CURRICULUM BOOK YEAR 9 & 10 - 2019...BHCS CURRICULUM BOOK s YEAR 9 & 10, 2019 PAGE 4 Back to...

CURRICULUM BOOKYEAR 9 & 10 - 2019

The information contained in this booklet was correct at the time of publishing. Subject course content and other procedures may change from time to time.

CONTENTS

CURRICULUM STRUCTURE 4

STUDY & HOMEWORK EXPECTATIONS 6

ELECTIVE PROGRAM 6

VCE ACCELARATION 6

EXTRA-CURRICULAR ACTIVITIES 7

YEAR 9 PROGRAM OVERVIEW 9

YEAR 10 OVERVIEW 14

CORE SUBJECTS 17

ELECTIVE SUBJECTS 27

BHCS CURRICULUM BOOK - YEAR 9 & 10, 2019 PAGE 4

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The staff of Belgrave Heights Christian School endeavour to teach all subjects from a Christian context and present Biblical principles and values. We realise that learning is not confined to the classroom but that fieldwork, practical tasks, excursions and community involvement also contribute. Great care is taken in presenting the 9/10 educational program in a caring, loving and stimulating environment.

The Bible gives us the instruction, “Train up a child in the ways of the Lord and when he is old he will not depart from it.” (Proverbs 22:6)

It is our hope that all students attending our school may recognise and know the power of God’s saving grace. Individual pastoral care and opportunities for servant leadership are some of the strengths of our school. As a school we seek to help students discover their God-given gifts and talents and are passionate about nurturing these gifts and seeing students develop these to their full potential.

The School seeks to make a strong link between real world issues and the Bible’s relevance in young people’s lives. The application of this is practical and experiential, offering opportunities for students to respond to the Gospel’s foundations of justice, restoration and renewal. This is woven throughout our curriculum with a focus on being able to apply Christian principles to the complexities of life today.

The curriculum at Year 9 seeks to provide a program that will give the students some choice in their learning. The school aims to provide a rich, useful and stimulating educational experience, one that provides for the development of their skills, abilities and character.

The curriculum consists of a number of ‘Core Subjects’ and ‘Elective Subjects’. ‘Core subjects’ refers to those subjects that are compulsory for all students, while ‘Elective Subjects’ refers to those subjects where students must make a choice in what they will study. In accordance with the guidelines set down by ACARA, BHCS has implemented the Australian Curriculum. The subjects for which a national curriculum exists include English, History, Maths and Science with more to follow in the coming years. The elective subjects aim to introduce students to experiences and skills they would not meet in the regular curriculum. These elective subjects are outlined in this booklet.

In addition to the elective program, students will also be introduced to the Year 9 Program and the core subjects of English, Maths, Science and SOSE. The Year 9 Program runs on a Friday and aims to introduce students to learning in a new environment outside of school. These programs are intended to provide a multi-disciplinary approach to learning in which Key Learning Areas are taught in a more hands-on fashion. Details of these programs are outlined in this booklet.

The curriculum at Year 10 has been designed to draw together the skills and knowledge gained over the previous years. It is a more conventional course than the Year 9 program and aims to prepare students for transition to the VCE. It has been designed to provide a range of elective options, and to allow selected students to accelerate in a subject in VCE Units 1 and 2.

At Year 10 students are introduced to Work Experience. This is an opportunity for all students to spend time in a work-place environment, allowing them to explore possible career pathway options.

INTRODUCTION & STRUCTURE


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ELECTIVES• Year 9 students select two electives.

• Year 10 students select three electives.

VCE SUBJECTSDependent upon student performance in Year 9, a number of Year 10 students may be given the opportunity to accelerate and undertake a VCE Subject in Year 10 as one of their elective choices.

TIMETABLE• 75 minute periods; four periods a day;

ten day cycle – Excluding Wednesday

• 50 minute periods; five periods per day; ten day cycle – Wednesday only

• Wednesdays cater for Interschool Sporting events.

CURRICULUM STRUCTURE


SUBJECT / ACTIVITYPERIOD ALLOCATION

(10 DAY CYCLE)

YEAR 9 YEAR 10Christian Studies 1 1

Year 9 Program 8 -

Electives 8 (2x4) 13 (2x4) (1x5)

English 5 6

Mathematics 5 6

Science 4 4

SOSE 4 4

Sport / Phys Ed 3 4

Assembly / Pastoral Care 1 1

Positive Education - 1

Genius Hour 1 1

Total 41 41


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Students are offered a range of new subjects in Year 9 and 10 with some choice as to which of these subjects they participate in. Choices are based on their interests, talents and skills. These are referred to as Elective Subjects and students are required to select two electives per semester for Year 9, and three per semester for Year 10.

This ensures students will get the opportunity to experience a variety of elective subjects. Subjects on offer may vary from year to year.

The selection sheet for Semester 1 elective subjects will usually be sent home during Term 3, and parents are encouraged to spend time discussing these selections with their children.

ELECTIVE PROGRAM

Students in Year 9 will be expected to spend up to one and a half hours, and students in Year 10 up to two hours per night on weekdays, completing study and homework for a number of subjects. This will help your students to learn important organisational skills that will assist in their future learning. Homework tasks will be varied and relate to the curriculum being taught within the classroom. Homework tasks may be available from the Learning Management System. Should this be the case, families will be given access to this.

Homework will not be set every night by the

subject teachers, and there are many other ways in which students can use their homework time.

They are encouraged to also use their study time to:

• study for an upcoming test

• participate in some wider reading

• plan ahead towards an assignment

Remember to never overlook quality family time. It’s an important part of your child’s overall development.

STUDY & HOMEWORK EXPECTATIONS

Year 10 students may have the opportunity to accelerate by doing a VCE Unit 1 & 2 subject. The students will be notified towards the end of the year about which subjects they can access as a VCE subject. Not all students will qualify as this will largely depend on their academic abilities and teacher recommendations.

The Head of VCE will discuss with parents, along with the relevant staff, the capability of each

student undertaking a VCE subject. Information will be sent home for parents and students to look at before requesting the opportunity to begin a VCE subject. Those students deemed not ready for this step may have the option of undertaking a VET course or a program at TAFE. Students who are considering accelerating into a VCE subject should make attending the Term 3 VCE Information Night a priority. Topics for VCE subjects will vary from year to year.

