Post on 30-May-2020
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Thomas More College
Subject Information Handbook
for Year 9 in 2018
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Notes
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CONTENTS
INTRODUCTION ............................................................................................................................................................ 4
SUBJECT SELECTION ...................................................................................................................................................... 5
THE ARTS FLOWCHART ................................................................................................................................................. 7
VISUAL ART ............................................................................................................................................................... 8
PHOTOGRAPHY AND FILM ........................................................................................................................................ 9
DESIGN .................................................................................................................................................................... 10
DRAMA FLOWCHART .................................................................................................................................................. 11
DRAMA ................................................................................................................................................................... 12
MUSIC FLOWCHART .................................................................................................................................................... 13
MUSIC ESSENTIALS ................................................................................................................................................. 14
MUSIC ADVANCED .................................................................................................................................................. 15
HEALTH AND PHYSICAL EDUCATION FLOWCHART ..................................................................................................... 16
HOME ECONOMICS ................................................................................................................................................ 17
PHYSICAL EDUCATION FLOWCHART ....................................................................................................................... 18
PHYSICAL EDUCATION EXTENSION ......................................................................................................................... 19
HUMANITIES AND SOCIAL SCIENCES FLOWCHART .................................................................................................... 20
ECONOMICS AND BUSINESS ................................................................................................................................... 21
GEOGRAPHY ............................................................................................................................................................ 22
HISTORY EXTENSION – “AGE OF CONQUESTS” ...................................................................................................... 23
TECHNOLOGIES FLOWCHART ..................................................................................................................................... 24
DESIGN AND TECHNOLOGY .................................................................................................................................... 25
GRAPHIC DESIGN .................................................................................................................................................... 26
DIGITAL TECHNOLOGIES FLOWCHART ....................................................................................................................... 27
ROBOTICS ................................................................................................................................................................ 28
LANGUAGES FLOWCHART .......................................................................................................................................... 29
ITALIAN ................................................................................................................................................................... 30
VIETNAMESE (BEGINNERS) ..................................................................................................................................... 31
VIETNAMESE (CONTINUERS) .................................................................................................................................. 32
FILM AND MEDIA STUDIES ......................................................................................................................................... 33
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INTRODUCTION
The process of selecting subjects can be challenging. This Subject Selection Book has been
designed to provide important information to students and parents to assist in making informed
decisions about Future Pathways, and is intended to be used in conjunction with the subject
selection process which occurs at home and at the College.
Students will begin the process of subject selection in Term 3, with student information
assemblies and online subject selection.
There is a great deal of information to take into consideration. Student and parents should engage
with their current and previous Teachers, Wellbeing Teachers, Year Level Coordinators and
Learning Area Coordinators to identify strengths and challenges which can assist in making
choices. The Director of Student Pathways and the Deputy Principals can also provide further
career options relevant to particular disciplines and subjects in this book. The staff at Thomas
More College are dedicated to supporting you through this very important decision making
process and we encourage you to take advantage of the considerable support available.
Best wishes in making considered and informed decisions.
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SUBJECTSELECTION At Year 9, students are presented with a mixture of compulsory core subjects and elective choice subjects. All Year 9 students will study these compulsory core subjects:
English
Mathematics (Streamed into either Methods, General or Essential)
Science
History
Religious Education
Physical Education Students will then choose from the following elective subjects:
Design
Design and Technology
Drama
Economics and Business
Film and Media Studies
Geography
Graphic Design
History Extension – Age of Conquests
Home Economics
Italian (Students continue with the language and level studied at year 8)
Music Advanced
Music Essentials
Photography and Film
Physical Education Extension
Robotics
Vietnamese ‐ Beginners (Students continue with the language and level studied at year 8)
Vietnamese ‐ Continuers (Students continue with the language and level studied at year 8)
Visual Art Parents/caregivers or students who may require more detailed subject information are asked to contact the teacher nominated on each subject descriptor. How should students choose elective subjects? We encourage students to choose subjects, which will be challenging and stimulating and lead to personal growth. We recommend that students make their choice on the following basis:
Ability ‐ Are you getting a good grade this year?
Challenge ‐ Does the subject keep you working hard and trying to achieve more?
Interest ‐ Do you enjoy the subject?
Career choices ‐ Is the subject desirable for any careers you have in mind?
Planning ‐ Where will the subject lead in future years?
