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Year 9 Curriculum Guide 2018

KOROWA YEAR 9 CURRICULUM GUIDE 2018 1

YEAR 9 2018

Contents

Korowa Anglican Girls’ School Mission and Values 1

The Year 9 Experience 2

Year 9 Curriculum Overview 4

Assessment and Reporting in Year 9 5

Year 10 Curriculum Overview 6

Looking Ahead to VCE 7

Subject Descriptions 8

English 8

Geography 9

History 10

iFocus 11

Languages 12

Chinese as a Second Language 12

French 13

German 14

Japanese 15

Mathematics 16

Year 9 Mathematics and Year 9 Extension Mathematics 16

Year 9 10 & 10A Mathematics 17

Physical Education 18

Religious Education 18

Science 19

Student Choice: Elective Studies 20

Act and React 20

The Art of Self Promotion and the Moving Image 21

Art: Design It, Make It, Market It 22

Art U Wear 22

Computer Game Design 23

Darkroom to Digital 23

Food and You 24

Forensic Science 25

Healthy Bodies 26

Kool Skools 27

Music Masters 28

The 3Ps: Preparing and Presenting a Play 29

Who Wants to be a Millionaire? 30

Co-Curricular Activities available to Year 9 & 10 students 31

Other Co-Curricular Opportunities 32

Year 9, 2018: Subject Selection Planner 33

OUR MISSIONOur purpose is to develop self-aware, confident and capable young women who understand their responsibility and capacity to influence the world in a positive way.

OUR VALUESOur values guide every decision we make, and are the standards to which we hold ourselves accountable. These are;

Courage to strive for success in learning and life

Respect for Anglican values that promote authentic social responsibility

Integrity in our conduct, relationships and leadership

Service to our local, national and international communities

OUR GUIDING PRINCIPLESIn seeking to achieve our purpose, we are committed to ensuring:

• A culture that encourages the breadth of character and the values that equip our girls to meet the opportunity and challenges of our world and make the most of the future

• Academic excellence with a meaningful journey of rich, diverse, future focused and holistic learning experiences

• Staff who are supported to develop the expertise and commitment to add significant value to the capacity of our girls to enjoy their learning and embark on their chosen pathways beyond school with success

• A whole School community strengthened by enduring relationships of trust and a shared vision of what Korowa might become and how it might contribute nationally and internationally

• Facilities that enhance the quality of our girls’ education and draw us together in celebration and achievement

OUR STRATEGYKorowa will provide:

• The place to connect

• The challenge to learn

• The opportunity to excel

Korowa Anglican Girls’ School Mission and Values


YEAR 9 2018

The Year 9 Experience

Challenge and ChoiceThe Year 9 Experiential Learning Program strengthens relationships within and across the cohort and raises awareness of the need for tolerance, compassion and care for those within and beyond our community. In 2018, Year 9 students will participate in experiential learning outside the classroom each term, enabling them to consider and develop their capacity to work individually and with others.

Every Year 9 girl participates in the Year 9 Experience of her choice in Term 4. The girls will choose from the renowned and highly valued Korowa Trek; Adventure Challenge, an urban and rural based outdoor education program; or Urban Life: Women Speaking, a service learning focused study of the way in which women across two cities impact the urban landscape. These experiences will offer the girls authentic experiential learning, and will enable them to tap in to their strengths and areas of passion.

Success in Year 9At Korowa, we encourage every Year 9 girl to balance her academic pursuits with a broad co-curricular profile that meets her individual interests and passions. Whether it be social service, music, art, sport, writing, drama, debating, leadership or all of the above, each girl should strive to participate in a wide spectrum of school life.

Participation in House events is a key element of the Year 9 experience and all girls in Senior School are expected to give of themselves to their House family of Akehurst, Clarke, Jamieson or Wilkinson House through participation in some or all of the sports, music, drama, debating, fundraising and all of the House activities on offer. The House system provides invaluable opportunities for girls to be enterprising and to demonstrate leadership and teamwork. House activities allow girls to enhance and demonstrate a broad range of talents, contribute to the School and the wider community, and, develop meaningful and long lasting relationships with peers and staff from across Prep – Year 12.

Year 9 at Korowa also provides our girls with a mix of formal and informal opportunities to further develop, enhance and demonstrate their leadership capacity. All girls have the opportunity to serve both the School community and wider community through participation in the Year 9 Ambassador Program and Committees such as Social Service, Environment, Student Representative Council and the Palm Leaf (Korowa Magazine) Committee. All girls are encouraged to consider serving our School in this way.

In addition, all Year 9 girls have the opportunity to demonstrate authentic leadership through their involvement in the Year 6-9 House Arts Festival, a highlight of the School calendar. This festival provides a performance outlet for musicians, actors and dancers and Year 9 girls are responsible for the writing of the script, choreography of dance routines and stage management. It is an expectation of every Year 9 girl that she participates in the House Arts Festival.

Active participation in all elements of school life is the key to success in Year 9.

WellbeingAt Korowa, we are dedicated to working with each girl and her family to ensure that as she negotiates the challenges of Year 9, she has the skills, attributes and resources she needs to experience positive academic, social, emotional, spiritual and physical wellbeing in an integrated and successful way.

A team of staff is dedicated to ensuring that each girl has access to the resources she needs to grow and develop into an independent, resilient and self-assured young woman.

Our team of wellbeing leaders includes the Principal, Deputy Principal, Heads of Year, Advisors, International Student Co-ordinator, School Counsellor, Chaplain, Careers Counsellor, Director of Curriculum, Head of Academic Support and Health Carers. These staff work closely with girls and their families to monitor and support student wellbeing on a group and individual basis.

Essential to the success of a Year 9 girl is positive participation in both the Advisory and the Personal Development Program. These two key curriculum areas provide our girls with regular opportunities to build relationships with the staff and girls in their House, in particular their Advisor, who acts as the first point of contact for girls and their families. Advisory Time is an important time in each day when girls can connect and engage with their Advisor and the other girls in their Advisory Group, before moving into their academic lessons, during which they are grouped with a variety of girls from across the four Houses.

Homework and self-studyHomework is used to complement the study of each subject, while self-study aims to increase student understanding and knowledge through encouraging ongoing, independent learning. Homework is intrinsically linked to work done in the classroom and in the Korowa context is seen as important to every girl’s progress and success.

As girls prepare for the transition to the Senior School, it is important that they acknowledge that in Year 9 there are increased expectations around homework and self-study. It is expected that each Year 9 girl will develop effective study habits, including a regular homework and self-study routine for all subjects and each subject teacher is committed to supporting their students in this endeavour. Students should complete homework and study each night and whilst the amount of homework completed each night may vary, each student should allocate time to complete set tasks as well as study.

Year 9 Personal Development provides girls with the opportunity to engage with a range of concepts and key issues that impact the lives of adolescent girls and contemporary young women. They will be challenged to consider the ways in which they take more control of, and responsibility for, their attitudes, behaviours and actions both in and out of the classroom. Additionally, through the introduction of Careers Education activities girls are encouraged to begin thinking about both their VCE and post School pathway.

Personal Development provides a platform for our girls to establish positive and inclusive relationships within peer groups and across the year level. This extends to the experiential learning activities which take place throughout the course of the year, culminating in the Term 4 Experience of Adventure Challenge, Trek or Urban Life. Therefore, a key focus of the Personal Development Program is supporting our girls to examine questions of identity and belonging.

In Personal Development, girls have access to a range of experts and educators from within and beyond the Korowa community who are dedicated to assisting our girls to develop the habits for life, including self-management, self-efficacy and proactive and protective behaviours, that will prepare them well for the challenges of Year 10 and the VCE Program.


YEAR 9 2018

At Year 9, we continue to provide a comprehensive curriculum consisting of core and student choice elective offerings. Students begin to take increased responsibility for the shape of their learning programs.

Year 9 Curriculum Overview

Core Subjects: all students will complete:• English

• Mathematics*

• History/Geography

• Language: German and Japanese

• Physical Education

• Science

Students also participate in the Personal Development, Religious Education and iFocus programs.

* Students are allocated to a class based on performance in Year 8 Mathematics. This information is communicated in Term 4 of Year 8.