VCE ACCELARATION


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CSEN EXTRA-CURRICULAR ACTIVITIES

As the School is part of the Christian School Events Network (CSEN), students are presented with opportunities to be part of a range of interschool events including Interschool Sports, Theatresports, Debating opportunities, Chess Tournaments and more. Students compete on behalf of their School and successful teams or individual students move on from local competition to State competition as well as National Competitions.

CSEN THEATRESPORTS & PLAY IN A DAY Theatresports is an interschool improvisation and performance competition. Competing in teams of four, students improvise a short scene or skit in response to the stimulus given. Teams are scored on their performance skills, entertainment value, and game manipulation. The chosen students participate in a workshop day then meet regularly to practice before the competition day. Places in the Theatresports team are limited and by audition only - please speak to Leah Nicholls for more details.

Play in a Day is a competition where students need to create, rehearse and perform a play in a day. Teams are given performance challenges which they must incorporate into their play, students work in small groups of four or five to create a three scene play which engages an audience and demonstrates their creativity.

CSEN SPORTSAs part of Year 9 and 10, students are given the opportunity to participate in a number of different sports and carnivals throughout the year. Each year, students who qualify through our House carnivals are given the opportunity to compete in the following:

• Eastern Region Swimming

• Eastern Region Athletics

• State Cross Country

Students who place 1st or 2nd in Swimming and/or Athletics are then given the opportunity to compete at the State Christian School’s events.

During Terms 1 to 3, students can compete in Interschool Sports. Teams compete against other schools every second Wednesday and train in their teams at school every other week. Interschool sports teams only compete against teams of the same gender. Participation in Interschool Sport in not compulsory and students are required to try-out for teams they wish to play in. (Students who do not take part in Interschool Sports will complete a Sport program at school).

During Term 4, students will compete in a Rally Day - a single day Interschool Sports event. All students are given the option of competing in this day.



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PROGRAM STRUCTURE


YEAR 9 YEAR 10

TERM 1

• Core Subjects• Semester One Elective Program• Year 9 Program (Challenge)

• Core Subjects• Semester One Elective Program• Service Leadership and Core Values

• Swimming carnival• Athletics Carnival

• STEAM Festival• Parent-Teacher Interviews

TERM 2

• Core Subjects• Semester One Elective Program• Year 9 Program (Who am I?)

• Core Subjects• Semester One Elective Program• Peer Support Program• Drug, Alcohol and Sex Education

Seminar• Year 10 Work Experience• Complete Two Day Career Program

• Semester Exams • Nationals Sport Competition

TERM 3

• Core Subjects• Semester Two Elective Program• Year 9 Program (Community

Service & Mentoring Program)

• Core Subjects• Semester Two Elective Program• Aware of Self and Others Discussions• Year 10 Summit Camp• Careers Days: Cerberus and TAFE visits

• Parent-Teacher Interviews• Science Talent Quest

• School Production (every two years)• Year 9/10 and VCE Information Nights

TERM 4

• Core Subjects

• Semester Two Elective Program

• Year 9 Program (City Experience including City Camp)

• Core Subjects

• Semester Two Elective Program

• ‘Be the Change You Want to See’ Program

• Year 10 Celebration Day

• Semester Exams


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The purpose of the Year 9 Program is to build self-confidence and resilience in young people; to engage students by using their God given gifts; and to provide learning opportunities for students outside the conventional walls of the classroom.

Year 9 is an essential year during which we try to help students to not only understand themselves, but to also gain understanding of others.

In line with this, the focus for the Year 9 Program is as follows:

• You - Understanding others (interpersonal development)

• Me - Understanding themselves (meta-cognition and personal learning)

• Our World - Understanding the world (community engagement)

Belgrave Heights Christian School recognises that there is a significant opportunity to provide our Year 9 students with a vibrant year of fresh experiences in a new environment. Experience has shown that some Year 9 students exhibit symptoms of boredom and a disengagement from learning. Students at this level often feel very much like the “middle child”. They are ready to accept greater responsibilities and challenges, but feel unable to do so in a traditional school structure.

Taking this into consideration, BHCS developed an innovative program designed to cater for individual abilities and learning styles. These provide Year 9 students with the skills, not only to tackle VCE studies resourcefully, but also to prepare them for life-long learning. The Program has similarities with those recently developed in some of the most successful schools in Melbourne and other places.

The program is broken up into four topics, covered term by term.

• TERM 1: Challenge

• TERM 2: Who am I?

• TERM 3: Community Service

• TERM 4: City Experience

WHY RUN A YEAR 9 PROGRAM?

YEAR 9 PROGRAM OVERVIEW


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PROPOSED OUTLINEStudents are involved in a term of practical and challenging activities during Term 1. The students will be engaged in a multi-disciplinary study, visiting various places of interest around Victoria, while exploring the focus of the Year 9 program (as described on previous page).

Some examples of places and activities that may be incorporated could include the following:

• Tree adventures

• Learning to Sail with Yachting Victoria

• Surfing

• Surf Kayaking

• Beach Safety

• Clean up Australia Day

• Grand Prix

• Group Hike

• Paddle Boarding

CHALLENGE



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Term 2 draws students’ focus inwards to look at their personal development and growth.

Students participate in a range of challenging, fun and engaging activities, that are designed to create more thoughtful, co-operative and compassionate young people, who skilfully work together to resolve social, environmental, economic and political problems.

During the term guest speakers come to the School to speak to the students about topics such as:

• Cybersafety

• Mental Health

• Drugs and alcohol

• Public Transport

• Values for life

• Healthy relationships

• Character Strengths

Other activities that the students participate in may include:

• Financial planning

• Fitness for life

• Food for life

• Study skills for life

The overall aim of the term is to bring students to the realisation that once they develop the ability to look inward, they will come to understand their areas of strength. In turn they will then be able to contribute meaningfully in the upcoming Community Services Program.

‘WHO AM I?’ PROGRAM


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PROPOSED OUTLINEAs part of the Year 9 Program, students will be offered the chance to experience a range of unique volunteering opportunities. These will be related to the areas of Community Service and Mentoring.