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Constraints on Subject Choices
Schools only have finite resources, hence only a certain number of students can be accommodated in subject areas. Therefore, places in practical subjects may be allocated in a way that allows a variety of students to gain access to chosen electives.
Subjects will only be offered if there is adequate demand from students.
While every effort is made to accommodate a student’s subject preferences, ultimately subjects will be determined by the college’s final timetable line structure.
Students are required to meet any pre‐requisite as stated in the skill set for that subject.
Student/Parent Initiated Subject Changes
Most students go on to complete the subjects they initially choose. Subjects chosen are agreed
to by parents/caregivers. To change subjects potentially compromises this process, however, in
some cases, a student may want to change a subject(s).
As classes for the current year have been allocated and budgeted for based on students’ subject
choices, any subject change will not be automatic, but shall be treated more as a last resort. The
case for change must be compelling and there is a process a student must go through which takes
into consideration a series of factors.
Changes based on the teacher or friendship are not compelling reasons for change in a secondary
environment. Furthermore, line structure, teacher recommendation and existing class sizes are
other factors which can determine whether a change may be possible. Sometimes, a straight
subject for subject swap may be possible. At other times, more than one subject may need to be
changed to achieve the desired result.
To avoid a situation of disadvantage whereby a student changes classes and misses out on work
once a semester has begun, subject changes must be completed prior to the start of a semester.
For Semester 1, subject changes must be completed in the previous year. Students will receive
their entire subject allocations for the subsequent year in early November. For Semester 2,
subject changes must be made by the end of Week 2 Term 2. Students will be sent a reminder of
Semester 2 subjects in Week 1 Term 2.
Students wishing to change subjects must organise to meet with Mr Jim Debnam, Director of
Student Pathways. If a change is to occur, students will bring home a subject change form for
parents/caregivers to sign and return to Mr Jim Debnam.
College Initiated Subject Changes
There may be times when the College believes it is in a student’s best interests to change a
subject(s). Some examples of this include; initiating study through Vocational Education &
Training (VET); supporting completion of SACE; acceleration of gifted students; additional support
with literacy/numeracy.
Communication with parents/caregivers will occur in the event of College initiated subject
changes.
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THEARTSFLOWCHART
VISUALART
YEAR 9 (1 or 2 Semesters)
VISUAL ART DESIGN PHOTOGRAPHY AND
FILM
YEAR 10 (1 or 2 Semesters)
VISUAL ARTS DESIGN PHOTOGRAPHY AND
FILM
STAGE 1 (1 or 2 Semesters)
VISUAL ARTS ART
VISUAL ARTS DESIGN
PHOTOGRAPHY
STAGE 2 (Full Year)
VISUAL ARTS ART
VISUAL ARTS DESIGN
PHOTOGRAPHY
COMMUNITY STUDIES B
ARTS
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VISUALARTSTATUS: Semester or Full Year CONTACT TEACHER: Paul Kralj
SKILL SET
An interest in visual literacy and in working collaboratively and independently.
An ability to justify decisions when making art. COURSE DESCRIPTION Students are introduced to a broader field of visual expression by refining technical skills and exploring a range of contemporary and historical works to encourage imaginative solutions to projects. Students are encouraged to work individually on projects and in collaborative situations. It is our aim for students to become confident at expressing themselves among their peers and develop individual artworks that display their particular interests, beliefs and skills. In each semester students will complete a range of three dimensional and two dimensional artworks. CONTENT Students develop their skills and experiment with techniques in the areas of:
Arts Process
Arts Elements and Principles
Drawing
Painting
Printmaking
Sculpture
Ceramics
Design
Digital Media ASSESSMENT
Formative Skill Development
Major Practical Work and Folio
Visual Study
Visual Art Analysis
Practitioners Statement COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course.
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PHOTOGRAPHYANDFILMSTATUS: Semester or Full Year CONTACT TEACHER: Paul Kralj
SKILL SET
An interest in visual literacy and in working collaboratively and independently.
An ability to justify decisions when making art.
An interest in digital technologies.
COURSE DESCRIPTION The Photography and Film course at Year 9 introduces students to working specifically with digital media to create a short Documentary and Stop Action Animation. Our aim is for students to become not only confident in photographic techniques but to also establish conceptual processes to support their work. Students are encouraged and will have the chance to work both independently and collaboratively. This course leads to Studio Photography and Film at Year 10. CONTENT
Arts Process, digital folio
Photographic Elements and Principles.