Student Choice: ElectivesLanguages

Languages provide our students with skills to live in an increasingly globalised world. They have the option of continuing with the second language from Year 7 and 8 or commencing a new language. The two new languages available at Year 9 are:

• French

• Chinese

Students who do not study a second language enrol in The Art of Self Promotion and the Moving Image.

EAL students begin or continue with EAL Support. They study one language in order to access EAL support..

Other Electives

Students will complete two electives each semester. Electives run if sufficient students elect to undertake the elective on offer.

Students must select a minimum of one elective from The Arts offerings:

• Act and React

• Art: Design it, Make it, Markett it!

• Art U Wear

• Kool Schools

• Music Masters

• The 3Ps: Preparing and Presenting a Play

Other electives may be chosen from those listed below:

• Computer Game Design

• Darkroom to Digital

• Food and You

• Forensic Science

• Body in Action

• Who Wants to be a Millionaire?

Korowa uses continuous assessment through a wide variety of assessment measures including student performance in class work, laboratory work, written and oral reports, projects, tests, group work, essays and performance pieces. Assessment comprises a mix of formative and summative measures. In Semester 2, Year 9 students will be introduced to examinations in core subjects.

Assessment and Reporting in Year 9

Reporting

Semester Reports are issued at the end of Terms 2 and 4. These reports include a description of the subject outlining content and activities; an A+ to E indication of achievement on a number of assessment tasks or broad skill areas; a descriptive report on what the student has achieved and how she has gone about it; and an indication of the student’s skill development using developmental scales.

Communication

Parents and students are encouraged to attend Parent-Student-Teacher Interviews where there is an opportunity to discuss student progress with each of the subject teachers. These take place in Semester 1 and 2.

A Parent Information Evening is also held at the start of the academic year where parents can learn about the overall Year 9 experience and become acquainted with key staff working closely with Year 9 students.

Subject teachers are required to contact parents if they have any concerns about a student’s progress or if work is not being submitted. Likewise, parents who have concerns about their daughter’s progress should not hesitate to contact the Advisor, Head of Year, the Director of Curriculum, or the relevant Korowa personnel.

Parents are encouraged to contact the Subject teacher, Advisor or Head of Year if they have concerns about their daughter’s progress or wish to discuss a matter that has been raised in the written report.

Parents are also welcome to contact the Director of Curriculum, Head of Year or Deputy Principal to discuss their daughter’s learning needs, health or wellbeing. Round-table discussions can be arranged to co-ordinate support structures and negotiate responsibilities when students experience difficulties. The School, parents or the student can initiate such discussions.

Submission of Year 9 Work: Consequences for the Late Submission of Work

Students are expected to meet due dates set by teachers for the submission of work. Failure to do so may adversely affect the learning of other students, as teachers feel they will need to delay the return of completed tasks and related feedback to accommodate students who submit work past the due date. When this does occur, individual circumstances will be considered as part of the review process for the ultimate submission of the work.


YEAR 9 2018

The Year 10 program provides a strong foundation and preparation for the Victorian Certificate of Education (VCE). It is designed to provide breadth, challenges and pathways for all students across the range of core and ‘student choice’ subjects on offer.

Year 10 Curriculum Overview

Core Subjects: all students will complete:• English

• History

• Mathematics**

• Physical Education

• Science

Students also participate in the Personal Development and Religious Education program.

** Students enrol in either Mathematical Methods Units 1 & 2, Year 10 & 10A Mathematics or Year 10 Mathematics. Students will be allocated to the appropriate class based on performance in Year 9 Mathematics. This decision will be communicated in Term 4 of Year 9.

Student Choice: Electives Students will complete six electives. Each elective is a semester-based course except for Languages and VCE subjects which are studied for the whole year. The choice of a Language or VCE subject counts as two elective choices each. Only one elective VCE subject may be chosen.

Languages: these are studied for the whole year

• Chinese (2nd Language)

• French

• German

• Japanese

Languages provide our students with skills to live in an increasingly globalised world. We encourage students to continue with a minimum of one language.

Other electives:

• VCE Biology Units 1 & 2

• VCE Business Management Units 1 & 2

• VCE Food Studies Units 1 & 2

• VCE Music Performance Units 1 & 2

• VCE Studio Arts Units 1 & 2

• Art @ 21

• Body in Action

• Bringing Theatre to Life

• Business Studies

• Communication Design

• Bringing Theatre to Life

• Creating, Making and Performing Theatre

• Design Can Change the World

• Global Justice and the UN

• Mobile Phone App Development

• Our Global Village

• Performance & Lifestyles

• Visual Art: ArtEffects

* Electives run if sufficient students elect to undertake the elective on offer.

* VCE electives: an application form must be completed in order to determine eligibility; choosing a VCE subject does not guarantee acceptance into the subject at Year 10

* EAL and International students undertake one less elective.

Looking Ahead to VCE

VCE and Year 12 students

Year 12 students undertake 5 VCE subjects as part of Year 12. In Year 11, the usual expectation is that students may undertake one Unit 3 & 4 subject. Year 11 students with permission to undertake two Unit 3 & 4 subjects are still required to study five subjects in Year 12.

Units 1 and 2 Units 3 and 4

Accounting Accounting

Art Art

Biology Biology

Bridging English (EAL Students only)

Business Management Business Management*

Chemistry Chemistry

Drama Unit 2 / Theatre Studies Unit 2 Drama

English / English EAL English / English EAL

Food Studies*

Geography Geography*

Global Politics*

Health and Human Development Health and Human Development*

History: 20th Century History: Revolutions*

Languages: Chinese (2nd Language); French; German; Japanese

Languages: Chinese (1st Language); Chinese (2nd Language); French; German; Japanese

Legal Studies Legal Studies*

Literature Literature

Mathematics:• General Mathematics (Further)• Mathematical Methods • Specialist Mathematics

Mathematics:• Further Mathematics• Mathematical Methods• Specialist Mathematics

Music Performance Music Performance

Physical Education Physical Education*

Physics Physics

Psychology Psychology*

Studio Art Studio Art

Theatre Studies

Visual Communication Design Visual Communication Design

* These subjects can be studied in Year 11 as an accelerated subject without completing the Unit 1 & 2 beforehand.

VET Studies

Korowa also offers VET (Vocational Education and Training) programs in conjunction with the Inner Melbourne VET Cluster. Please speak with the Careers Counsellor for enrolment information. Additional charges apply for these courses.

Studies on offer to Year 11 and 12 students at Korowa in 2018


YEAR 9 2018

Subject Descriptions

ENGLISHAt Year 9 students develop oral and written language to reflect, argue and analyse with increasing confidence, skill and clarity. They use critical thinking skills through the presentation of life matters and complex themes in print and non-print texts. They explore how language is a persuasive force in the media and society and develop a critical awareness of social issues and the way they are presented in a range of forums.

The specific aims of the Year 9 English course are to:

• consolidate and extend students’ oral and written communication skills by providing opportunities to respond to a variety of texts, some of which involve relationships;

• bolster a positive sense of self by the development of the student’s ability to use language to reflect, describe, create, inform, analyse, argue and persuade with increasing confidence, clarity and awareness of the audience;

• encourage a love of critical reading so that girls develop enjoyment, breadth and discrimination in their reading choices; and

• continue to develop computer literacy and related cognitive skills through regular use of learning technologies as a way of confirming a positive sense of self.

Learning Outcomes

At the conclusion of the course students will:

Understand:

• that they are responsible for, and capable of, the construction of a positive sense of self and positive relationships;

• that roles and relationships are developed and challenged through language and interpersonal skills; and

• how to use a variety of language features to create different levels of meaning.

Know:

• that text structures can be manipulated for effect; and

• that interpretations can vary as indicated by comparing their responses to texts to the responses of others.

Be able to:

• use a variety of language features to create different levels of meaning;

• analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors;

• select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience;

• listen for ways texts position an audience;

• demonstrate how manipulating language features and images can create innovative texts;

• create texts that respond to issues, interpreting and integrating ideas from other texts;

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

• make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues; and

• evaluate and integrate ideas and information from texts to form their own interpretations.