COMMUNITY PROGRAMIn conjunction with the local and wider community, BHCS has developed a ‘Community Action and Volunteering Program.’ This provides Year 9 students with the opportunity to visit Community Centres within the Belgrave and surrounding areas during the term.

The ‘Community Service Program’ encourages students to learn about their local community by participating as active volunteers. It is based on experiential learning where students practise valuable life skills while volunteering in the community.

The program aims to provide students with the following learning outcomes:

• An awareness of the roles and functions of local community organisations

• An awareness of differences in the way others live

• The development of communication skills with others who are not their peers

• An ability to reflect and learn from experience

Examples of some places that students may visit or be involved in include:

• Nursing Homes

• Aged Care Hostels

• Senior Citizens Centres

• Special Development Schools

• Community Health Services

• Salvation Army

• Kindergartens

• Keen on Green

COMMUNITY SERVICE PROGRAM



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Students will be required to learn about the City of Melbourne and will travel into the city during Term 4. Students will be engaged in a multi-disciplinary study of the city and its surroundings. This incorporates visits to various places of interest throughout the City of Melbourne.

Examples of places that students may visit could include the following:

• Parks and Gardens

• Art Galleries

• MCG

• Old Melbourne Gaol

• Victoria Market

• Urban Seed

• Indigenous Heritage

• Parliament House

• Magistrates Courts

• BHCS Amazing Race

The remainder of the Year 9 Program will be spent at school in groups linking aspects of their learning to the visits they’ve made into the city. Much of what the students would be studying on their trips into the city will be relevant to areas of Science, SOSE, Art, Maths, English, etc.

Throughout the city program, students will be encouraged to reflect on their experiences. They will then use their observations to respond to, and create a presentation centred around the big question, “Is Melbourne the most liveable city?”. Parents will be invited to their child’s final presentation.

CITY PROGRAM


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Year 10 offers an all-inclusive program that considers all aspects of students’ development. This is viewed not only in terms of their educational goals and outcomes, but also in terms of the students’ growth into well-equipped mature adults with the ability to make informed choices for their own lives and the future. Year 10 is an exciting time for students as they begin to make choices about the subjects they will study in VCE. For some, this will also be a challenge as they consider what they would like to do when they finish school.

YEAR 10 OVERVIEW


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The opportunity for students to participate in the Service Leadership Team includes training and practical opportunities for students to lead where they are most passionate; experience working in teams; and network with others to see their God given passions and potential come to life as per Romans 12:3-8. This leadership opportunity enables students to identify who they are, as well as helping them to establish their future direction.

The Student Representative Leaders, within the Service Team, support the year level by sharing

and communicating the culture of the Year 10 group. This is done to further build and integrate self-appointed core values into the cohort such as unity, respect and honesty. Year 10 is the perfect time to capitalise on the opportunity to teach students resilience, and help them grow as individuals, before they enter VCE or other further study. The high level of stress and expectation students place on themselves at the VCE level requires students to have developed resilience already. It is therefore important that this is ingrained and growing within students before they enter the VCE environment.

Peer Support provides students with an intimate and supportive environment that allows them to learn more about themselves and others. The program covers matters related to building friendships, positive communication, identifying personal strengths, identifying genius, and resilience.

The Peer Support program includes assisting younger students in Year 5/6 with their transition into Middle School. During Term 2, the program is run by trained Year 10 students who work with groups of approximately 8 to 10 students from the Year 5/6 cohort. The Year 10 students help the younger students to develop skills and strategies that enable them to cope within a Secondary school environment.

During Term 3, the Peer Support Program provides Year 10 students with the opportunity to continue to develop their interpersonal skills and independence as life-long learners. Students are taught and guided by teachers who will reflect on each lesson and guide students through developing their skill sets.

Peer Support empowers the Year 10 students to develop and practice authentic leadership and interpersonal skills for their future endeavours. It also provides Year 10 students with an excellent development opportunity to add to their resume.

SERVICE LEADERSHIP TEAMS

PEER SUPPORT PROGRAM

YEAR 10 OVERVIEW


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BHCS currently employs a trained Careers Advisor. There are programs in place to assist students when it comes to making selections pertaining to careers. Careers counselling, in conjunction with excursions and incursions seeks to give students the information they need when it comes to choosing a career. Students are also provided with the opportunity to be involved in trade experiences through the school or other organisations.

All students in Year 10 will participate in one week of Work Experience placement. This will take place at the end of Term Two. This is an opportunity for all students to spend time in a work-place environment, allowing them to explore possible career pathway options. The program is monitored and teacher and employer reports will be compiled on a student’s performance.

Students are asked to take the responsibility for organising their own work experience placements. This may be done through the personal contacts of parents, through letters seeking work experience placement, interviews, etc. Where difficulty is experienced in finding a placement, the Career’s department in conjunction with teaching staff will seek to render assistance. Students are advised to begin arranging placements early in Year 10.

To assist students in preparing for these placements whilst guiding them towards areas of interest, students are presented with different formats, which may include guest speakers, discussion forums, role plays, interview techniques and personal presentation skills. Students also visit a range of tertiary providers, universities and industry placement providers.

The aims of such a program are:

• To assist students to learn in a practical way about a particular job and also about the place of work in society.

• To give students experience in coping with new situations and people – thus developing their self-confidence, initiative and independence.

• To give students an opportunity to explore their employment or career options.

• To provide opportunity for parents and children to discuss students’ futures.

• To allow students to observe the use made of skills taught in school subjects.

CAREERS & WORK EXPERIENCE

YEAR 10 OVERVIEW


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CHRISTIAN STUDIES 18ENGLISH 19MATHEMATICS 20PHYSICAL EDUCATION / SPORT 22SCIENCE 23SOSE (STUDIES OF SOCIETY & ENVIRONMENT) 24

YEAR 9/10 CORE SUBJECTS


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OBJECTIVES• To instil an interest in God’s Word.

• To develop a knowledge of Christ and trust in God.

• To teach students how to apply the Bible to everyday issues and our lives.

• To help students to understand the progress of the story in The Bible and the way that God continues to work throughout history and today.

CONTENTThe course covers a series of topics relating the Bible to issues of Christian living and an overview of the history of the Church.