Digital Photography
Lighting
Stop Action Animation
Production Elements
Storyboarding
Sound
Editing
Camera Angles and Movement
Character Construction
Set Construction ASSESSMENT Students will have the opportunity to complete the following tasks:
Formative Skill Development
Stop Action Animation
Short Documentary
Product Analysis
Practitioners Statement
COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course.
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DESIGNSTATUS: Semester or Full Year CONTACT TEACHER: Paul Kralj
SKILL SET An interest in problem solving and drawing using traditional media and new technologies. COURSE DESCRIPTION Students are introduced to the key Principles and Techniques of Design, including Typography, Layout and Colour. They will learn to create practical solutions to specific Design briefs through the exploration of media and use of the Design process. This process will include the critical analysis of historical and contemporary Designers to bring context and influence to their own work. CONTENT The topics and tasks covered during the semester allow students to develop skills in the following areas:
Design Process ‐ Folio
Design Elements and Principles
Typography
Layout
Cutting, Creasing and Construction
Digital Techniques ASSESSMENT Students will have the opportunity to complete the following tasks:
Practical Skills Folio
Practical: Packaging Design Brief
Design Analysis
Practitioners Statement COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course.
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DRAMAFLOWCHART
DRAMA
YEAR 9 (1 or 2 Semesters)
YEAR 10 (1 or 2 Semesters)
STAGE 1
(1 or 2 Semesters)
STAGE 2
(Full Year)
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DRAMASTATUS: Semester or Full Year
CONTACT TEACHERS: Paul Kralj or Rhiannon O’Hara
SKILL SET An interest in developing performance skills and drama knowledge. COURSE DESCRIPTION Students are introduced to a variety of theatrical forms and apply relevant concepts and skills in the creation of self‐devised and scripted performances. Students are required to reflect on their own and others’ performances in written form, evaluate live performances and interpret various concepts of dramatic theory. CONTENT Students are encouraged to work collaboratively and to develop their skills in:
Basic Skills
Stagecraft
Creative Thinking
Improvisation
Theatre History
Theatre Sports
Reflection
Theatre of the Oppressed / Issue Based Theatre ASSESSMENT Assessment is based on both performance and theory work.
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MUSICFLOWCHART
MUSIC
YEAR 9 (1 or 2 Semesters)
Music Essentials Music Advanced
YEAR 10 (1 or 2 Semesters)
Music Essentials Music Advanced
STAGE 1 (Full Year)
Music Experience (Popular Music Forms)
Music Advanced (Classical and Jazz Forms)
STAGE 2 (Full Year)
Music Explorations Music Performance Music Studies
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MUSICESSENTIALSSTATUS: Semester or Full Year
CONTACT TEACHER: Linda Vernillo
SKILL SET Students choosing this subject are interested in learning how to play and create music. Students are interested in playing in a group with their peers. COURSE DESCRIPTION Students engage in project based activities such as performing, creating, recording, listening and responding. The program is designed to prepare students for Year 10 Music Essentials. CONTENT Performing The student focus in on the end product. Students learn through playing together. The Elements of Music are analysed through performance. Participation in school events is encouraged. Listening Students listen to music and learn pieces aurally by copying recordings. Creating and Recording Students create and record a product. Responding Students write in a journal: plans, responses and reflections. ASSESSMENT
Performance Techniques
Recording Techniques
Journal work
COMPULSORY REQUIREMENTS Students are required to have a 16GB USB for the storage and backup of filmed performances, recorded performances, journal entries and backing tracks.
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MUSICADVANCEDSTATUS: Semester or Full Year
CONTACT TEACHER: Linda Vernillo
SKILL SET Students choosing this subject have instrumental, vocal or compositional skills. Students are expected to commit to individual music tuition on an instrument of their choice for this subject. The ability to read and write music is expected. Commitment to out of hours’ rehearsals/performances is also expected. Successful completion of Year 8 Music is required. COURSE DESCRIPTION Students engage in activities such as performing, listening, composing, researching and applying music technologies. The program is designed to prepare students for Year 10 Music Advanced. CONTENT Performance The presentation of prepared solo and ensemble repertoire. Participation in school events is required. Musicianship Focus on theory and listening: intervals, scales and chords. Students demonstrate their understanding through set tasks, written and aural tests. Composition and Arranging Students’ score‐read and listen to chosen musical works, analyse the structure, compositional techniques and context of music. Students complete set tasks and assessments to demonstrate their level of knowledge and skills. ASSESSMENT
Presentations
Tests
Folio work
COMPULSORY REQUIREMENTS Students are required to have a 16GB USB for the storage and backup of folio projects.
