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CURRICULUM HANDBOOK YEAR 9 2017

Siena Catholic College Year 10 2017 Subject Handbook 2


Table of Contents

INFORMATION FOR STUDENTS AND PARENTS .......................................................................... 4

CHOOSING YEAR 9 AREAS OF STUDY ......................................................................................... 4

SUBJECT CHOICES....................................................................................................................... 5

STRATEGIES FOR CHOOSING SUBJECTS ..................................................................................... 6

FURTHER INFORMATION ........................................................................................................... 7

RELIGIOUS EDUCATION .............................................................................................................. 8

ENGLISH ..................................................................................................................................... 9

HISTORY ...................................................................................... Error! Bookmark not defined.

MATHEMATICS ........................................................................................................................... 1

SCIENCE ...................................................................................................................................... 2

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION ............................................ 3

SPORT, HEALTH AND RECREATION ............................................................................................ 4

VISUAL ART................................................................................................................................. 5

BUSINESS STUDIES ..................................................................................................................... 6

DRAMA ....................................................................................................................................... 8

GEOGRAPHY ................................................................................ Error! Bookmark not defined.

GRAPHICS ................................................................................................................................. 10

HOME ECONOMICS .................................................................................................................. 11

INDUSTRIAL TECHNOLOGY & DESIGN ...................................................................................... 12

ITALIAN ..................................................................................................................................... 13

MEDIA STUDIES ........................................................................................................................ 14

MUSIC ....................................................................................................................................... 15

SUBJECT SELECTIONS ............................................................................................................... 16

SUMMARY ................................................................................................................................ 17


INFORMATION FOR STUDENTS AND PARENTS CHOOSING YEAR 9 AREAS OF STUDY

The timetable for 2017 consists of a 10 day (two week) cycle consisting of 60 periods. All students in Year 9 will continue to study a core of five academic subjects plus Personal Development & Health and Physical Education:

CORE Periods Per 2 Week 60 Period Cycle

Religious Education English Mathematics Science Humanities – History / Geography Personal Development & Health And Physical Education

6 9 9 8 5 5

Students also participate in the weekly Sport/Recreation program (4 periods per cycle). The core program will help prepare students for a Transition Year in Year 10 and maximise options for the Senior Phase of Learning. Year 9 students are required to select six elective subjects across the year (two per semester) from a range of subject offerings. Of these only four will be allocated with the other two as reserves. With a normal time allocation of seven periods per cycle (two weeks) for 2017, the recommendation is that students should select their first four preferences across at least three subject areas to avoid a narrowing down of their options for Year 10. The only exceptions to this guideline are Italian and Music due to the specific sequential and developmental nature of these subjects.

ELECTIVES Periods Per 2 Week 60 Period Cycle

Art Business Studies Drama Civics and Citizenship: Government and the Law Graphics Home Economics Industrial Technology & Design Italian Media Studies Music

7 7 7 7 7 7 7 7 7 7

At the end of Year 9 students will be required to select a broader range of subjects as they move into Year 10.


SUBJECT CHOICES

Year 9 Subjects Semester Units

Type

Unit Length (Sem.)

Unit Number

Religious Education Core 2 n/a

English Core 2 n/a

Humanities – History/Geography

Core 2 n/a

Mathematics Core 2 n/a

Science Core 2 n/a

Personal Development, Health & Physical Education

Core 2 n/a

Art

Elective

ART10 – Visual Art (Design Emphasis)

1 7

ART20 – Visual Art (Technique Emphasis) 1 8

Business Studies Elective BUS10 – Manage Your Money 1 9

BUST20 – Entrepreneurs Rock! 1 10

Drama

Elective DRA10 – Student Devised Drama

1 11

DRA20 – Scripted Drama 1 12

Civics and Citizenship Elective CIV10 – Government and the Law 1 13

Graphics

Elective GRA10 – Graphics 1 14

Home Economics

Elective

HEC10 – Survival in the Kitchen / Just the Basics (Textiles)