Year 9

• A Sneaking Suspicion (by John Dickson)

» Making choices

» Body Image

» Wealth

» Media

» Alcohol

» Relationships

» Suffering

» Death

» Other religions

Year 10

• Biblical Study

» The place of the Bible today

» Reading and understanding Biblical texts

» Overview of the Bible as a Big Picture

ASSESSMENTStudent’s assessment is based on the following:

• Book work during class

• Participation in class

• Assignment work

• Other presentation work and quizzes

CHRISTIAN STUDIES



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OBJECTIVES• To gain a critical understanding of language as

an instrument for clear, honest and effective communication

• To write in a fluent, coherent and grammatically appropriate manner

• To write in different modes, suitable for different audiences

• To read with understanding both set texts and wide reading novels, responding orally and in written form

• To communicate clearly and fluently in both a formal and an informal manner

CONTENTFor both Year 9 and 10

• Speaking and Listening

» Reading aloud

» Formal oral presentations

» Informal class and group discussion

» Debating

• Reading

» Students are to read/view and respond to a range of texts, including novels, short stories, newspaper articles and films.

» The study of the set class texts will involve various activities, including analytical and creative writing, oral work, drama and thematic studies.

• Writing

» Participate in a range of writing types

» Develop writing techniques

» Planning and drafting

» Mechanics of writing (spelling, punctuation, grammar)

» Vocabulary extension


• Taking part in discussion sessions

• Reading and studying the texts closely

• Completing written assignments and essays

• Giving oral presentations

• Written Exams

ENGLISH



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The study of Mathematics provides students with essential mathematical skills and knowledge as it develops the numeracy capabilities that all students need in their lives, and provides the foundations for further study of Mathematics.

All students study the Victorian Curriculum up to the end of Year 10. From Year 10, the curriculum provides pathway options suitable for students of differing abilities and interests, and with a range of future career and study plans.

OBJECTIVESTo ensure that students:

• are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.

• develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability.

• recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

STRUCTUREMathematics is compulsory at Years 9 and 10. At each year level, mathematics classes are timetabled concurrently. This enables differentiation of the curriculum and flexible groupings to meet the individual learning needs of students.

At Year 9, maths classes consist of Maths Methods and General Maths and at Year 10, there are three different streams: Maths Methods, General Maths or Foundation Maths. The composition of these groups is flexible to allow movement, where appropriate, between pathways according to students’ individual abilities.

All students generally study the same core material. Students in Maths Methods will learn at a faster pace and to a greater depth than the other classes, extending their knowledge, particularly in the area of Functions and Graphs and Algebra in preparation for advanced study of mathematics in VCE.

General Maths classes are designed to provide a solid foundation for Year 11 General Mathematics whereas Foundation Maths (Year 10) is only appropriate for students who do not necessarily intend to undertake further studies in mathematics. Year 10 Foundation Maths classes are small in size to enable individual attention to be given to students who need reassurance and extra assistance to overcome gaps or weaknesses in their prior knowledge, as well as meeting new material at a suitable pace.

MATHEMATICS



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CONTENTYear 9

In all topics, attention is paid to revision of concepts and skills introduced in the previous year to provide a foundation for new learning. Topics covered include some or all of Pythagoras’ Theorem, Trigonometry, Algebra, Linear Equations, Linear Graphs, Measurement, Financial Mathematics, Congruence and Similarity, Proportion and Rates and Indices.

Year 10

In all topics, attention is paid to revision of concepts and skills introduced in the previous year to provide a foundation for new learning. Students in General Maths and Maths Methods are expected to own the Casio Classpad calculator and these are used extensively throughout the courses.

Maths Methods: Topics covered include Indices, Algebra, Coordinate Geometry, Simultaneous Linear Equations and Inequations, Trigonometry, Surface Area and Volume, Quadratics, Real Numbers and Circular Functions.

General Mathematics: Topics covered include Algebra, Coordinate Geometry, Simultaneous Linear equations, Financial Mathematics, Trigonometry, Surface Area and Volume, Univariate Data and Bivariate Data.

Foundation Mathematics: In Foundation Mathematics there is a strong emphasis on the use of mathematics in practical contexts encountered in everyday life in the community, at work and at study. The areas of study are ‘Space, shape and design’, ‘Patterns and number’, ‘Data’ and ‘Measurement’. Students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, equations and graphs with and without the use of technology.


• Assignments and tests

• Summary or review notes

• Classwork

• Projects

• Short written responses

• Problem-solving and modelling tasks

• Examinations

MATHEMATICS (CONTINUED)



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OBJECTIVES• To develop physically, with regards to skill

proficiency, agility, flexibility, strength, speed and endurance specific to particular sports.

• To develop a Christian perspective toward competition, in that the activity is for the enjoyment of ‘all’, and to develop respect for the efforts of others regardless of their ability.

• To share in the planning and administration of sport experiences.

• To work effectively within a group towards common goals, involving teamwork, sportsmanship and co-operation.

• To develop and apply knowledge about umpiring, warming up and training.

CONTENTFor both Year 9 and 10

Sport Education Physical Education Program (SEPEP) involves the following:

• Badminton

• Basketball

• Cricket

• European Handball

• Football

• Netball

• Soccer

• Softball

• Tennis

• Volleyball

SEPEP involves the students taking on responsibilities for organising and planning much of their sport lessons, including warm up, skill development (peer teaching), management of a team, umpiring and scoring. As part of a team within the class students work together through a series of sports and are rewarded for their teamwork, organisation, performance and sportsmanship. This culminates in a finals series and an overall winner based on the above categories.

As part of their Sport program some students will be selected to participate in the Christian Schools Network (CSSN) Interschool Sports teams. This involves the students going out four times during each term on a particular afternoon to compete against other Christian schools in a number of sports throughout the year.

In addition to the above students will also participate in Athletics, Swimming and Cross Country and a variety of other major and minor games.


• Participation

• Fitness Testing

• Involvement in the SEPEP Program

• Leadership of class warm up and skills

PHYSICAL EDUCATION / SPORT



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OBJECTIVES• To develop an appreciation in the student of

the beauty, order and complexity of God’s creation.

• To teach students scientific and experimental skills of accurate observation, exploration, classification, discrimination, communication and recording.

