis on the prevention of diet related diseases through recipe modification. Students will prepare food items for breakfast, lunch and dinner as well as prepare foods for special occasions such as Easter, Christmas, a children’s birthday party and a picnic. Incorporated into the


course is food design and creativity where students have the opportunity to implement the design process for a range of contexts working both individually and in a team. Assessment

Food productions- Working individually and in teams to produce food items Design Brief Workbook- Completion of classwork, homework and production evaluations

Food containers: to be purchased by students Food Technology Uniform: Black flat top chef hat and black bib apron (provided by the school) Dietary Requirements: Students’ individual dietary requirements will be enforced through recipe modification. All recipes are nut free. Duration: 1 semester Contact teacher: Ms Lauren Elverd


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FUTURE LEADERS

Future leaders is designed to develop and build upon the characteristics that make an effective leader. In conjunction with the Duke of Edinburgh program, students will have opportunity to partake in a range of practical situations designed to develop their creativity, decision making skills, problem-solving skills, and communication and collaborative skills. Unit Description

Leadership and personal development theory and skills

Duke of Edinburgh Bronze Award

Prepare and undertake a 3 day camp/hike Competencies

CPR Training

Hiking

MAT Program

Bronze Duke of Edinburgh Award

Year 9 High Flyers Program Students selected in this program will undertake Future Leaders as a distinct group and as a compulsory part of their studies. Contact teacher: Ms Claire Caughey

wellington secondary college

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