1 15

HEC20 – Party Chef /PJ Designs 1 16

ITD Elective ITD10 – Manufacturing (Plastics Bias) 1 17

ITD20 – Manufacturing (Wood Bias) 1 18

Italian Elective ITL10 – Language for Leisure 1 19

ITL20 – Language for Travel 1 20

Media Elective MED10 – Media 10 1 21

Music Elective MUS10 – Music 10 1 22

MUS20 – Music 20 1 23


STRATEGIES FOR CHOOSING SUBJECTS As a basic strategy, it is suggested that students choose subjects:

they enjoy

in which they have already had some success

which may help you reach a chosen career

which will develop skills, knowledge and attitudes useful throughout your life. It is important to remember that students are individuals, and that their particular needs and requirements in subject selection will be quite different from those of other students. This means that it is unwise to either take or avoid a subject because:

someone told them they will like or dislike it

their friends are or are not taking it

they like or dislike the teacher

“only boys (or girls) take that subject” (all subjects have equal value for males and females).


FURTHER INFORMATION 1. HOMEWORK/STUDY Each student should endeavour to complete approximately 1 to 1½ hours of homework/study each night during Years 9. This can take the form of work set by the teacher, a review of the day’s work or general revision of work completed earlier in the semester. Homework/study should be done under conditions where distractions, such as television, are kept to a minimum. 2. ASSESSMENT POLICY During the course of students’ schooling they will be required to complete assessment tasks and submit work to teachers for evaluation. The assessment tasks may include research or practical assignments, performances, essays and formal examinations. Guidelines related to the completion and submission of assessment tasks may be found in the Student Diary. Parents and students are encouraged to familiarize themselves with expectations in this area and on College website www.siena.qld.edu.au. Grades: Student achievement will be graded according to task specific criteria that are an integral part of each assessment task. For individual assessment items both overall achievement and achievement for each criteria will be graded on a five point graduated scale (A+ through E-) where these literal grades indicating the quality of students’ work within the context of the stated criteria. These grades are an important indicator of the students’ progress in specific dimensions.

A B C D E Five Point

Scale

A+ A A- B+ B B- C+ C C- D+ D D- E+ E E- Graduated

This scale indicates a relative performance across each level of achievement for both individual criteria and overall achievement. The examples below illustrate different approaches to the reporting of student performance:

Overall Level of Achievement Only ENGLISH B+ Jason is very proficient….. Overall Level of Achievement and / Specific Dimensions SCIENCE A Jason is very proficient….. Understanding B+ Skills A-

3. SENIOR SCHOOL Parents and students should be aware that progression from Year 10 to Year 11 is not automatic.


RELIGIOUS EDUCATION STATUS: COMPULSORY COURSE OVERVIEW

Catholic schools offer an educational foundation for life to the full. They encourage students to develop their relationship with their God and to live the enduring values needed in an ever changing world.

Religious Education in the contemporary Catholic School comprises two distinct but complementary dimensions - teaching people religion and teaching people to be religious. Teaching people religion is an educational activity focused on the teaching and learning of religion, utilising a range of learning processes and resources. At Siena, this occurs in the classroom setting and aims to develop students’ religious literacy - so that they may be better able to participate in a critical and effective way in the life of their own faith community and in the wider society. In Year 9, the following units will be studied:

Hebrew Scripture

Prayer and Ritual

Religious Art

Role Models Teaching people to be religious is a faith development activity focused on nurturing the religious, spiritual and faith growth of students - it occurs in the wider context of the school community. It encompasses Prayer and Worship, Faith Formation and Social Action and Justice. Basic Resource: Good News Bible (with Deuterocanonical and Apocrypha). ALL students should retain their own copy of this from Year 8.

ASSESSMENT Students’ understanding of Religion will be assessed through the following instruments:

short answer tests

the design of prayer ritual

folio of religious art works

research tasks (including the production of a peoplescape poster

FURTHER COMMENTS Religious Education is compulsory for all students in all year levels. The Junior Religious Education program leads to further studies at the Senior level:

The Authority Subject, Study of Religion which contributes to students’ OP calculation

The Authority Registered Subject, Religion and Ethics


ENGLISH STATUS: COMPULSORY

COURSE OVERVIEW 2012 was the first year of full implementation of the Australian Curriculum for Year 9 English. The following is a summary of the rationale: The study of English is central to the learning and development of all young Australians. It helps students to

be confident communicators, imaginative thinkers and informed citizens.

learn to analyse, understand, communicate with and build relationships with others and with the world around them.

develop the knowledge and skills needed for education, training and the workplace.

become ethical, thoughtful, informed and active members of society

engage imaginatively and critically with literature to expand the scope of their experience.