• To teach students to use scientific concepts, terminology, apparatus, principles and application.

• To appreciate science as relevant to themselves and society.

CONTENTYear 9

• Physics

» Electricity and light

• Biology

» Respiratory, circulatory and immune systems

• Chemistry

» The atom and chemical reactions

» The dynamic earth

Year 10

• Psychology

• Biology

• Physics

» Motion

» Astronomy

• Chemistry

• Global Science


• Maintaining a complete set of notes

• Set exercise and revision sheets

• Class discussions

• Project work

• Practical laboratory work

• Written laboratory reports

• Topic tests

• Written exams

SCIENCE



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OBJECTIVESThe History curriculum aims to ensure that students develop:

• interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens;

• knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society;

• understanding and use of historical concepts and skills, including sequencing chronology, using historical sources as evidence, identifying continuity and change, analysing cause and effect and determining historical significance;

• capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication of arguments.

CONTENTYear 9

• What has the 18th Century got to do with me? (1750 - 1920)

• What are the international, national & personal impacts and significance of World War I?

Year 10

• Rights & Freedoms (post war to modern day)

• Globalising the World

• What are the international, national and personal impacts & significance of World War II?


• Journals

• In-depth Studies: Written, Oral, Slides, Graphs, Maps, Annotated Illustrations, Reviews

• History Exhibition - Love & Sorrow - Year 9

• Essays

• Project Work

• Exams

SOSE - HISTORY (SEMESTER 1)



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OBJECTIVESThe Geography curriculum aims to ensure that students develop:

• a sense of wonder, curiosity and respect for places, people, cultures and environments throughout the world;

• a deep geographical knowledge of their own locality, Australia, the Asia region and the world;

• the ability to think geographically, using geographical concepts;

• the capacity to be competent, critical and creative users of geographical methods and skills

• the capacity to be informed, responsible and active citizens who can contribute to the development of a world that is environmentally and economically sustainable, and socially just.

CONTENTYear 9

• Can we end world hunger?

• What connects us? (globally)

Year 10

• Environmental change and management

• Geographies of human well-being


• Journals

• In-depth Studies: Written, Oral, Slides, Graphs, Maps, Annotated Illustrations, Reviews

• History Exhibition - Love & Sorrow - Year 9

• Essays

• Project Work

• Exams

SOSE - GEOGRAPHY (SEMESTER 2)


BHCS CURRICULUM BOOK - YEAR 9 & 10, 2019

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ART - ART 28 - CERAMICS 29 - FIBRE ART 30AUTOMOTIVE/METALWORK 31BUSINESS STUDIES 32CONSPIRACY THEROIES (HISTORY) 33DESIGN TECHNOLOGY - WOOD 34DRAMA 35ENGLISH LANGUAGE 36ENGLISH LITERATURE 37FILM STUDIES 38FOOD - FOOD TECHNOLOGY (YEAR 9) 39 - HOSPITALITY (YEAR 10) 40LANGUAGES - FRENCH 41LEGAL 43MEDIA 44MUSIC 45OUTDOOR & ENVIRONMENTAL STUDIES 46PHILOSOPHY 47PHOTOGRAPHY 48PHYSICAL EDUCATION - SPORTS LEADERSHIP & CULTURE 49PSYCHOLOGY 51ROBOTICS 52STEM (SCIENCE, TECHNOLOGY, ENGINEERING & MATHS) 53VISUAL COMMUNICATION DESIGN 54

YEAR 9/10 ELECTIVE SUBJECTS


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COURSE DESCRIPTIONStudents evaluate how visual representations communicate artistic intentions in artworks they make and view. They evaluate artworks from different cultures, times and places including the work of Aboriginal and Torres Strait Islander artists. During this study students analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas while identifying influences of other artists’ on their own artworks. Students manipulate materials, techniques and processes to develop and refine their ideas and subject matter in their own artworks. This subject can lead to further study in VCE Studio Arts and/or Visual Communication and Design.

TOPICSTopics include:

• Painting

• Drawing

• Mixed Media

• Printmaking

• Art appreciation

LEARNING OUTCOMESAt the completion of this subject students should be able to:

• Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style while reflecting on the styles of other artists.

• Develop, manipulate and refine materials, techniques, and processes to represent their own artistic intentions.

• Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making.

• Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and international artworks including those from the Asian region.

ART



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COURSE DESCRIPTIONStudents will be introduced to the basic construction methods in their explorations of clay and the way it can be formed, shaped and joined. This will include methods of building (including pinching, coiling, slab construction and slab/coil combinations), throwing (including centring, pulling up and turning). They will also learn about basic glazing techniques and be encouraged to experiment with creative ways of glazing their works. Students will be encouraged to research and learn about the composition of glazes and how they work in firing. They will present their work in an exhibition.

TOPICSThrough the course students will look at:

• Traditional pottery styles within various cultures

• Indigenous styles of pottery

• Decorating styles

LEARNING OUTCOMES• Skills progression over the course

• Notebook: planning, designs, inspiration, class notes

• Exhibition

ART - CERAMICS



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COURSE DESCRIPTIONStudents use skills, techniques, processes, materials, methods and technologies to plan and create ceramic pieces. They learn to manipulate, sculpt, shape and form clay, fire their work in a kiln and apply glazes.

TOPICSMany of the techniques and materials associated with fibre art include:

• Basketry

• Beadwork

• Clothing design

• Crochet

• Natural or eco-dyeing

• Embroidery and other needle arts

• Knitting

• Knotting and knot tying

• Mixed media

• Sculpture

• Sewing

• Spinning

• Textile design

• Wearable art

• Weaving

This above list is only a sample. There are more than we can list or imagine, as the contemporary fibre art and textiles world changes every day.

LEARNING OUTCOMESThese are dependent on what particular material and techniques students choose as their focus as each particular area presents different skills and techniques.

ART - FIBRE ART



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COURSE DESCRIPTIONThis elective is based on a taster to the automotive industry and will allow students to access the wide range different employment opportunities that this industry offers. Learning about Automotive skills provides opportunities for students to develop relevant technical, vocational and interpersonal competencies suitable for employment and further training in the automotive industry. It also provides skills, knowledge and experiences – such as teamwork, communication and occupational health and safety – that are transferable to other industry areas.