Core Studies

GEOGRAPHY Students develop knowledge about the physical environment through the investigation of two areas: mountain-building processes, plate tectonics, rocks and their development, and icy environments linking ecosystems to the future of the Earth. Integral to this study is the interaction of physical processes and human activities in the human and natural environment. Students undertake an extensive research investigation, gathering, analysing and evaluating data about the Antarctic continent. They collect evidence to explain and predict the effects of natural processes and human activities on the environment, including consideration of the ways that people respond to change.

Learning Outcomes

At the conclusion of this course students will:

Understand:

• the characteristics of physical environments related to rocks, mountains and the Antarctic; and

• the processes creating natural systems related to plate tectonic theory (volcanoes and earthquakes), and icy environments.

Know:

• major rock types;

• mountain building processes;

• plate tectonic theory; and

• Antarctic food webs, resources and ecosystems.

Be able to:

• describe the processes driving natural systems;

• analyse the impact of human activities on natural systems;

• suggest strategies to manage the effects of human activities on natural systems; and

• create a report using extensive research data.


YEAR 9 2018


HISTORYThe Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to the end of WW1. The title of the Unit is WW1 - This is Progress? Two explosive concepts are explored: imperialism and nationalism. Modern imperialism, or race for Empire, was largely a product of the Industrial Revolution and competition for resources. Nationalism, or devotion to land and Empire, was used to justify the displacement of Indigenous people and culture. At the same time, nationalist movements were awakened among the conquered peoples in response to western imperialism. The first part of this course aims to give students a conceptual understanding of these explosive ideas. In the second half of the unit, we explore what happens when these two mighty forces converge by exploring WW1. WW1 was a turning point in world history. The cost of war was so enormous that people en masse challenged the status quo. Democracy was viewed as weak and monarchies fell. This unit explores the causes, progression and consequences of this catastrophic event. We will ask the question whether learning about war can help to prevent it in the future or if indeed, war is in our nature.

Learning Outcomes


Understand:

• it was inevitable that imperialism and nationalism would create and continues to create conflict;

• conflict is a result of social, political, cultural, and economic differences;

• technology increases lethality and efficiency of war;

• alliances can both increase and decrease security;

• progress can increase the quality of life, but also magnify the potential for harm;

• war resolution needs to encompass the viewpoints of the victors and the defeated; and

• crisis situations create the need for heroes and myths to boost morale – these heroes and myths can define culture.

Know:

• the evolution of the uneasy ‘alliances’ in pre-war Europe, and the competing growth of imperialism, nationalism and militarism as causes of war;

• the geographic, political and economic rivalries, ethnic and ideological conflicts and domestic discontent and disorder that set the stage for war, and effected its course;

• the development of technologies which made war that much more costly;

• the arguments on all sides for going/not going to war in Australia;

• the propaganda used to mobilise the population to support war;

• the human costs of war; and

• the Gallipoli Campaign and other battles where there was significant loss of Australian life.

Be able to:

• analyse wartime literature and source accounts from past and present to identify enduring themes in the experience of war;

• corroborate and challenge primary source documents – focusing on whose experience has been omitted from the depictions;

• corroborate and challenge the film Gallipoli in its depiction of war;

• predict the political situation that will arise in Europe and the world in the wake of the resolutions to the conflict;

• study systematically and organise effective notes in order to prepare for summative assessments such as an examination; and

• analyse historical interpretations.

iFOCUSStudents will explore their values, personal attributes and skills/talents as they relate to the big idea that knowledge of self enhances our ability to explore potential futures. Within this context, students engage in a range of activities to gain insight into ‘who they are’ and how this relates to their future career/s. Career exploration commences with the use of My Career Match. They begin to explore and engage in activities to gain insight into how personality and attributes relate to their future career/s. Students will also link aspects of their My Career Match report to the construction of a resume that will form the basis for ongoing additions.

Learning Outcomes


Understand:

• the importance and role of self-awareness in career planning and how this contributes to personal growth; and

• that planning one’s future is an ongoing research task and reflection process.

Know:

• that being able to identify one’s values, personal attributes and skills/talents is fundamental to the career exploration process;

• that an understanding of personality and behavioural traits is important when exploring possible careers; and

• that career management is a lifelong process, reflected in the resume and ongoing additions and revisions.

Be able to:

• identify their values, personal attributes and skills/talents;

• present a visual story, Me, Myself, I to summarise current levels of self-awareness;

• complete a careers profile test to help them learn about their work-related strengths and qualities derived from their behavior and personality profile;

• use the profile information provided in the My Career Match report to create a portfolio of careers, based on their personality profile and careers/areas that match personality styles;

• seek careers and futures information from a range of sources;

• create a visual representation to summarise research about a range of careers;

• write reflectively about their research and how it has assisted them with regards to their future; and

• create a resume reflecting their age and stage of development.


YEAR 9 2018


CHINESE AS A SECOND LANGUAGE• the different ways of addressing others in informal

settings;

• the different ways of making phone calls formally and informally;

• the differences and attitudes that exist when shopping; and

• the differences and similarities which exist between everyday life in China and Australia.

Be able to:

• write up to 150 Chinese characters;

• recognise Chinese characters;

• exchange experiences and plans with others;

• take action as participants in interaction with others;

• process information in a range of spoken and written texts;

• apply knowledge of grammatical constructions in various texts;

• memorise thematic Chinese characters and apply these in different contexts;

• respond and give expression to real and imaginative experiences through role plays, letters, emails and speeches;

• speak with increasing fluency, correct intonation and accurate pronunciation;

• conduct interviews and conversations;

• develop a perspective towards the everyday life of China; and

• adapt to the different codes of behaviours expected in the Chinese community.

Students build upon their knowledge of the language learning process when commencing their study of Chinese. In this intensive course, students develop the four essential communication skills of listening, speaking, reading and writing within the contexts of their personal world. Students with previous Chinese knowledge are exposed to more advanced study to enhance their linguistic skills.

Learning Outcomes


Understand:

• the systems and characteristics of the Chinese language and its culture;

• the variability of Chinese within certain contexts including formal and informal situations;

• the differences that exist between life in China and Australia, thus developing an intercultural capability; and

• the relationship between the Chinese language, its culture and the Chinese identity.

Know:

• the processes involved in learning Chinese;

• the use and application of grammatical constructions, including auxiliary, directional, pivotal and durative verbs;

• the correct use of modifiers in Chinese;

• the correct use of exclamations in Chinese;

• the appropriate use of topic and comment constructions;

• the correct use of particles;

• the appropriate use of thematic vocabulary;

• that differences exist in formal and informal verbal interactions;

• the differences that exist between Australian and Chinese families;

LANGUAGESStudents studying Languages in Year 9 continue to develop the four essential linguistic skills of reading, speaking, listening and writing. They consolidate and build upon their previous knowledge in Years 7 or 8. Students may commence a more intensive study of an alternative second language. They develop an understanding for the processes involved in language learning, study the cultural systems of languages and make comparisons with their own.

Students will continue to:

• communicate in the target language(s) for a variety of purposes in different social and cultural contexts which are personally and culturally appropriate and meaningful;

• understand the relationship between language and culture that is different from their own, thus developing an intercultural perspective and sensitivity;

• develop a respect for other perspectives and understand the diverse, rich, and dynamic nature of the contemporary world;

• reflect on their own and others’ communication and question their existing ideas and practices in relation to others; and

• move between different systems, developing metacognitive capability and understanding themselves as communicators.

It should be noted that currently at VCE each Language other than English’s Subject Score is scaled up but it is not a uniform adjustment. www.vtac.edu.au/pdf/publications/abcofscaling.pdf

FRENCH Students build upon their knowledge of the language learning process when commencing their study of French. In this intensive course, students develop the four essential communication skills of listening, speaking, reading and writing within the contexts of their personal world.

Learning Outcomes


Understand:

• the systems and characteristics of the French language and its culture;

• how the French language changes within the context of formal and informal situations;

• the differences that exist between life in France and other French-speaking communities and Australia within the themes studied, thus developing an intercultural awareness and capability; and

• the relationship between the French language, its culture and the French identity.

Know:

• the processes involved in learning French;

• that the passé composé is a past tense used for completed actions;

• there are agreements with the past participle;

• that there are formal and informal imperative forms;

• that there are singular and plural imperative forms;

• that there are regular and irregular present tense forms;

• that there are auxiliaries in ‘avoir’ and ‘être’ forms

• the application and appropriate use of thematic vocabulary;

• the different rules of writing formally and informally;

• that there are different partitive articles which agree with nouns;

• the differences that exist in formal and informal verbal interactions;

• the differences that exist between the French and Australian family routine; and

• the differences and similarities which exist between everyday life in France and Australia.