The delivery and assessment of the course is organised into three interrelated strands:

Language: knowing about the English language

Literature: understanding, appreciating, responding to, analysing and creating literature

Literacy: expanding the repertoire of English usage. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The following areas will be studied:

Persuasive language – written and oral skills

Themes in fiction – a novel study

Advertising – analyzing and creatively applying written and visual language devices

Film – evaluating the use of visual and auditory techniques to engage the audience

Grammar, spelling, punctuation and comprehension skills

ASSESSMENT Formal

o Persuasive speech, analytical essay, multi-modal presentation, film review

Anecdotal o teacher observations of participation in individual and group tasks, student planning

and drafting, self and peer evaluation

FURTHER COMMENTS The Year 9 English course also assists students in their use of language across other humanities subjects in the school curriculum and in activities beyond the school community.


HUMANITIES STATUS: COMPULSORY

COURSE OVERVIEW Students complete a Semester course of History and a Semester course of Geography.

In History, students examine the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonization of Australia was part of the expansion of European power. The period culminated in World War I, 1914-1918, the ‘war to end all wars’. The content provides opportunities to develop historical understanding through key concepts, including evidence, use of primary and secondary sources, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

What were the changing features of the movements of people from 1750 to 1918?

How did new ideas and technological developments contribute to change in this period?

What was the origin, development, significance and long-term impact of imperialism in this period?

What was the significance of World War I?

In Geography, students investigate the role of the environment and its role in food production. Students examine the biomes of the world, their alteration and significance as a source of food and the environmental challenges of expanding food production in the future. Food production and food security are investigated using studies drawn from Australia and across the world. Students also study how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways and how these connections help to make and change places and their environments. Students focus on:

What are the causes and consequences of change in places and environments and how can this change be managed?

What are the future implications of changes to places and environments?

Why are interconnections and interdependencies important for the future of places and environments?

UNITS The Movement of People

Australian History – Pre-European to WW1

Biomes and Food Security

Geographies of interconnections

ASSESSMENT Students will be assessed through the following instruments:

Historical Report

Stimulus Response test

Practical Exam

Field Report

FURTHER COMMENTS The Junior History course leads to further studies at the Year 10 and senior level - Years 10, 11 and 12. The following pathways are opened up for Year 10 and Senior students:

Geography

Ancient History

Modern History

Legal Studies

TEXT BOOKS Pearson History 9 Geography Alive 9

MATHEMATICS STATUS: COMPULSORY

COURSE OVERVIEW All Year 9 Mathematics students will be exposed to a wide range of mathematical understandings, processes and skills in ways that encourage them to develop an appreciation of the power and beauty of Mathematics and its usefulness in our society. All students will have access to topics from the Australian Curriculum in the following strands:

Number

Measurement

Algebra

Geometry

Statistics and Probability Mathematics units will be offered sequentially across Semester 1 and 2.

ASSESSMENT Students in all units will be assessed through tests and an assignment each semester. The following criteria will be assessed:

Fluency and understanding

Problem solving and reasoning At the end of Year 9, students will be asked to make a selection for their year 10 program.

Availability of choice at Year 10 will be dependent upon the level of success demonstrated in Year 9.


SCIENCE

STATUS: COMPULSORY

COURSE OVERVIEW Science, through technology, continues to transform our world. Every aspect of modern life is affected by it. Science is a powerful way of generating and organising knowledge, and is a major contributor to the cultural and intellectual development of our society.

Students will continue study in the following strands, focusing on Science Understanding, Science as a Human Endeavour and Science Inquiry Skills, building on each as they progress through Year 9:

Earth and Space Sciences – Plate Tectonics

Physical Sciences - Energy

Biological Sciences – Body Systems, Ecosystems

Chemical Sciences – Atomic Theory, Chemical Reactions

The units of study are contextually based.

ASSESSMENT Students will be assessed through exams, research projects, individual investigations and field reports. Other on-going continuous assessment techniques such as portfolios and journals may be used.

The assessment criteria will be based on two dimensions:

Understanding o Science Understanding o Science as a Human Endeavour

Skills o Questioning and Predicting o Planning and Conduction o Processing and Analysing Data and Information o Evaluating o Communicating

FURTHER COMMENTS The Junior Science course is a pre-requisite and leads to continued core studies in Year 10 Science. In Years 11 and 12 students may choose to study one or more of the following Science subjects:

Biology

Chemistry

Physics

LEVIES A Term Levy will be charged for an excursion to the Caloundra Rocky Shore and Bilai Wetlands.