TOPICSTopics include developing skills, knowledge and experience related to Automotive in:

• Teamwork

• Road Safety

• Vehicle System Layouts

• Communication

• Occupational Health & Safety

• Welding and Fabrication

LEARNING OUTCOMESAt the completion of this subject, students should have:

• Acquired a range of technical, practical and organisational skills valuable beyond school and in the work place.

• Students to develop relevant technical, vocational and interpersonal competencies suitable for employment and further training in the automotive industry.

• Acquired an underpinning knowledge and skills related to work employment and further training in the Automotive Industry.

AUTOMOTIVE/METALWORK



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COURSE DESCRIPTIONStudents will develop an understanding of the core principles of Business Studies. They will learn the necessary skills to enable them to research a business and interpret the available information, understand the need for effective decision-making in the business sectors and how to apply their knowledge to real situations. This elective has been designed to prepare students for Business Studies in Year 11.

TOPICSThese may cover areas such as:

• Features of an organisation

• The role ethics and social responsibility within a business

• The motivations behind starting a small business

• The challenges in running a business

• Marketing and communications in the business sector

LEARNING OUTCOMESDuring this subject, students will be required to:

• Use important terms and concepts

• Evaluate marketing strategies

• Recognise and understand small business principles and recognise their effectiveness

BUSINESS STUDIES



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COURSE DESCRIPTIONA history-based elective that uses conspiracy theories as a gateway into investigating sources to determine their reliability and understanding agendas behind sources. The elective will allow students through guided independent study to understand a range of primary and secondary sources with the aim of determining their own theory about a particular event. Students will acquire knowledge of historical events, an understanding of the benefits and disadvantages of primary and secondary sources and will develop the skills required to present this information within a class setting.

TOPICSTopics for this subject include:

• Types of sources

• Validity of online sources and assessing reliability

• A range of historical events that have given rise to conspiracy theories

• Presenting information to persuade an audience


• Understand and appreciate different types of primary and secondary sources.

• Have an understanding of how to determine purpose and agenda behind sources.

• Create types of presentations and determine a style that suits the content

CONSPIRACY THEORIES (HISTORY)



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COURSE DESCRIPTIONThis is an extension of the skills developed in Year 7 and 8. Students develop a familiarity with a range of power tools. They are introduced to machines such as the disc sander, router, wood lathe and biscuit joiner. Students are taught more advanced joinery skills and to design their own work. Students are also introduced to software applications such as CAD, Google SketchUp and Tinker CAD.

TOPICSTopics of study include:

• Safety

• The design process

• Drawing (communications)

• Methods of joining and shaping materials

• Surface finishing

• Use of other materials for technology

LEARNING OUTCOMESOn completion of this unit, students should be able to:

• Choose appropriate materials for the development of items

• Develop ideas for the design and production of items

• Evaluate the success of simple examples of production

• Choose appropriate wood joints and surface finishes to suit the product

DESIGN TECHNOLOGY - WOOD



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COURSE DESCRIPTIONThis course will build on previous experience, and make provision for each student to develop the confidence necessary in preparing for performances. Students will work individually and in small groups within the classroom to rehearse and present a performance to a live audience. Students will study elements of performance as well as stagecraft.

TOPICSThis unit introduces students to the elements of drama and puts them to work in scripts, improvisations, stagecraft and play building. Students will create performance pieces utilising their skills in voice and movement workshops throughout the unit.

LEARNING OUTCOMESOn completion of this unit, students should be able to:

• Select, combine and manipulate dramatic elements to construct a performance

• Use starting points such as observation and experiences to construct a character

• Talk and write analytically yet informally about observations of drama

• Rehearse and refine a performance for a live audience

• Contribute to an element of stagecraft for the live performance

DRAMA



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COURSE DESCRIPTIONStudents will develop an understanding of the core principles of English Language. In this elective we will explore how language is used in society, the differences between the written and spoken word and the rules of language for different situations. We will also look at how children learn to speak English.

Other key areas that we will be covering are how English has changed over time, how it has influenced other languages.

This elective has been designed to introduce students to the concepts of English Language in Year 11.

TOPICSThese may cover areas such as:

• Primary aspects of the nature and functions of human language

• Key features of speech and writing

• What children learn when they acquire language

• The historical development of English

• How English may change in the future

LEARNING OUTCOMESDuring this subject, students will be required to:

• Use important terms and concepts

• Compare different pieces of writing

• Research use of language by different writers and speakers

ENGLISH LANGUAGE



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COURSE DESCRIPTIONThe English Literature elective will allow students to explore a variety of creative written works, through practical and theory-based means. They will learn about a number of writing forms, genres and authors. Students will acquire knowledge of literary conventions and styles, as well as some basic tools for understanding meaning, themes, characters, imagery, and so on. Students also have plenty of opportunity to write reflectively, creatively and informatively, exploring their own creativity and thoughts.


• The development, meaning and genres of Literature

• Conventions of novels and films

• Classic novel study

• Poetry

• From stage to movie set – comparisons


• Understand and appreciate many literary forms.

• Have understanding of purpose and communication between author and reader.

• Write freely according to their creative flair, having fun with the text, as well as write to particular structures.

• Discuss their interpretations of various themes, writing styles and author/director intentions.

ENGLISH LITERATURE



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COURSE DESCRIPTIONThe Film Studies elective involves students in viewing, analysing and appreciating films. Students are introduced to the range of film genres, the techniques of film-making, aspects of the film industry, the how-to of film-making and the appreciation of film as an art form.


• Film genres may include Animation, Western, Comedy, Silent, Australian, Historical, War, Musical

• Film-making techniques including Mis-En-Scene, Cinematography, Editing, Sound

• Film view and review

• Film-making

• Film appreciation and film as art

LEARNING OUTCOMESThe course aims to:

• Enhance students’ understanding of the range of film genres.

• Understand and analyse segments of film using the filmic elements framework.

• Learn to review a film based on set guidelines.

• Understand film as an art form and learn to appreciate creative elements within a range of films.

• Discuss film meaning/making and explore thematic concepts.

• Explore the history of filmmaking, ideas and techniques.