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HEALTHANDPHYSICALEDUCATIONFLOWCHART
HOMEECONOMICS
YEAR 9 (1 or 2 Semesters)
YEAR 10 (1 or 2 Semesters)
CHILD STUDIES FOOD
TECHNOLOGY FABRIC
TECHNOLOGY FOOD AND TEXTILES
STAGE 1 (1 or 2 Semesters)
CHILD STUDIES FOOD
TECHNOLOGY FOOD &
HOSPITALITY FOOD STUDIES
STAGE 2 (Full Year)
CHILD STUDIES
CHILD STUDIES ‐
COMMUNITY STUDIES B
FOOD TECHNOLOGY
FOOD TECHNOLOGY ‐COMMUNITY STUDIES B
FOOD & HOSPITALITY
FOOD & HOSPITALITY ‐COMMUNITY STUDIES B
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HOMEECONOMICSSTATUS: Semester or Full Year
CONTACT TEACHER: Natalina Gigliotti
SKILL SET An interest in extending the skills acquired in Year 8 Home Economics. Students must be able to work independently and in a team, have good time management and be highly organised. COURSE DESCRIPTION The Year 9 Home Economics program is an introductory course aimed at developing the growth and independence of the individual. Students will be required to purchase their own fabric for the Textiles component of this subject. CONTENT
Semester 1 Semester 2
Food and Nutrition
Food preparation
Kitchen management, safety, hygiene
Australian Guide to Healthy Eating
Nutritional value of the main food groups
Family meals Textiles and Clothing
Use of the sewing machine
Sewing skills
Use of commercial patterns
Boxer shorts
Food and Nutrition
Food preparation, safety, hygiene
Food from other cultures
Cultural influences on the Australian diet
Textiles and Clothing
Use of the sewing machine
Sewing skills
Appliqué
Use of commercial patterns
A cushion of the student’s choice
ASSESSMENT
Practical work
Theory assignments
Evaluations
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PHYSICALEDUCATIONFLOWCHART
PHYSICALEDUCATION
YEAR 9
PHYSICAL EDUCATION CORE (Full Year Compulsory)
PHYSICAL EDUCATION EXTENSION (1 Semester)
YEAR 10
PHYSICAL EDUCATION CORE (1 Semester Compulsory)
PHYSICAL EDUCATION EXTENSION (1 or 2 Semesters)
STAGE 1 (1 or 2 Semesters)
PHYSICAL EDUCATION PHYSICAL EDUCATION PRACTICAL
STAGE 2 (Full Year)
PHYSICAL EDUCATION PHYSICAL EDUCATION INTEGRATED LEARNING
PHYSICAL EDUCATION COMMUNITY STUDIES B
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PHYSICALEDUCATIONEXTENSIONSTATUS: Semester
CONTACT TEACHER: Nathan Steinberner
SKILL SET
An interest in exploring training, exercise physiology and game play principles relating to sport.
COURSE DESCRIPTION
Students will expand on their Year 8 practical experiences and explore the exercise physiology
and training principles associated with different sports. Students will also analyse game play
principles and learn how they are applied to improve individual and team performance whilst
developing their technical ability and knowledge of rules.
The course will be beneficial for students intending to study Physical Education in the senior years
and has 30% theory and 70% practical components.