STUDENT RESOURCES Science By Doing – Student Guide Science By Doing – Student Digital Teacher prepared units


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION STATUS: COMPULSORY

AREA OF STUDY OVERVIEW Students engage in learning under the strands of the HPE National Curriculum: personal, social and community health and movement and physical activity. Contact time amounts to 3 single lessons and one double lesson per fortnightly cycle.

COURSE OVERVIEW The following is covered in Year 9: Personal, Social and Community Health Strand:

Sun Safety

Planning and Time Management

Stress Management

Communication strategies

Mental Health and Wellbeing

Relationships and Sexuality

Healthy Habits

First Aid

Alcohol and Cannabis Movement and Physical Activity Strand:

Snorkelling

Australian Rules Football

European Handball

Speedminton

ASSESSMENT

Students submit a work booklet demonstrating their learning of the elements under the Personal, Social and Community Health Strand.

Students undergo continuous assessment of the elements of the Movement and Physical Activity Strand. This assessment culminates in an authentic context physical activity eg. Speedball – play in an intra-class Speedball tournament.


SPORT, HEALTH AND RECREATION STATUS: COMPULSORY

OVERVIEW In Terms 2 and 4, Year 9 students have the opportunity to represent the school in the Central District Interschool Sport Competition.

TERM 2 TERM 4

Boys Girls Boys Girls

AFL Volleyball Rugby League Soccer

Netball Volleyball Touch Soccer

Basketball Cricket Tennis Baseball Touch

Cricket Softball AFL Basketball Tennis

Students not involved in the interschool sport competition participate in a school based sport program, which aims to develop students’ interest and skills in a variety of sports. Proficient students are eligible to trial for District and Regional sporting teams at designated trial days throughout the year. In Terms 1 and 3, Year 9 students choose from a variety of sport and recreation options such as golf, diving, ju-jitsu, yoga, gym, surfing and sailing. Inter-House carnivals are held throughout the year – Swimming in Term 1, Cross Country in Term 2 and Athletics in Term 3. Selected students represent the school at District or Regional carnivals and are eligible for District, Regional and State selection.

FURTHER COMMENTS A sport levy is charged to cover the cost of travel, hire of / cost of certain facilities and the engagement of outside instructors etc. Some activities have an extra cost, which is billed with the term fees. Students are not required to take an activity with a surcharge.


VISUAL ART STATUS: ELECTIVE

AREA OF STUDY OVERVIEW Art is the interpretation and response of experience in visual form. Visual arts experiences involve the three fields of ‘art’, ‘craft’ and ‘design’, with different emphases according to cultural traditions. Through the subject area of art, students will utilise a diverse range of media and techniques, and encounter artworks in order to appreciate the diversity of creative expression, which exists. Students will be encouraged to observe and create art from the stimulus of their everyday life, and through these means develop a personal form of self-expression. Students will reflect on their visual arts works and those of others, making informed judgements within the social, cultural and historical contexts in which they were produced.

COURSE OVERVIEW The Art program provides an extension of the media based course in Year 8 with emphasis in Year 9 on basic knowledge and understanding of the elements and principles of design. Art10 – Visual Art (Design Emphasis)

Unit 1 – Drawing – Elements of Design

Unit 2 – Painting – using colour

Unit 3 – Mixed Media/Still life painting

Art20 – Visual Art (Technique Emphasis)

Unit 1 – Art Past - Stylization – Stencils, lino printing

Silk painting

Unit 2 – Pop Art – Ceramics The following design elements and principles of art are studies throughout the course: Point, Line, Colour, Shape, Tone, Form, Texture, Selection, Focal Point, Balance and Proportion, Movement, Space, Pattern, Harmony/Contrast.

It is preferred that students start with Semester 1.

For continuing Art students, both semesters are preferred, but not essential.

ASSESSMENT Assessment instruments include: practical tasks, folio/workbook submission, research assignments, practical/written examinations and focus on Art analysis and Visual Literacy.

FURTHER COMMENTS Students moving through the art course should consider their natural ability, performance and motivation and teacher recommendation.