FILM STUDIES



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COURSE DESCRIPTIONIn Year 9, students gain skills to prepare nutritious, well balanced meals that are tasty and satisfying. Students should gain an understanding of ingredients and cooking processes used to make quality food products while building on the food preparation techniques covered in Year 8. Students are taught more challenging food preparation skills, while being encouraged to confidently plan, design and prepare appealing food for family meals. At the same time students should also be acquiring other important food preparation techniques such as nutrition, time management and the safe use of kitchen equipment to name a few. Students work with the “Technology Process” which is an important generic skill for many occupations in the Design and Technology field. Learning good food preparation techniques and practicing them at home is an awesome way to develop culinary skills for the future.


• Hygiene and kitchen safety skills

• Safe food handling

• Methods of cookery

• Understanding the nutritional requirements of youth

• Skills for planning well-balanced, nutritious meals

LEARNING OUTCOMESAt the completion of this subject students should have gained:

• Competence in a variety of methods of cookery.

• An understanding of the nutritional requirements of youth as well as menu planning for well-balanced meals.

• Social and employability skills including working in teams, making responsible decisions and handling challenging situations.

FOOD - FOOD TECHNOLOGY (YEAR 9)



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COURSE DESCRIPTIONIn Year 10, students gain an understanding of ingredients and cooking methods used to make quality food products, building on the food preparation skills they may have acquired in previous years. The course aims to teach more challenging food preparation skills while encouraging confidence in the ability to plan, design, prepare and present food. Students use a variety of cookery methods and are taught time management skills and the responsible use of equipment. Students work with the “Technology Process”, an important generic skill for many occupations in the Design and Technology field.


• Safety and Food Hygiene

• Menu planning

• Dietary requirements

• Food presentation

• Methods of cookery

LEARNING OUTCOMESAt the completion of this subject students should have gained:

• Competence in a variety of methods of cookery.

• An intercultural understanding including past, current and future cultural influences on Australian food choices

• Social and employability skills including working in teams, making responsible decisions and handling challenging situations

FOOD - HOSPITALITY (YEAR 10)



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Students who have shown an aptitude for French during Years 7 and 8 are encouraged to continue with this subject in Years 9 and 10, particularly if they have aspirations to study French in Years 11 and 12. Some institutions offer a scaled increment of up to five points on their ATAR (Australian Tertiary Admission Rank) score if a language is studied at Year 12.

COURSE DESCRIPTIONThis course seeks to give students opportunities to expand their knowledge of useful vocabulary and grammatical structures for personal communication in the target language. The course materials provide computer based support activities for class and home use. Cultural information is up-to-date and relevant to students’ interests and current experiences. Students are given training in oral and aural language skills, as well as regular practice in writing on topics or themes using unit vocabulary in a meaningful way. Students wishing to continue with French in Year 9 must have a B grade minimum in Year 8.


• Travel destinations in France and the francophone world.

• Career opportunities where French is a prerequisite.

• Popular past-times especially sports and outdoor pursuits.

• Environmental issues facing Europe and the world at large.

• Family life and dealing with the everyday pressures of balancing work and home duties.

• Current trends in popular teen culture.

Language areas that will be introduced and/or extended:

• Confident recall of the high frequency regular and irregular verbs.

• Development of the past tenses of the Passé Composé and the Imparfait.

• Understanding of use and formation of the Conditional tense.

• Formation of negative sentences.

• Questioning skills to empower students to find out information for themselves.

• Effective use of adjectives and adverbs to add interest and detail to communication.

• Vocabulary expansion to include terms of cooking, fashion, sports, technology and family home life.

LANGUAGES - FRENCH



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LEARNING OUTCOMESAt the end of the two year program, students will:

• Communicate at a functional level in speech and writing using French.

• Comprehend native French speakers who are aware that they are second language learners.

• Appreciate both the satisfaction and the challenges inherent in learning another language.

• Be more informed and aware of the contributions made by a culture different to their own

• Be aware of the value of second language learning and its benefits to many career paths in the global economy of the 21st century.

LANGUAGES - FRENCH



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COURSE DESCRIPTIONThis course will run for a semester and provides students with a great introduction to our legal and political system. After an initial topic on the basics of the political and legal system, the main focus will be on how the law impacts on young people. The course is an introduction for those who are new to the subject and will give students a taste of what is studied during VCE Legal Studies. The subject looks at a range of issues to help develop students’ knowledge about their rights and responsibilities.


• Conflict

» Here we examine the role of the legal system, ways that disputes are settled and procedures in the court system. We look at various aspects under the heading of ‘Are you old enough?’ including issues related to school and part time work.

• Contracts

» Did you know that when you buy something you are entering into contract? What happens if you buy something that doesn’t work? You have RIGHTS! Find out what they are. The focus here will particularly be on contracts that young people are likely to enter into e.g. mobile phones, buying goods online, etc.

• Cars

» What are your rights and responsibilities as a driver? Here you gain knowledge about the legal issues to do with some of the laws that drivers on their Ls need to follow and how to prevent a legal problem relating to driving on Ls.


• Explain the Australian political system, in terms of voting, elections, major political parties, role of the houses at both a State and Federal Level.

• Develop an awareness of how disputes are resolved through the court system and other methods of dispute resolution.

• Understand the legal obligations and rights involved in contracts especially as they pertain to young people.

• Develop and understand their rights and responsibilities as young drivers.

LEGAL STUDIES



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COURSE DESCRIPTIONThe Media Elective is a largely practical course, where students learn the various stages of production of a media product such as film, advertisements, print, photography etc. There are a number of smaller activities to choose from which are based on skill development, and a few larger projects where they apply their skills. If the student is thinking of doing VCE Media at a later stage then it is a good idea to do it as an elective beforehand.

TOPICSStudents target projects that interest them. Some of the projects may include:

• Film/video

• Photography

• Stop-motion animation

• Magazine design

• Video game design

• Website design

• Audio recording & video editing

LEARNING OUTCOMESAt the completion of this subject (one semester) students should be able to:

• Understand and apply many of the skills and terminology associated with producing a media product

• Plan and execute a variety of production exercises

• Learn to use a range of technical equipment including software, printers, cameras, audio and video editing software

MEDIA



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COURSE DESCRIPTIONThis elective course is designed specifically for musicians and singers and for students wishing to acquire Music Industry Skills such as recording and performing music. Students learn dynamic performance and music industry skills and have the opportunity to perform during the semester, as well as learning to critique performance in order to hone their own skills.