CONTENT
Exercise Physiology
Training Methods and Principles
Game Play Principles
Elements of A Skilful Player
ASSESSMENT
Tests
Assignment work
Skills and application tasks
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HUMANITIESANDSOCIALSCIENCESFLOWCHART
BUSINESSEDUCATION
YEAR 9 (1 or 2 Semesters)
HISTORY (1 Semester Compulsory)
HISTORY EXTENSION (1 Semester)
GEOGRAPHY (1 Semester)
ECONOMICS AND BUSINESS
(1 or 2 Semesters)
YEAR 10 (1 or 2 Semesters)
HISTORY (1 Semester Compulsory)
HISTORY EXTENSION (1 Semester)
GEOGRAPHY ECONOMICS AND
BUSINESS
STAGE 1 (1 or 2 Semesters)
MODERN HISTORY
ANCIENT STUDIES
(1 Semester)
LEGAL STUDIES
PHILOSOPHY (1 Semester)
GEOGRAPHY TOURISM *ACCOUNTING *BUSINESS
AND ENTERPRISE
*INFORMATION PROCESSING
AND PUBLISHING
STAGE 2 (Full Year)
MODERN HISTORY
ANCIENT STUDIES
LEGAL STUDIES
GEOGRAPHY TOURISM *ACCOUNTING*BUSINESS
AND ENTERPRISE
INFORMATION PROCESSING & PUBLISHING
*(Subjects come under the Business, Enterprise and Technology Learning
Area at Stage 1 & 2)
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ECONOMICSANDBUSINESSSTATUS: Semester or Full Year CONTACT TEACHER: Anne Glamuzina
SKILL SET An interest in looking into the successful management of business and enterprise issues in personal, business, and social contexts, as well as developing an understanding of business and enterprise cultures and technological systems as they operate in and affect the global environment. COURSE DESCRIPTION Economics and Business introduces the concept of an ‘economy’ and explore what it means to be part of a global economy. Students consider how people, businesses and governments interact and operate within the economy. They also consider the responsibilities of people in the workforce and why these are important. Through their study, students will recognise opportunities to generate income and wealth and the risk management of those opportunities. This course promotes students’ ability to use critical thinking and problem solving skills to become business and financially literate global citizens. CONTENT
Semester 1
Needs, wants and human behaviour
Scams
Work Environment
Semester 2
Investing and the Australian Stock Exchange (ASX)
Global and Australia’s Trading Partners
E‐commerce
ASSESSMENT
Business plan and operation of a business
Research assignments
Project work
Case studies
Oral presentations
Analysis and reflection
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GEOGRAPHYSTATUS: Semester CONTACT TEACHER: Mel Sinapius
SKILL SET An interest in developing an understanding of how people interact with environments differently in different places and at different times, and of the opportunities and challenges for, and constraints on, such interactions. Appropriate levels of language, literacy and numeracy to cope with this subject. COURSE DESCRIPTION Students focus on citizenship through the study of local, national and global issues and identify actions which could be taken to manage the issues. Geography continues to develop students’ geographical knowledge and a mental map of the world through the investigation of various world regions. CONTENT There are two units of study
1. Biomes and food security ‐ focuses on how the environment impacts on food production. The impact of changes in these environments on food production and food security are investigated using studies from Australia and across the world.
2. Interconnections ‐ focuses on how the choices and actions of people impact on places and environments.
ASSESSMENT
Inquiry and research assignments
Field work
Case studies
Note taking and summarising
Analysis and reflection
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HISTORYEXTENSION–“AGEOFCONQUESTS”STATUS: Semester CONTACT TEACHER: Adrian Adams
SKILL SET An interest in making sense of an increasingly complex and rapidly changing world by connecting the past and the present. Appropriate levels of language, literacy and numeracy to cope with this subject. COURSE DESCRIPTION Students investigate ideas and skills from different perspectives through the study of historical cultures and worlds of the past. They work collaboratively with others and communicate ideas and informed opinions about the age of conquests. Students examine the actions of individuals and groups, as well as how our beliefs and values have changed over time. Through inquiry into the past, students will develop an understanding of how and why events happened in Australian history and how they, as citizens in society, can influence the future. CONTENT Possible topics that may be explored include:
Siege Warfare – Medieval or Roman
Vikings or Age of Piracy
Roman Senate
Greek democracy/ culture
Conquest of the Americas
ASSESSMENT
Sources analysis
Research assignments
Group/oral work
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TECHNOLOGIESFLOWCHART
DESIGNANDTECHNOLOGIES
YEAR 9 (1 Semester)
DESIGN AND TECHNOLOGY GRAPHIC DESIGN
YEAR 10 (1 or 2 Semesters)