COSTS A levy will be charged to cover the cost of materials and consumables.


BUSINESS STUDIES STATUS: ELECTIVES

AREAS OF STUDY OVERVIEW Two individual units are offered from this department as electives. Both will allow students to review and extend their computer skills, as well as giving them a sound knowledge base for personal financial management. The first elective, Manage Your Money!, is aimed at providing an understanding of personal finances and about being an informed consumer to enable students to successfully manage their finances and recognize selling techniques and influences. The second elective, Entrepreneurs Rock! is aimed at providing an insight into small business requirements for establishment and operation. Students will make decisions about business planning, marketing and organization.

BUSINESS 10: MANAGE YOUR MONEY! This semester’s study focuses on you as a financial consumer and prepares you for the myriad of decisions facing you in the commercial world. Topics covered include:

Personal Finance Consumer Awareness

• Personal budgets • Forms of income • Types of credit and how best to make use

of it • Banking documents • Website investigations • Case studies in real life situations

• Factors affecting purchase decisions • Traps for consumers • Tips to avoid scams • Avenues for consumer protection • Website investigations • Case studies of real life applications

You will be assessed through class tests, assignments and your ability to accurately and discerningly investigate financial websites.

BUSINESS 20: ENTREPRENEURS ROCK! This semester you get the opportunity to put your entrepreneurial skills to the test, running various small business ventures, both in reality in school life and in a simulation.

In the process you will be involved in all aspects of the operation of the business

• naming the enterprise • planning to ensure you have sufficient

ingredients/stock to allow your business to operate

• handling of money • recording of profitability of each venture

and the overall business

• devising product ideas • advertising; sales and customer

relations • recording of all cash flow in the

business

Spreadsheet analysis of business profitability is a major aspect of this course.

You will be assessed through class tests, assignments and actual web investigations. But more importantly you will be assessed on your participation in all aspects of the in-school business ventures and your documentation of a business simulation.


APPLICATION OF DIGITAL TECHNOLOGIES ELECTIVE UNIT TITLE

APPLICATION OF DIGITAL TECHNOLOGIES I UNIT OVERVIEW As our government leaders say, “The Australia of the future has to be a nation that is agile, that is innovative, that is creative.” CODING IS THE NEW LITERACY! ‘Application of Digital Technologies’ develops effective thinking, patience and resilience and, of course, creativity: all skills which employers of the future will be desperate to find. Here are four good reasons to study ‘Application of Digital Technologies’:

growth in jobs

even non-technical employees can benefit from knowing some programming

learning to code promotes abstract thinking and problem solving

you can hold your own within the technological community Student learning involves the hands-on use of computers and programs, which allow for the development of robotics software and websites.

Edison is a programmable robot that will teach students about electronics, programming and robotics in a fun and engaging way. It’s equipped with all the sensors, outputs and motors needed to introduce students to the amazing world of robotics.

Students will learn how to use HTML and CSS to make webpages. HTML allows programmers to put images, text, videos, forms etc together into a cohesive webpage. CSS is the language for describing the presentation of Web pages, including colors, layout, and fonts.

Students will be introduced to the Development Cycle (Design, Develop, Implement, and Evaluate) to provide a framework within which to build software projects. This will enhance their understanding of the software development process. Being able to record and communicate these processes is an essential role for the software developer. Who Should Study This Unit

Students who are interested in computer programming and coding.

Students who are interested in getting a taste of the senior subject Information Processing & Technology (IPT).

It is recommended that students will have attained a minimum C standard in Maths and English. Assessment The assessment will include:

Creation of an effective program controlling an Edison robot.

HTML and CSS website development project. Further Comments Students will be encouraged to work independently so that they can extend their programs to a degree consistent with their ability and interest.


CIVICS AND CITIZENSHIP – GOVERNMENT AND THE LAW STATUS: ELECTIVE

COURSE OVERVIEW Civics and Citizenship builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision making processes. They investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society. Students focus on:

What influences shape the operation of Australia's political system?

How does Australia's court system work in support of a democratic and just society?

How do citizens participate in an interconnected world?

UNITS Government and democracy

Laws and citizens

Citizenship, diversity and identity

ASSESSMENT Students will be assessed through the following instruments:

Short Response test

Research Report/ interview

FURTHER COMMENTS The Junior Civics and Citizenship course leads to further studies at the Year 10 Transition and senior level - Years 10, 11 and 12.