Be able to:

• exchange experiences and opinions;

• plan with others and take action;

• process and interpret information in a range of spoken and written texts;


• memorise thematic vocabulary and apply this correctly in different contexts;

• respond to real and imaginative experiences through letters and emails, diary entries and short reports;

• speak with increasing fluency and accurate pronunciation;

• conduct interviews and conversations in formal and informal contexts;

• develop a perspective towards the everyday life of France; and

• adapt to the different norms of the French community.


YEAR 9 2018


GERMANStudents continue to consolidate and extend their knowledge of the language learning process in their study of German. They continue to develop the four essential communication skills of listening, speaking, reading and writing within the context of their personal world.

Learning Outcomes


Understand:

• the systems and characteristics of the German language and its culture;

• the variability of German within certain contexts, including formal and informal situations;

• the differences that exist between life in Germany and Australia within the themes studied, thus developing an intercultural awareness; and

• the relationship between the German language, its culture and the German identity.

Know:

• the processes involved in learning German;

• the differences which exist between regular and irregular present tenses;

• the differences which exist between regular and irregular past tenses;

• the different forms of comparisons;

• the use of modal verbs;

• the use and rules of interrogatives;

• the use of the perfect tense;

• the rules and formation of sentences using modal verbs;

• that various parts of speech can be reorganised in German word order;

• the differences between the nominative and accusative cases;

• the appropriate use and application of thematic vocabulary;

• the different rules of writing and speaking formally and informally, in the singular and plural;

• that cultural differences exist in formal and informal interactions; and

• the differences and similarities which exist between everyday life and attitudes in Germany and Australia.

Be able to:

• exchange experiences and opinions, thoughts and feelings;

• plan with others and take action;



• memorise thematic vocabulary and apply this in different contexts;

• respond to real and imaginative experiences through letters, emails, short reports and diary entries;

• speak with fluency and accurate pronunciation;

• conduct interviews and conversations in formal and informal contexts;

• develop a perspective about the everyday life of Germany and other German-speaking communities; and

• adapt to the different norms in the German community.

JAPANESEStudents continue to consolidate and extend their knowledge of the language learning process in their study of Japanese. They continue to develop the four essential communication skills of listening, speaking, reading and writing within the context of their personal world.

Learning Outcomes


Understand:

• the systems and characteristics of the Japanese language and its culture;

• how Japanese changes with the context of formal and informal situations as well as the traditional and modern context of Japanese culture;

• the differences that exist between life in Japan and Australia thus developing an intercultural awareness and capability; and

• the relationship between the Japanese language, culture and identity.

Know:

• the processes of learning Japanese;

• the use of grammatical constructions, including particles, interrogatives, locaters, tenses, negative and positive forms, modal verbs and conjunctions;

• the use of thematic vocabulary;

• the different codes of writing in Japanese;

• the differences that exist in formal and informal Japanese interactions;

• the differences that exist between the two school systems in Japan and Australia;

• the differences and similarities which exist between everyday life in Japan and Australia; and

• the importance of Japanese traditions.

Be able to:

• write up to 46 new Katakana script and basic Chinese characters with verbs;

• describe their feelings;

• exchange experiences and opinions, thoughts and feelings;

• make plans and take actions with others;


• apply knowledge of grammar in various texts;

• respond and give expression to real and imaginative experiences through letters, emails, diary entries and short reports;

• develop a perspective towards the everyday life of Japan; and

• adapt to the different behaviours and norms expected in the Japanese community.


YEAR 9 2018


MATHEMATICSStudents master mathematical knowledge, skills and understandings at different rates, proceeding at different rates towards proficiency in mathematical problem solving and analysis work. To cater for these individual differences and to challenge all students, three different courses are offered for students at the Year 9 level. These three courses are Year 9 Mathematics, Year 9 Extension Mathematics and Year 9 10 & 10A Mathematics.

The Head of Department, with advice from appropriate staff and information from testing, will make the selection of students for the appropriate group.

YEAR 9 MATHEMATICS AND YEAR 9 EXTENSION MATHEMATICSYear 9 and Year 9 Extension Mathematics will offer similar content in the curriculum, allowing for a different approach to the delivery for these two groups. Girls participating in the Year 9 Mathematics course will have every opportunity to consolidate skills; the extension program will have more challenging problem solving tasks built into each topic and the students will be encouraged to carry out independent research.

Placement in either Year 9 Mathematics or Year 9 Extension Mathematics will not influence the selection of courses at higher levels including at VCE level. In fact, this differentiated approach to learning will assist each student to gain confidence and to establish a sound mastery of skills so that she is ready to start the final years of her secondary education with the strongest foundation.

The Head of Department, with advice from appropriate staff and information from testing, will make the selection of students for the appropriate group.

Learning Outcomes


Understand:

• the critical skills and concepts needed to apply their mathematical understanding creatively and efficiently to both familiar and unfamiliar situations.

Know:

• the connections between similarity and trigonometric ratios;

• Pythagoras’ Theorem and its applications;

• the relationship between subjective and theoretical probabilities; and

• the relationships between graphs and equations.

Be able to:

• interpret ratio and scale factors in similar figures;

• apply the index laws to numbers and use scientific notation;

• expand binomial expressions;

• simplify algebraic expressions;

• determine the gradient of a line segment;

• sketch linear and non-linear relations;

• calculate the surface area and volumes of various shapes including right prisms and cylinders;

• solve right angle triangles;

• describe and interpret data displays using mean, median and mode;

• construct histograms and back to back stem and leaf plots; and

• use digital technologies including CAS (Computer Algebra Systems) to investigate, solve and present mathematical problems.

YEAR 9 10 & 10A MATHEMATICSStudents studying 10 & 10A Mathematics in Year 9 complete Year 10 & 10A Mathematics from the National Curriculum. Students who have successfully completed the Year 9 10 & 10A Mathematics Program may be invited to undertake Mathematical Methods Units 1 and 2 in Year 10. The Head of Department, with advice from appropriate staff and information from testing, will make the selection of students for the appropriate group.

Learning Outcomes

At the conclusion of these courses students will:

Understand:

• the critical skills and concepts needed to apply their mathematical understanding creatively and efficiently to both familiar and unfamiliar situations.

Know:

• the relationships between algebraic and graphical representation of relations;

• practical examples and everyday situations can be modelled using probability theories; and

• the characteristics of congruence and similarity.

Be able to:

• solve problems involving linear equations and inequalities;

• evaluate surface area and volume problems relating to composite solids;

• expand binomial expressions and factorise monic and non-monic quadratic expressions;

• find unknown values after substituting into formulas;

• perform the four operations with algebraic fractions;

• solve problems involving quadratic equations and simultaneous linear equations;

• sketch linear and non-linear relations;

• use trigonometry to solve problems involving right angle;

• apply the index laws and work with scientific notation;

• manipulate irrational numbers in surd form;

• list outcomes for multi-step chance experiments and assign relevant probabilities; and

• use digital technologies including CAS (Computer Algebra Systems) to investigate, solve and present mathematical problems.


YEAR 9 2018


PHYSICAL EDUCATIONYear 9 curriculum supports students to refine and apply strategies for maintaining a positive outlook when making decisions, and to practise skills for maintaining respectful relationships and evaluating behavioural expectations in a range of movement activities. Students also experience different roles that contribute to successful participation in physical activity by all.

Students learn to apply more specialised movement skills and more complex concepts and strategies in a range of contexts and environments. They are provided with opportunities to use a range of concepts to evaluate and refine their own and other’s movement performances. The curriculum also provides opportunities for students to refine and consolidate the personal and social skills necessary to demonstrate leadership and collaboration in a range of physical activities.

Students participate in a comprehensive program which includes aquatics, athletics, cricket, volleyball, dance, minor games, fitness and House Sport.

Learning Outcomes


Understand:

• what it means to be fit and how to improve personal fitness; and

• a range of individual and group tactics used to improve performance in physical activities and sports.