GRAPHIC DESIGN WOOD TECHNOLOGIES METAL TECHNOLOGIES
STAGE 1 (1 or 2 Semesters)
GRAPHIC DESIGN WOOD TECHNOLOGIES METAL TECHNOLOGIES
STAGE 2 (Full Year)
GRAPHIC DESIGN FURNITURE
CONSTRUCTION METAL ENGINEERING
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DESIGNANDTECHNOLOGYSTATUS: Semester CONTACT TEACHER: Mark Nitschke
SKILL SET An interest in extending the skills acquired in Year 8 Design and Technology. COURSE DESCRIPTION In Year 8, students were introduced to various materials and the basic processes of marking and cutting out, shaping and joining. They were also introduced to the designing process. In Year 9, using a Design Brief, students will apply the basics of the designing process to design, make and evaluate their projects. They will continue to develop their technical skills and knowledge and understanding of a wide range of technological processes. Practical work will involve the making of individual projects from a broad design theme. Projects could include: jewellery making – silver rings, using polypropylene to make small lights, metal toolboxes, and timber jewellery boxes. All students studying Design and Technology will be required to maintain an A4 Notebook. CONTENT Semester 1 or 2 from a selection of:
Metal Technologies Jewellery Making (Silver Rings) Metal Tool Box
Wood Technologies Timber Jewellery Box ASSESSMENT
Critiquing
Designing tasks
Practical project construction
Project evaluation COMPULSORY REQUIREMENTS Approximate project costs: $20.00 ‐ $40.00 per semester (depending on the individual projects)
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GRAPHICDESIGNSTATUS: Semester CONTACT TEACHER: Mark Nitschke
SKILL SET An interest in problem solving and graphic design using traditional media and digital technologies. COURSE DESCRIPTION Students are introduced to visual communication and develop skills in creating information for digital and print media using Adobe Creative Suite. Topics covered will be selected from a range of information including, introduction to the design process, traditional drawing techniques, digital illustration, character development and use of colour and typography. CONTENT
Design Process
Visual Communication and Illustration
Traditional and digital drawing techniques
Character development – cartoons and animated characters ASSESSMENT
Research and Critiquing
Designing task
Practical project production
Product evaluation
COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course. A3 cardboard envelope is required for the storage of printed media.
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DIGITALTECHNOLOGIESFLOWCHART
DIGITALTECHNOLOGIES
YEAR 9 (1 Semester)
ROBOTICS
YEAR 10 (1 or 2 Semesters)
DIGITAL TECHNOLOGIES
STAGE 1 (1 or 2 Semesters)
DIGITAL TECHNOLOGIES
STAGE 2 (Full Year)
DIGITAL TECHNOLOGIES
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ROBOTICSSTATUS: Semester CONTACT TEACHER: Tim Nykke
SKILL SET An interest in exploring programming through the use of robots. COURSE DESCRIPTION Robotics is an element of society which is becoming less of a fantasy and more of a reality. Gone are the days of robots being exclusively limited to our imaginations or the silver screen. Robotics is now available from children’s toys to manufacturing plants. In this unit, students will investigate the function of robots and the possible social and ethical dilemmas that may arise, and also learn logic and control structure programming through the Lego Mindstorms systems. CONTENT
Ethics and Future of Robotics
Robotics Research Prototypes
Robotics Explorer
SuMo Project
ASSESSMENT
Research assignment
Project work
Skills tasks.
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LANGUAGESFLOWCHART
LANGUAGES
YEAR 9 (1 or 2 Semesters)
ITALIAN VIETNAMESE
YEAR 10 (Full Year)
ITALIAN VIETNAMESE
STAGE 1 (Full Year)
ITALIAN (CONTINUERS) VIETNAMESE
(BACKGROUND OR CONTINUERS)
STAGE 2 (Full Year)
ITALIAN (CONTINUERS) VIETNAMESE
(BACKGROUND OR CONTINUERS)
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ITALIANSTATUS: Semester or Full Year CONTACT TEACHER: Michelle Moyle
SKILL SET
Successful completion of a full year of Year 8 Italian.
COURSE DESCRIPTION
Students continue to learn essential communication skills in Italian, an intercultural capability,
and an understanding of the role of language and culture in human communication. This course
allows for the continuation of language exploration, vocabulary expansion, and experimentation
with different modes of communication. Learners use Italian to communicate and interact, to
access and exchange information, to express feelings and opinions, and to participate in
imaginative and creative experiences. The course also provides the opportunity for students to
engage with the linguistic and cultural diversity of humanity, to reflect on their understanding of
human experience in all aspects of social life, and on their own participation and ways of being in
the world.