The following pathways are opened up for Year 10 and Senior students:

Geography

Ancient History

Modern History

Legal Studies

For entry to a Year 10 or a Senior Humanities subject, it is preferable to have attained a minimum C standard in Year 9 Humanities and English.

TEXT BOOKS Jacaranda: 9/ 10 Civics


DRAMA STATUS: ELECTIVE AREA OF STUDY OVERVIEW Two individual units are offered from this department as electives. Both units will enable students to extend their performance skills and confidence, work creatively, develop technical theatre knowledge, and analyse and evaluate performance. The first elective, Student Devised Drama – Issues and Inventing, enables students to develop their artistic performance ideas through group improvisation and script writing, gain confidence and performance skills, and analyse and learn from the work of others. The second elective, Scripted Drama – Multimedia and Melodrama, teaches students to incorporate Cinematic Theatre into their live performances, experiment with the performance style of Melodrama, read and interpret scripts and develop confidence working with others COURSE OVERVIEW

DRAMA 10 - STUDENT DEVISED DRAMA DRAMA 20 - SCRIPTED DRAMA

Mime Performance

Issue based script writing

Performance Analysis

Group Performance of Issue based scripts

Cinematic Theatre Group performance of contemporary

script incorporating technology

Directing skills

Group performance using Melodrama style

ASSESSMENT Activities and assessment takes place throughout the three fields: Forming, Presenting and Responding. Students will be assessed through a combination of performance work, written assignment tasks, oral expression and self/peer evaluation. FURTHER COMMENTS Semester units studied in Years 9 provide students with a range and balance of learning activities and skills that develop in complexity from the introductory Year 8 Drama course. Units are designed to cater for a variety of interests and prepare students for further study in Senior Drama courses. Drama promotes self-confidence and so develops students’ skills in oral presentation for a variety of situations. Drama students are given the opportunity to participate in public performances. Costs A levy will be charged to cover the cost of materials and drama performances or workshops.


GRAPHICS STATUS: ELECTIVE

AREA OF STUDY OVERVIEW Architects, drafters, designers, builders, engineers, surveyors and cartographers communicate with graphical representations - pictures. Graphics courses focus on developing student’s skills and knowledge in the area of this form of communication. Graphical communication is foremost a study in communication between people. Graphic communicators use sketching and Computer Assisted Drafting and Design (C.A.D.D.) computer programs to attempt to explain, direct, tell and teach through the medium of the visual. CAD has been used in drawing industries for about 20 years and has allowed draftsmen, architects, engineers and designers to draw, edit, modify and reproduce work rapidly and accurately.

COURSE OVERVIEW Units are based on the Areas of Study from the Senior Graphics Syllabus.

Graphic Design – Logos, Organizational Charts, Stationery design

Built Environment – Architectural drawing, Council and Building regulations, House design

Industrial Design – Engineering drawing (mechanical), Working drawing (Furnishings) This course of study covers the elements and principles of 2D and 3D graphical communication in the areas above. Students use sketching to develop ideas and concepts and then use CADD to produce high quality drawings.

ASSESSMENT Assessment may include formal tests, drawing folios and assignments.

FURTHER COMMENTS This subject leads to Senior Graphics and Technology Studies in Years 11/12.


HOME ECONOMICS

STATUS: ELECTIVE

AREA OF STUDY OVERVIEW: The Home Economics subject area brings together theoretical understandings and practical applications related to food and nutrition, human development and relationships, living environments and textiles to enhance individual and family well-being. Home Economics is aimed at students who want to develop:

Responsibility, self-reliance, personal management and team work.

Nutritional guidelines and practices promoting the optimal health of individuals and families.

Sound practices related to food selection, preparation and service to ensure efficient utilisation of resources.

Principles and practices underlying the nature, performance, use, design and maintenance of textile materials.

Sound practice related to textile selection and construction to ensure efficient utilisation of resources.

COURSE OVERVIEW A combination of food/nutrition and textile/clothing based units are covered in Year 9.