Know:

• the requirements for pre-testing and post-testing fitness components; and

• what to include when designing a fitness program for a selected activity.

Be able to:

• assess their personal fitness level and train to improve it;

• recognise improved performance and apply some strategies to improve their own performance across a range of activities; and

• reflect appropriately on their learning in Physical Education.

RELIGIOUS EDUCATIONIn this unit, students explore the origins of religion, identifying the nature and purpose of religion past and present. An investigation of the eight aspects of religion and the contribution of religion to the development of human society, personal and group identity is undertaken. This course uses prior knowledge, discussion, reading and research in order to broaden students’ basic understanding of the world’s major religions and how religious traditions interact with society.

Learning Outcomes


Understand:

• the roles of sacred story, belief, ritual and ethics in religious traditions;

• the value of diversity and develop a respect for differing belief systems in a contemporary society; and

• the contribution of religion to the development of human society.

Know:

• the importance of the Eight Aspects of Religion in relation to Hinduism, Buddhism, Judaism, Christianity, and Islam;

• the significance of beliefs and the way in which the beliefs are expressed in the major world religious traditions; Hinduism, Buddhism, Judaism, Christianity, and Islam; and

• the nature and purpose of religion past and present.

Be able to:

• identify religions of ancient and primal cultures;

• explain the importance of the eight aspects of religion;

• identify and define the eight aspects of religion;

• explain the origins and geographical distribution of specific traditions; and

• interpret and synthesise source material.

SCIENCEScience 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. In Year 9 Science, 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 interdependence between biotic and abiotic components of ecosystems. They are 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 greater understanding of energy transfer. They apply their understanding of energy and forces to a variety of global systems.

Learning Outcomes


Understand:

• the importance of systems when explaining or predicting scientific events and phenomena.

Know:

• multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment;

• ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems;

• 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; during a chemical reaction mass is not created or destroyed;

• chemical reactions, including combustion and the reactions of acids, are important in both living and non-living systems and involve energy transfer; and

• energy transfer through different mediums can be explained using wave and particle models.

Be able to:

• design questions that can be investigated using a range of inquiry skills;

• explain phenomena in the environment;

• describe how knowledge has developed through the work of scientists;

• plan and conduct experimental procedures which include the accurate control and measurement of variables;

• identify inconsistencies in results and suggest reasons for uncertainty in data;

• use scientific language and representations when communicating results and ideas; and

• describe interrelationships between science and technology, giving examples of developments in science that have affected society.


YEAR 9 2018

ACT AND REACTLearning Outcomes


Understand:

• Drama involves making dramas that communicate meaning to an audience and how to effectively respond critically to dramatic works.

Know:

• the process involved for effective improvisation;

• what improvisation is and that it is a process that can be learnt;

• the process involved in script interpretation and realisation;

• more than five ‘Theatresports’ games;

• effective strategies to improve their improvisation;

• the elements of improvisation: focus, status, endowment, advancing and extending;

• the process involved with script interpretation; and

• reflection and feedback help us improve performance.

Be able to:

• demonstrate creativity and imagination;

• create short improvised scenes;

• think on their feet and take responsible risks;

• participate in Theatresports activities;

• communicate more effectively in groups;

• interpret a script and learn the lines and actions;

• demonstrate ability to reflect upon and make critical comment on performance;

• demonstrate awareness about the contribution of drama to society and other disciplines, focusing on the ways contemporary and traditional works reinforce and challenge social, cultural and artistic values;

• demonstrate skills in self-expression both verbal and physical;

• develop a more specific dramatic language;

• demonstrate flexibility in thinking;

• demonstrate ability to focus, observe, infer, predict, elaborate, reflect, analyse and evaluate throughout the creative process;

• work with status; and

• endow, extend and advance, offer, accept and block.

Year 9 Drama aims to engage students in creating dramatic works which develop their skills in communication through the use of voice, movement and gesture. They develop skills of aesthetic and critical awareness, and presenting and justifying personal interpretations using appropriate dramatic language. They will experiment with innovative and hybrid forms and styles. The course allows students to explore personal interests and develop skills, knowledge and understanding relevant to specific dramatic styles in increasingly sophisticated ways. They will learn to use symbols, mood and irony. Students are provided with opportunities to continue their sequential development of thinking and learning; making and responding in Drama.

Improvisation: Theatre Sports calls for teamwork, daring, discipline, imagination and the ability to “think on one’s feet”. This unit requires high energy and active participation as students engage in the preparatory games and exercises which prepare the performer for improvisation. This unit also looks at a variety of playscripts and engages the students in the process leading from the “first read” to performance. Theatre history, stagecraft, analysis of script, discussion and rehearsal and review are areas which are explored. The selected scripts will cover a wide compass of styles/genres.

Musical Theatre: The emergence of musical theatre will be a focus. The history of this theatrical form will be investigated, looking at the social, political and cultural context. Students will be engaged in practical activities such as script reading, role work, musical analysis, ‘pitching’ an idea for an original musical and in the recreation of scenes from musicals.

Student Choice: Elective Studies

THE ART OF SELF PROMOTION AND THE MOVING IMAGEStudents must choose this subject if they are not studying a second language.

Component Two: The Moving Image – Visual Art Video and Animation

Moving images are a part of our everyday lives and in terms of the Arts they are an integral part of visual art, design, production and media. So are you the next Gillian Armstrong or Sofia Coppola? There’s a constant flow of information and entertainment to be screened, viewed, and consumed. Who makes these moving images, and what skills are needed to produce a really powerful message or idea? This image-making elective aims to develop an understanding of these techniques and is applicable to a number of Arts areas such as art, design and performance. Enjoy exploring video art, installation short films and animation.

Learning Outcomes


Understand:

• that video and animation are applicable to a wide variety of contexts in the Arts; and

• that in a visual art context video and animation is used by artists worldwide.

Know:

• the concept of Genre;

• the role of audience and the impact of their interpretation of Video and animation;

• key aspects of digital files for specific purposes;

• key terms relating to shot composition for film and animation; and

• key skills in the production of video and animation.

Be able to:

• document their planning and decision making process of a video or animation;

• identify and use specific contextual features to illustrate a genre, narrative (story) or idea;

• purposefully compose an image to manipulate meaning; and

• demonstrate technical competence using imaging hardware and editing software.

Component One: The Art of Self Promotion

How do you make visual and written information about yourself and your interests authentic and appealing for yourself and others amongst the deluge of information and visual material surrounding us every day?

In this elective, students will use themselves and their interests as the starting point for a print or online publication. The focus will be on students learning that creating a personal design style and original content will be important in attracting a suitable target audience and will also be influential in the audience’s perception of them.

Students will use a range of methods, media and materials including manual and digital techniques such as illustration, photography, painting, collage and 3D. Students will display or present their work as a zine, e-zine, blog, or website to a wider audience.

Learning Outcomes


Understand:

• that it is necessary to follow a design process for a large creative task;

• various methods, media and materials are used for different purposes;

• design elements and principles create interesting styles;

• intellectual property, copyright and attribution are important terms in design; and

• well-designed and considered visual and written content is the key to attracting audiences.

Know:

• digital camera techniques for different presentation formats;

• the digital file types used for different digital applications;

• Photoshop and Illustrator techniques for enhancing design;

• graphics tablet techniques as a creative design medium;

• different type styles and applications;

• navigation of promotional formats: zines, e-zines, blogs and websites; and

• research techniques for effective gathering of information.

Be able to:

• participate collaboratively in practical skill building workshops;

• follow instructional tutorials in and outside of class;

• effectively gather, analyse and interpret information;

• design and write original content;

• be discerning in making design choices; and

• promote and market work.


YEAR 9 2018


ART U WEARA ‘Body’ of Work –

The body has been a source of interest for designers and artists throughout history. So how do we as artists explore the relationship between art, design and the human form in the 21st century? Be it through fashion illustration, designing specifically for the human form or using the human form as a source of inspiration the options for making art are endless. Be inspired by visiting artists and fashion illustrators who can talk to you about the industry. Illustration, 3D printing and technology can be explored in ways that combine creativity with traditional and 21st century media all in the one subject.

Learning Outcomes


Understand:

• that artworks are not only made to be displayed on walls and that in fact the ‘body’ has been a consistent source of inspiration for artists and designers.