CONTENT
This course covers a variety of topics including:
La Vita Italiana (Everyday Italian life)
Cultural Traditions (Carnevale, La Commedia Dell’Arte, La Pasqua, il Natale)
L’Impero Romano (Ancient Rome)
La Moda (Fashion)
La Migrazione (Migration patterns)
Le Direzioni (Directions, Treasure Hunt, Transport)
ASSESSMENT
Listening comprehension
Conversation
Research assignment
Writing tasks
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VIETNAMESE(BEGINNERS)STATUS: Semester or Full Year CONTACT TEACHER: Michelle Moyle or Van Dang
SKILL SET
Successful completion of a full year of Year 8 Vietnamese (Beginners).
COURSE DESCRIPTION
Students continue to learn essential communication skills in Vietnamese, an intercultural
capability, and an understanding of the role of language and culture in human communication.
This course allows for the continuation of language exploration, vocabulary expansion, and
experimentation with different modes of communication. Learners use Vietnamese to
communicate and interact, to access and exchange information, to express feelings and opinions,
and to participate in imaginative and creative experiences. The course also provides the
opportunity for students to engage with the linguistic and cultural diversity of humanity, to reflect
on their understanding of human experience in all aspects of social life, and on their own
participation and ways of being in the world.
CONTENT
Topics are chosen from a variety of sources and deal with personal, historical and contemporary
issues in Vietnam. These can include identity, family, friendship, school experiences and aspects
of Vietnamese culture such as festivals, food, music, television, regional diversity, tourism,
technology and industry.
ASSESSMENT
Listening comprehension
Conversation
Research assignment
Writing tasks
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VIETNAMESE(CONTINUERS)STATUS: Semester or Full Year CONTACT TEACHER: Michelle Moyle or Van Dang
SKILL SET
Successful completion of a full year of Year 8 Vietnamese (Continuers).
COURSE DESCRIPTION
Students who choose this course will bring to their learning existing knowledge of Vietnamese
language and culture and a range of strategies. They will continue to learn essential
communication skills in Vietnamese, an intercultural capability, and an understanding of the role
of language and culture in human communication. This course allows for the continuation of
language exploration, vocabulary expansion, and experimentation with different modes of
communication. Learners use Vietnamese to communicate and interact, to access and exchange
information, to express feelings and opinions, and to participate in imaginative and creative
experiences. The course also provides the opportunity for students to engage with the linguistic
and cultural diversity of humanity, to reflect on their understanding of human experience in all
aspects of social life, and on their own participation and ways of being in the world.
CONTENT
Topics are chosen from a variety of sources and deal with personal, historical and contemporary
issues in Vietnam. These can include identity, family, friendship, school experiences and aspects
of Vietnamese culture such as festivals, food, music, television, regional diversity, tourism,
technology and industry.
ASSESSMENT
Listening comprehension
Conversation
Research assignment
Writing tasks
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FILMANDMEDIASTUDIESSTATUS: Semester or Full Year CONTACT TEACHER: Jane Mahar
SKILL SET
An interest in visual literacy and in working collaboratively and independently.
An ability to justify decisions when creating short films and other forms of media for specific audiences and purposes.
An interest in critiquing forms of media and analysing how visual texts are created.
COURSE DESCRIPTION This course focuses on the analysis of film techniques and the relationship between the use of such techniques, the purpose of film‐making and the engagement of a target audience. As these work together, there will be an opportunity to refine skills in analysing how different techniques are utilised for different effects. The study will involve the consideration of film trailers and short films, ultimately leading to the possibility of producing visual texts using applications such as ‘Little Lunch’ and ‘My 24’ (via the Australian Children’s Television Foundation). Students will be expected to produce writers’ statements in which they articulate their understanding of how and why such texts are created, and evaluate the end‐product. The broader media will also be analysed, involving the study of advertising, television, newspapers, magazines, blogs and other social media platforms. Students will be able to produce a variety of these text types. Again, responses will incorporate writers’ statements which are used to elaborate the students’ understanding of key techniques, as well as how these are manipulated for different audiences and purposes. CONTENT
Developing the metalanguage of visual literacy
Short films and film trailers (creating and analysing)
Lighting and sound
Editing, Camera Angles and Movement
Character Construction and Storyboarding
Mainstream media, including magazines, newspapers, blogs, social media ASSESSMENT
Film reviews
Storyboards
Writers’ statements COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files.