HEC10 HEC20

Survival in the kitchen • Moving on: all the basics you will need

to know – simple dishes, family favourites, cooking for your friends, having a BBQ, using convenience foods

• Food preparation: cooking with the 5 food groups

Just the basics

• Textile basics, Sewing basics, • Mending, hemming, patching things up,

making garments last • Putting basic skills into a simple

pillowcase / cushion

Party Chef • Food preparation, kitchen skills • Party basics: biscuits, slices, cakes, fete

food • Considerations for food alternatives • Design Challenge: Party Planner

Textile Design - Pyjama Party

• Textile and Sewing basics, Using a pattern, Embellishments and Design

• Construct pyjama pants and create a pillow case to match

• Complete unit with a Pyjama Party

ASSESSMENT Students will be assessed through interesting research assignments, practical food preparation and sewing projects.

FURTHER COMMENTS: Home Economics can lead to further studies in Hospitality in Years 11 and 12.

COSTS: A levy will be charged to cover the cost of some materials and consumables. Students are also required to bring / purchase some ingredients and some textile items from home.


INDUSTRIAL TECHNOLOGY & DESIGN STATUS: ELECTIVE

AREA OF STUDY OVERVIEW Students will solve design problems by exploring design problems, developing ideas and producing solutions. They will use a variety of materials including wood, wood products, plastics, metals and associated materials. Students will be expected to research the properties of materials used and the systems employed to manufacture these materials. Students will also use graphical communication to convey information regarding their projects.

COURSE OVERVIEW: The course will focus on the practical, theoretical and safety domains of the design process. In each of the units offered, students will do set projects that target a variety of materials and the development of particular skills. They will also identify their own design problem and then, with the teacher’s assistance, explore, develop and produce solutions.

ITD 10 - Plastics/Metal Bias ITD 20 - Wood Bias

Students will complete practical design projects using a variety of plastics and metal materials. These may include a cake slice, dish and electronics project.

Students will complete practical design projects using timber and timber products. These may include a carry case, paper towel holder and children’s toy.

ASSESSMENT Students will be assessed through research assignments, design folios and practical projects.

FURTHER COMMENT This subject leads to Technology Studies and Certificate I in Construction in Years 11 / 12.

COSTS A levy will be charged to cover the cost of materials and consumables.


ITALIAN STATUS: ELECTIVE

AREA OF STUDY OVERVIEW In studying Italian, students will be encouraged to develop communication skills in the areas of Listening, Reading, Speaking, and Writing. The study of Italian encourages cultural literacy through the promotion of socio-cultural understanding. This is promoted through the study of the Italian culture. Study of Italian is thematic and is organised from the following fields of study:

ITALIAN 10 (Italian for Leisure)

ITALIAN 20 (Italian for Travel)

Personal and Community Life

Leisure and Recreation

The Imaginative World

The Natural World

The Built World

The International World

ASSESSMENT Students will be assessed each term in two strands: Comprehending and Composing. These two strands incorporate the four macro-skills: Listening, Reading, Speaking and Writing. Student Achievement is measured against the Learning Outcomes prescribed in the languages QSSCC Syllabus.

FURTHER COMMENTS Year 9 and 10 studies can lead to further studies of Italian at the Senior level. The learning of a language other than English allows students to develop knowledge and understanding of another culture and to see events from the view of another culture. The study of language is of special significance for trade, business and tourism. Encouraging linguistic diversity is a valuable national resource. The Language program aims to develop students as lifelong learners. In order to achieve this we utilize a wide range of teaching and learning strategies.

COSTS Cultural excursions to local venues may incur a small cost to be determined nearer to the date of the excursion.


MEDIA STUDIES STATUS: ELECTIVE

AREA OF STUDY OVERVIEW Our world is saturated with the powerful images, sounds and words of the various forms of media. We acknowledge the strength of these influences and recognize that they are a significant part of each student’s life. We recognize, too, the value of the media as a source of information especially in the modern digital age. It is important, though, that we work and assist our students to become more selective, critical and appreciative of such influences. One danger of the media is the area of mystery and romance that has grown up around its production process. This can have the effect of making things seen or heard in the media appear desirable, believable and even unquestionably true. Active participation in these processes by students can help dispel this mystery and the illusions that go with it. An active, creative participation in the media can prevent the student from becoming a passive consumer.

COURSE OVERVIEW Students will engage with many facets of the media world, opportunity for advanced study of topics such as:

• Shot sizes • Camera angles • Framing • Storyboarding • Video Production

• Film Study • Advertising • Animation • Popculture

ASSESSMENT A variety of instruments, appropriate to the units, will be used: e.g. Video design and production, written assignments and animation production.