Know that:

• the ‘body’ has been a consistent source of inspiration for artists and designers;

• the inspiration of the human form can be applied to a range of different disciplines across fashion, design, drawing, painting, sculpture etc; and

• Art and Design works can be presented in a number of different contexts and an example of this is as a wearable form.

Be able to:

• implement a thorough design thinking process to achieve goals and solve art and design problems;

• use a visual diary as a way to record ideas and feed forward on potential issues that may arise in the creative process; and

• create artworks that are inspired by the human form.

COMPUTER GAME DESIGNThis elective will introduce students to programming concepts, design and computational thinking strategies to enable students to design and develop their own computer games. Students will develop an appreciation of what is required to be a computer game designer by working individually and collaboratively in teams in this practical and hands-on course. They will explore the process of game design and apply key concepts such as rules, mechanics, challenge, interactivity and immersion to develop their own portfolio of computer games.

Students will learn about game design documentation, project management and marketing. Students will work in teams to successfully meet a design brief to compete in a STEM Video Game competition for students.

Students will play, learn and debug computer games. They will constructively critique their peer’s work and gain an appreciation of different game types and genres targeted to specific audiences. In the process of creating games students will be required to use a wide variety of software technologies and games engines however; no prior programming or game development experience is required for this subject.

Learning Outcomes

At the conclusion of the course, students will:

Understand:

• psychological factors will influence computer game genre and engagement;

• social and moral impact of computer games on individuals and society;

• game design elements for effective and engaging computer games; and

• effective game design follows a design thinking process.

Know:

• computational thinking strategies for problem solving;

• computer game design including: challenge, interactivity and immersion;

• programming language and concepts; and

• structure of programs including the use of variables, conditional processing and basic program logic and decision making.

Be able to:

• define and decompose real-world problems precisely, taking into account functional and non-functional requirements and interviewing stakeholders to identify needs;

• work to the guidelines of a design brief;

• use computational thinking strategies to problem solve and debug programming and design problems;

• work collaboratively and communicate effectively in teams; and

• use game-making software to represent concepts across a range of genres and platforms.

DARKROOM TO DIGITALHow were photos taken prior to the digital revolution?

How were photos printed without digital printers?

How did people share images before the internet?

These questions will be answered in this action packed elective. Students will learn analogue photographic processes: how to take photographs, develop films and make prints in the darkroom. They will learn photography appreciation and look at where photography began and which photographers were behind some of the iconic images that have shaped and reflected our world in the 19th, 20th, and 21st centuries. They will learn that the art and craft of Photography was and still is important in documenting our society and reflecting cultural and social change. Students will also have an opportunity to explore how darkroom skills can be transferred to the digital platform through the use of Photoshop.

Learning Outcomes


Understand:

• the historical context of analogue photography;

• the camera can be used as a tool for creativity and self-expression;

• the different photographic genres such as fine art, commercial, documentary, portraiture etc;

• that photography can reflect past and contemporary culture and ideas; and

• that darkroom skills can be transferred to the digital realm.

Know:

• photographic styles and techniques of past and present;

• correct camera settings for successful images using manual SLR cameras;

• effective photographic processes for successful developing and printing in the darkroom;

• analytical frameworks for the appreciation of photography;

• appropriate Photoshop tools to use to edit and manipulate photographs;

• digital colour printing techniques;

• image file types; and

• digital archiving techniques.

Be able to:

• present research on selected photographers and genres;

• analyse and critique their own work and the work of others;

• collaborate with others to organise and direct photographic shoots;

• work independently on photographic shoots;

• use darkroom skills to produce their own portfolio of photographs;

• maintain a visual diary of ideas, processes and reflections;

• present and display work within the school community;

• use Photoshop editing tools to manipulate and edit photographs; and

• output, save and archive digital images.

ART: DESIGN IT, MAKE IT, MARKET IT You may already know a great deal about making art or you may simply want to know a little more. Either way, this learning experience is about taking the opportunity to explore personal creative opportunities such as drawing, printmaking, ceramics, digital photography, digital printing, design and sculpture. There are many mediums and techniques to explore in ways that will allow you to give each project your own individual stamp or twist. The design thinking process that you learn is applicable to your general learning and is an integral component of all the Visual Arts.

Learning Outcomes

At the conclusion of the course, students will:

Understand:

• that art can be produced to serve a range of purposes and audiences; and

• that art and design can be interchangeable and interdependent.

Know:

• traditional and contemporary art and design techniques such as drawing, painting, modelling and printmaking, digital printing, digital photography, smart phone applications, ceramics and sculpture; and

• the process of visual analysis applied to artworks, including your studio work.

Be able to:

• use skills and techniques to create unique and individual artworks for a specific audience and communicate meaning based on cultural inspiration; and

• document a record of the development of practical work and solve problems through design thinking processes.


YEAR 9 2018


FOOD AND YOUKnow:

• the major nutrients and their importance in a balanced diet;

• sensory and functional properties of the key foods;

• wet and dry methods of cooking;

• correct methods to handle food in a safe and hygienic manner;

• methods used to enhance the preparation, cooking and presentation of foods; and

• the relationship between food waste and the environment.

Be able to:

• independently carry out appropriate methods of investigation/research using a range of tools and equipment to demonstrate skills;

• implement different processes in the preparation, cooking and presentation of key foods to maximize their properties;

• individually or as a member of a team, prepare and evaluate meals for a range of contexts;

• investigate strategies that are designed to educate adolescents about the impact of food on their lives and improve their health;

• research, develop and implement strategies to minimize food waste and its impact on the environment and resource use and its impact on the environment;

• select and process foods to optimize their sensory properties; and

• investigate individual dietary needs, food allergies and food sensitivities.

Year 9 Food Technology aims to develop an understanding of the role that food plays in our day to day living as well as how good food choices affect our future health. Food is frequently the focal point of a student’s social life as they share food not only with family members but also with friends and other people. Research into Aboriginal and Torres Strait Islander histories and culture, in relation to traditional and contemporary methods of food preparation will be investigated.

The students will learn skills and techniques, when designing solutions, for healthy eating that will enable them to prepare food so that it provides them with the essential nutrients needed to maintain good health, as well as being appealing to eat. Students will prepare a range of foods that are suitable for a variety of different occasions and tastes and dietary requirements. This will enable the student to produce a product that best meets the needs of the consumer. Environmental considerations in planning to minimize waste resulting from food preparation and processing and effectively use resources such as, use of seasonally available ingredients and recycling, will also be investigated.

This course provides opportunities for students to develop confidence and competence during a variety of food production and research activities that are carried out both independently and as a member of a team.

Learning outcomes:


Understand

• the role of safe and hygienic work practices when storing, preparing and processing food;

• the role of a balanced diet on the health of adolescents and individuals;

• the impact of food choice on individual dietary needs, food allergies and food sensitivities; and

• the impact of traditions and other cultures on Australian cuisine.

FORENSIC SCIENCEForensic science is scientific knowledge that is used by the legal system. Forensic scientists collect and analyse evidence from a crime scene that will allow the police to find out exactly what happened there and who probably committed the crime. Forensic science helps to answer questions such as when the crime occurred and why. Forensic scientists have developed many different methods that help them determine the identity of a body or of someone suspected of committing a crime.

This elective will introduce students to the role of forensic science in investigations. During the program students will learn about different scientific techniques commonly used to investigate and solve crimes, and the class will examine a crime scenario. Students will be provided a key question they must answer using the evidence gathered. Students will also be introduced to the impact of memory on eyewitness testimony. At the conclusion of the elective students will present their findings.

Learning Outcomes

At the conclusion of this unit students will:

Understand:

• the critical relationship between science inquiry skills and forensics to investigate and evaluate evidence; and

• use and influence of science.

Know:

• different areas of forensic science;

• procedures used by police and other authorities to carry out crime investigations;

• the link between Forensic Analysis and Scientific Method;

• how techniques such as soil analysis, handwriting, chromatography, shoe casting and powder analysis are used in forensic laboratories; and

• describing key features of fingerprints.

Be able to:

• apply scientific inquiry skills in their experimental design and methodology used to investigate their predictions;

• apply specific skills for the use of scientific instruments;

• use modelling and simulations, including digital technology, to investigate situations and events;

• describe the impacts of developments in genetic knowledge;

• describe how computers have made possible the analysis of DNA sequencing and identification; and

• use chemicals, equipment, electronic components, microscopes and instruments responsibly and safely.


YEAR 9 2018

HEALTHY BODIESThis elective aims to give students an understanding of both the structure and function of the skeletal and articular systems in the human body. Students will investigate aspects of nutrition and its role in promoting good health. The students will also develop an understanding in the assessment and treatment of common sports injuries. Students will enhance their understanding of the role of both body systems and nutrition, which together produce a balanced lifestyle. Students are encouraged to research information using a wide range of resources and different formats for presentation are expected.

Learning Outcomes


Understand:

• the structure and function of the skeletal and articular systems;

• community/government initiatives for participation in physical activity and maintaining optimal health;

• the function of the essential nutrients for optimal health;

• behaviours that lead to diet-related diseases; and

• the different management and treatment of common sports injuries.

Know:

• the bones and joints of the human body;

• the assessment and treatment of a range of sporting injuries including first aid, strapping and taping;

• the essential nutrients for optimal health;

• importance of informed choices with regards to a healthy diet; and

• recognise a range of common sports injuries.

Be able to:

• identify and describe the bones of the human body;

• label and describe movement of the joints of the human body;

• identify and apply skills and strategies to manage, prevent and minimise physical injury;

• compose visual health information to promote health and well-being in the community; and

• identify the source of essential nutrients and their role as a risk or protective factor..


KOOL SKOOLSWorking within a professional recording environment, students will record an album of original music performed by Korowa students and produce a CD containing music, video graphics and digital imagery. Recording sessions will take place over two days at Studio 52 in Collingwood where students will work with professional sound engineers and a graphic designer to complete the project. Korowa will receive 400 copies of the CD to sell or distribute. At the conclusion of the project, students and friends are invited to join industry officials, sponsors and patrons as well as students from other schools in the project, at an ARIA style awards night to be held at a major concert venue in Melbourne, complete with sound system, full lighting, multimedia presentations and celebrity guest artists.

Students selecting this unit will be asked to join one of two teams:

• Performance

• Production

Students joining the Performance team will be given the opportunity to perform on the CD. They will spend the majority of their class time composing, rehearsing and preparing performances of their original material for the recording sessions.

Students joining the Production team will be responsible for the digital content of the CD, including the music video, graphics and digital imagery (CD design, CD booklet, CD cover, CD poster). Students in the production team will also be responsible for developing a marketing plan for the CD and organising a CD launch.

Learning Outcomes


Understand:

• that music can both convey meaning and have meaning imposed upon it; and

• that technology is progressively redefining the music industry with important consequences for audiences/consumers, record companies, investors and music professionals.

Know:

• techniques for composing melodies and lyrics;

• techniques for composing harmonic parts that can be performed in combination with a melody;

• techniques for harmonizing a given melody using appropriate chords;

• techniques to input and edit work, including transposition as appropriate using appropriate ICT;

• strategies for managing their health and safety in the music workplace; and

• current issues relating to copyright and intellectual property law, particularly as it pertains to their original compositions and designs.

Be able to:

• devise an original composition in a contemporary popular style;

• design and publish a CD cover, CD, CD booklet and music video; and

• develop and implement a marketing plan and organize a CD launch (all students).


YEAR 9 2018

MUSIC MASTERSDo you play an instrument or sing? Would you like to improve your performance skills? Then Music Masters is the elective for you. Classes will give you the skills to play or sing as part of a small group as well as a soloist. You will form a small group with other class members and you will learn to compose music for that group as well as play music by established composers. Classes will involve looking at the music you are playing so you can understand it better. Sibelius will be used to compose and arrange music and Auralia will be used to assist you to develop your aural skills. Students who take this elective would continue private lessons with their instrumental/vocal teacher and they would be expected to be in a school ensemble or choir.

Music Masters provides a solid foundation for students who wish to continue playing music as part of VCE Music Performance.

Learning Outcomes


Understand:

• how a variety of practice and rehearsal strategies can assist with the learning to play or sing; and

• the link between music performance and music notation and how developed aural comprehension skills improve performance.

Know:

• how to practise efficiently as a soloist as well as a member of a group;

• how to arrange music for a small group using Sibelius;

• how to play or sing music in a variety of music styles;

• how to work out how a musical piece has been made; and

• how to listen to music and write it down using conventional music notation.

Be able to:

• prepare and perform group and solo works in a range of musical styles;

• prepare a folio of compositions including a piece a group could perform; and

• analyse how a piece that is being played has been composed.

Assessment:

• small group performance;

• solo performance; and

• folio of aural and theory work.

THE 3Ps: PREPARING AND PRESENTING A PLAYBe able to:

• develop and maintain character in lengthy productions and in interactive scenarios sustaining multidimensional relationships in the drama to develop the interplay between characters;

• present characters in a Greek scripted drama and be responsible for one area of stagecraft;

• present characters in a Commedia improvised drama and be responsible for one area of stagecraft;

• present characters in a Modern scripted drama and be responsible for one area of stagecraft;

• manipulate performance and expressive skills to enhance a performance for differing audiences;

• create a three dimension character and transform between multiple characters;

• use eye contact, facial expression and gesture effectively to enhance performance;

• use a range of devices and effects to highlight the central themes for an audience; making deliberate artistic choices to sharpen focus;

• uses various physical and digital stage effects to produce specific audience reactions through tension;

• manipulate time in drama; using blocking (for example, when and where to move) and stage areas (for example, upstage right, downstage centre) in planning and performance;

• use conventions relevant to selected performance styles to manipulate central ideas or themes and offer perspectives to the audience; and

• use stage design to manipulate the feeling or tone of physical space and the dramatic action emerging from the performance.

This elective involves students developing knowledge, understanding and skills about Drama as an art form through improvisation, rehearsal and performance. Stagecraft such as lighting, costume, props, multimedia, sound and make-up will be explored and applied to various scripts from differing genres and cultures. Improvisational skills will be developed and honed to allow students to collaborate and make their own performances. Acting skills such as mime and movement will be investigated and acquired abilities will be used to bring to life script extracts and create interpretations of their own and other’s work. Students will also be required to see a professional performance and respond to what they have witnessed.

Learning Outcomes


Understand:

• performance skills relating to Drama as an art form through improvisation, rehearsal and performance;

• that there are a variety of different theatrical elements, stagecraft and roles that go into the creation of a performance; and

• theatrical styles are characterised by convention.

Know:

• skills of analysis and evaluation, utilising appropriate drama language, to devised ensemble performances and the performance work of peers;

• what elements go together to create a performance and what characterisation is;

• the conventions of Greek, Commedia and modern theatre, and can apply them to scripted or improvised scenes performed to an audience;

• the Performance skills such as focus, presence, confidence;

• what playmaking techniques are: brainstorming, researching, scripting, revising, editing, rehearsing and refining;

• what performance skills are: focus, presence, confidence, memorisation of lines and actions;

• some conventions of non-naturalism such as transformation of character, object and place;

• stagecraft such as direction, set design, sound, props, costume, make-up and lighting; and

• the dramatic elements of drama including climax, conflict, contrast, mood, rhythm, tension, timing, language, sound, focus, space and symbol.



YEAR 9 2018

WHO WANTS TO BE A MILLIONAIRE?This elective will give students an opportunity to learn life skills to prepare them for the real world. We will delve into Budgeting, Banking, Investing, Taxation and Superannuation. Students will learn why and how people manage financial risks and rewards. They will explore the nature of innovation and how businesses seek to create and maintain a competitive advantage. Students will examine Australia as a trading nation and its place within the rising economies of Asia and broader global economy. They will learn how governments are formed in parliament and the key features of Australia’s court system.

Who Wants to be a Millionaire? provides students with an opportunity to learn some basic life skills and gives an insight into some basic concepts taught in Accounting, Business Management, Economics and Legal Studies which can then be used as a platform for further studies in VCE.

Learning Outcomes


Understand:

• the fundamentals of good financial literacy;

• the different types of investments (eg. Shares, Term deposits, Property);

• ways consumers can protect themselves from risks; and

• changes to the roles of employees in the workplace.