FURTHER COMMENTS Costs: A levy will be charged to cover the cost of DVD’s and animation supplies.


MUSIC STATUS: ELECTIVE Unit Titles MUS10 – ROCK TO RECORDING MUS20 – MUSIC OF THE STAGE AND SCREEN

UNIT OVERVIEW Students live in a world in which music has an important and pervasive presence. Whether actively engaging in music by listening (attending concerts, listening to iPods, watching movies and turning on the radio), performing (learning an instrument, playing in a band, singing in a group) or composing (writing popular songs), music is an integral part of everyday life. A study of music assists students in understanding and heightening the enjoyment of the Arts in their lives and the music heritage of a range of cultures. Students have the opportunity to play music of all types, to create their own compositions and to develop their understanding of a variety of musical styles and contexts. While performance is an important part of this program, there is a theory component that must be included in order to prepare students for senior music. Students study a variety of units including rock music, recording techniques, instrumental and vocal music, movies and musicals, recording music and music composition. Students will also study music theory, performance skills and composition (writing music) throughout all units. It is highly recommended that students consider studying Music for both semesters in Year 10 if they wish to study Music in future years.

ASSESSMENT Students will complete:

Written exams

Assignments

Compositions and recordings

Solo and group performances Students will be assessed in the following areas:

Performing

Composing

Musicology (analysing repertoire) Music is offered as a subject in Senior. In most cases, if students wish to undertake Music in Years 11 and 12, it is highly recommended that they have studied Music during Years 9 and 10.

SUBJECT PREREQUISITES Prior to studying music, students are expected to:

• Know the basics of reading and writing music notation. Students who cannot read music should carefully consider their subject choice.

• Have been learning an instrument (including voice) for at least 6 months • Have their own musical instrument • Have a love of music and a desire to improve their performance and theory skills.


SUBJECT SELECTIONS

All Subject Selections are to be made online.

Student Copy Subject Selection Summary

Year 9 2017 Core Subject Selections

ELECTIVE UNIT SELECTIONS You need to select a total of 6 Elective Units of which 4 will be allocated. Please record these selections in preference order. For example, if “Scripted Drama” and “Student Devised Drama” are the units with the highest priority for you in Year 9 then they would be your first and second preferences. Unit numbers from the table must also be included e.g. Scripted Drama has the Unit Number 12. It is important that subjects be nominated in preference order.

Preference Order

Unit No. (7 - 23)

Elective Unit Title

You MUST enter both Unit Number and Unit Title

1

2

3

4

5

6

Extension English English

Nominated by English Co-ordinator

Extension Mathematics Mathematics

Nominated by Mathematics Co-ordinator

Religious Education

Health, Physical Education & Personal Development

Science

Humanities


SUMMARY Year 9 Subjects Semester Units

Unit Length (Semesters)

Type Subject

Selections

1. Religious Education 2 Core

2. English 2 Core

3. Humanities 2 Core

4. Mathematics 2 Core

5. Science 2 Core

6. Personal Development, Health & Physical Education 2 Core

7. ART10 – Visual Art (Design Emphasis) 1 Elective

8. ART20 – Visual Art (Technique Emphasis) 1 Elective

9. BUS10 – Manage Your Money 1 Elective

10. BUS20 – Entrepreneurs Rock! 1 Elective

11. DRA10 – Student Devised Drama 1 Elective

12. DRA20 – Scripted Drama 1 Elective

13. CIV10 – Civics and Citizenship – Government and the Law

1 Elective

14. GRA10 – Graphics 1 Elective

15. HEC10 – Survival in the Kitchen/ Just the Basics (Textiles)

1 Elective

16. HEC20 – Party Chef / PJ Designs 1 Elective

17. ITD10 – Manufacturing (Plastics Bias) 1 Elective

18. ITD20 – Manufacturing (Timber Bias) 1 Elective

19. ITL10 – Language for Leisure 1 Elective

20. ITL20 – Language for Travel 1 Elective

21. MED10 – Media Studies 1 Elective

22. MUS10 – Music 10 1 Elective

23. MUS20 – Music 20 1 Elective

Catholic · PDF fileSiena Catholic College Year 10 ... the Senior Phase of Learning. Year 9...

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