Know:

• the reasons why businesses seek to build or create a competitive advantage;

• how governments are formed in parliament;

• the key features of Australia’s court system;

• their legal rights and responsibilities as informed citizens; and

• factors impacting business supply and consumer demand.

Be able to:

• explain the role of banks and other deposit-taking institutions;

• complete a cash budget;

• explain how the contemporary party system operates in Australia’s liberal democracy;

• analyse a legal case study with reference to the appropriate laws; and

• use data to create and interpret a demand and supply graph.

Co-Curricular Activities available to Year 9 & 10 studentsMusicThe large ensemble program enables students of all abilities to become actively involved in music. All students who learn an instrument or voice in the school are expected to belong to at least one school ensemble.

Each of the following music groups rehearses weekly throughout the year, either at lunchtime, before school or after school. Participation in ensembles is part of the coursework for VCE Music Performance and participation in ensembles contributes to the awards of Music Colours.

• Senior Choir – open to all Year 9 – 12 students

• Koristers – auditioned group of approximately 20 students from Years 9 – 12

• Swing Choir - auditioned group of approximately 20 students from Years 9 – 12

• Menuhin Orchestra – Instrumentalists Grade 4 and above

• Wind Symphony – Brass and woodwind and percussionists Grade 3 and above

• Stage Band – Brass, woodwind, drumkit – approximately 20 students

• Saxophone Ensemble

• Chamber Groups – advanced String players and pianists

• Amadeus Strings – String Players up to Grade 4

• Chamber Strings – String Players Grade 5 and above

• Rock Bands – vocalists and instrumentalists Years 7 – 12

• Performance opportunities for all singers and instrumentalists include:

• Annual School Concert (Term Three)

• Speech Night (Term Four)

• St Paul’s Cathedral Service (Term Two)

• Senior House Chorals Competition (Term One)

• Autumn Concert (Term One)

• Soirees

• Lunchtime concerts

• Victorian Schools Music Festival (Term 3)

• School Musicals

• Invitational functions outside Korowa

• Korowa special events such as art shows, assemblies, open days etc.

Sport Korowa encourages all students to participate in interschool and House sport. Participation in sport helps students enhance levels of fitness and manage stress related to the added workload and responsibilities of Senior School. Participation in sport, as in other co-curricular activities, is an excellent way to enhance leadership and teamwork skills and offers the opportunity for students to be enterprising as they participate in sports competitions with other school groups and in the wider community.

Korowa’s outstanding success in interschool sport is a measure of the School’s commitment to, and enjoyment of, a wide range of sports. The list below provides details of sporting opportunities and competitions available to students at both House and interschool competitions. House sports give the opportunity to all students to compete in one carnival sport and one other sport each term. House sport develops spirit and helps prepare students for interschool competition.

House and/or interschool competitions in:

• Adventure Racing

• Athletics

• AFL 9s

• Basketball

• Cross Country

• Netball

• Rowing (Years 9 - 12)

• Soccer

• Softball

• Swimming

• Tennis

• Volleyball

Other interschool competitions include:

• Australian Rules Football

• Badminton

• Cricket

• Diving

• Equestrian

• Golf

• Hockey

• Snowsports

• Triathlon

• Waterpolo

Korowa is a member of the Girls Sport Victoria (GSV) competition. This Association comprises 24 Independent Girls Schools in Melbourne as its members. The GSV hosts major carnivals in swimming, diving, cross country and athletics and weekly competition in a range of other team sports. Korowa may also enter teams in the state competitions in swimming, athletics, cross country and netball. Sports offered each term are:

Term 1: Interschool Golf, Swimming, Diving, Tennis, Softball, Triathlon and Rowing; House Athletics, Cross Country, Tennis, Softball and Volleyball

Term 2: Interschool Netball, Australian Rules Football, Hockey, Waterpolo, Cross Country and Senior Basketball; House Netball and Hockey

Term 3: Interschool Athletics, Soccer, Snowsports and Badminton; House Basketball and Soccer

Term 4: Interschool Cricket, Rowing and Years 7-10 Basketball; House Swimming


32 33KOROWA YEAR 9 CURRICULUM GUIDE 2018

Other Co-Curricular Opportunities

DebatingYear 9 students are encouraged to participate in the Debating Association of Victoria competition. Debates are held on five evenings during Terms 1 to 3, generally at Scotch College, where students compete against teams from other schools. Teams qualifying for the finals competition continue debating against other qualifying teams from other debating regions until they are knocked out. Some topics are known in advance and some are secret until an hour prior to the starting time. Debating develops confidence, the ability to think sequentially, and skills of analysis and synthesis, directly bolstering all the other formal academic subjects that the students take.

DramaEach year a variety of drama activities are organised for Korowa students, but there are also opportunities to negotiate participation in additional events. Students may audition for the School musical (Senior School) which alternates from year to year with the Middle School theatrical event.

International Exchange ProgramsKorowa offers four Languages other than English. Each of these language programs offers Korowa students exchange opportunities to practise their language skills in real life situations and to immerse themselves in a different culture. Korowa has established a partnership with the Hikarigaoka Girls’ High School in Okazaki-shi, Aichi-ken Japan and has an 18 year partnership with the Veit-Höser- Gymnasium in Bavaria, Germany. We have also established links and exchanges with High School Affiliated to Fudan University in Shanghai, China as well as a school network in Bordeaux, France which includes the Lycée Eiffel, Lycée des Graves and the Lycée St. Genès. The Korowa exchanges take place in November and December each year, and students live for up to four weeks with host families. Students are expected to host their partners in the following year. Outside organisations also offer students scholarships and further exchange possibilities.

Our Korowa students learn to communicate more effectively in another language while attending school and participating in host family activities. They not only gain a deeper understanding of the differences in everyday routines and perspectives, but they also become more open-minded, independent and resilient global citizens.

Speech and Drama / Effective CommunicationStudents at all levels may take extra Speech and Drama and Effective Communication classes. Students present their work at soirées and are also encouraged to enter various State festivals and competitions, including Dandenong, Mordialloc, Manningham and Ballarat, where Korowa students in Years 7 – 12 have enjoyed many successes. Students may take the Trinity College, London examinations. These examinations are of great benefit giving students excellent presentation skills and increased self-confidence.

Year 9, 2018: Subject Selection Planner

Choice number 1 and 2: Compulsory Language Choice and 2nd Language or The Art of Self Promotion and The Moving ImageIn Year 9, students continue with one or two of the languages studied in Years 7 and 8. Students also have the option of commencing an alternate language study in Year 9. This language would replace the second language discontinued at the end of Year 8.

Please complete one of the following Options:

Option A Option B Option C

I wish to continue both languages studied in Year 8:

German

AND

Japanese

I wish to continue with one of the languages studied in Year 8 (place a 4 in the relevant box):

German

OR

Japanese

AND commence an alternate language in Year 9:

French

OR

Chinese

I wish to continue with one of the languages studied in Year 8:

German

OR

Japanese

AND

The Art of Self Promotion and The Moving Image

Choice number 3: Electives• Students will complete two electives each semester.

• Students must select a minimum of one elective from The Arts offerings.

• Please number your preferences 1 – 4, with a 5th preference being a back-up in case you do not receive one of your first four preferences.

The Arts: please select a minimum of one elective from The Arts offerings.

Act and React

Art: Design it, Make it, Market it!

Art U Wear

Kool Schools

Music Matters

The 3Ps: Preparing and Presenting a Play

Please note:

• Please ensure that you have numbered five (5) electives, with the numbers 1-5 across the two tables above (a total of 5 choices).

• Electives run if sufficient students elect to undertake the elective on offer.

Other electives may be chosen from those below:

Computer Game Design

Darkroom to Digital

Food and You

Forensic Science

Healthy Bodies

Who Wants to be a Millionaire?

YEAR 9 2018

EAL students will select one language and EAL Support. New students to Korowa choose a language that commences in Year 9. Please list the language of choice here:

Korowa Anglican Girls’ School10–16 Ranfurlie Crescent, Glen IrisVictoria, Australia 3146ABN: 53 007 133 646CRICOS Provider 01022GT: +61 3 9811 0200F: +61 3 9885 8378E: [email protected]

The information contained in this document was correct at time of printing. Students and parents will be informed of any changes to this information.

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