TOPICSTopics covered in this unit include:

• Theory of music

• Aural

• Practical

• Musicology

• Leading worship

• Instruments (guitar, keyboards, bass, drums)

• Composition

• Performance

LEARNING OUTCOMESThis course aims to:

• Further students’ ability to play an instrument.

• Encourage participation in musical groups.

• Develop a leadership role in music at the school.

• Increase knowledge of the History of Music.

MUSIC



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COURSE DESCRIPTIONOutdoor & Environmental Studies focuses on both practical and theory based elements on how we view our environment. Students focus on two specific outdoor activities per semester. Students learn about the physical skills required to undertake these activities while developing an understanding of how to do them safely within a chosen environment. Students participate in excursions for each of these activities and receive expert tuition in safety procedures and skills needed to competently participate. This course includes components on understanding the ‘Leave no trace’ principles, First Aid and Risk Management. This further involves a commitment to protecting our environment by ensuring a sustainable future for ourselves and future generations. Through continuous improvement, we strive to be better tomorrow than we are today. Students are taught that learning about sustainability starts with looking at everyday practices. Students are encouraged to reason about why different practices are needed while learning to understand the impact their actions have on the planet.

TOPICSTopics and activities for this elective include:

• The study of long-lived forests and healthy wetlands

• Gardening projects

• Cooking organic foods

• Creating sustainable energy sources

Further topics are chosen from the following:

• Water environments

• Land envrionments

• Rock environments


• Appreciate outdoor activities while understanding the safety required in doing these activities as well as the skill and fitness required to participate in these activities.

• Appreciate and understand the environment in which these activities take place.

• Demonstrate skills in research, team work and project completion.

• Understand the science behind wind generators and solar power.

• Make comparisons between genetically modified and organic produce.

• Explain sustainability and appreciate the need for sustainable practices for future generations.

IMPORTANT NOTEThe Outdoor Education elective incurs an additional cost due to the camps and excursions associated with it.

OUTDOOR & ENVIRONMENTAL STUDIES



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COURSE DESCRIPTIONPhilosophy is the study of life’s biggest questions and literally means ‘love of wisdom’. This class is designed to be a fun, engaging, meaningful and super interesting introduction into the subject of Philosophy. Topics will be based on a movie, like the Hunger Games or The Dark Knight Rises, and the assessment may include: a mind map, a research project, a Socratic dialogue or a debate. Students who love to question, think, argue and debate will love Philosophy.

TOPICSTopics include:

• Epistemology (questions concerned with knowledge)

• Metaphysics (the nature of reality)

• Ethics (what is right and wrong)

• Political Philosophy (the way humans organise themselves)

Questions included in the topics include:

• Who am I?

• What is the difference between mind and body?

• What is the nature of reality? Does God exist?

• How do we ‘know’ anything?

• How do you make hard decisions?

• What is the good life and how does consumerism, technology and our obligations to others affect how we live?

• Is war justifiable?

• How can humans best organise themselves in societies?

• What is right and wrong?

• And perhaps most importantly, what is the meaning of life?

LEARNING OUTCOMESAt the completion of this subject, students should have developed the ability to:

• Think critically, using logic and reasoning .

• Understand and empathise with different perspectives.

• Question and create arguments in a response to a broad range of questions and hypothetical scenarios.

• Reflect on some of life’s most important ideas.

PHILOSOPHY



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COURSE DESCRIPTIONPhotography aims at teaching students to develop and apply an understanding of the functions and effects of cameras and their parts, including those of an SLR camera. The course also looks at how computer programs can manipulate and enhance photographs. Students learn to explore ideas, skills, techniques, compositions, processes and presentations enabling them to analyse and build an understanding of both their own, as well as, other people’s photographs, including famous and indigenous photographers. Rules of photography are also explained and trialled. Photography can lead to further study in VCE Studio Arts and/or Visual Communication and Design.

TOPICSAreas of study will include:

• Composing and taking effective photographs

• History of the camera and photography

• Photographic techniques and technical aspects of camera use

• Utilising the different modes of a camera

• Competence in using photography software to manipulate photos

• Analysing and explaining the influences of past and current photographers and their photography

• Researching and emulating various types of photography

• A number of Studio Arts and VCD based tasks

LEARNING OUTCOMESAt the completion of this subject, students should be able to:

• Compose and produce photographs based upon the basic techniques of photography.

• Effectively use a variety of computer programs to enhance and manipulate photographs.

• Research, analyse and interpret another photographer’s work.

• Research and present a range of photography related assignments .

PHOTOGRAPHY



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COURSE DESCRIPTIONThis course incorporates both a practical and theoretical component. In Semester 1, the course will provide students with the practical information about sports coaching, development and leadership. In particular, students will be introduced to the skills, values and practices of leadership through learning how to become a coach. Students will also learn about the stages of development and how that influences sports performance. Students will have an opportunity to apply what they’ve learnt about coaching principles by taking a series of coaching session in Junior and Middle School Sport.

In Semester 2, students will be introduced to key concepts that influence “sports culture”. Students will learn about some of the main sports injuries incurred in sport, as well as how they can be prevented. In addition, students will be introduced to the impact that different performance-enhancing drugs (PED) and methods have on overall performance. During the practical component, students will combine some laboratory based activities to find the effects of exercise on the body, as well as taking part in mainstream sports and some new sports, such as golf, bowling and water polo.

TOPICSTopics covered in this unit include:

Semester 1

• The role of a coach

• Coaching styles

• Science and principles of sports coaching

• Core leadership values and principles

• Classification of skills

• Individual stages of development

• Fundamental Motor Skill (FMS) development in young people

• Locomotive skill development in young people

• Communication

Semester 2

• Skill Acquisition

• Game sense and tactical understanding

• Sport injuries and prevention

• Performance- enhancement drugs and methods in sport: illegal and legal

• The role of national and international sporting authorities

• Physical, social and psychological pressures experienced in elite sport

PHYSICAL EDUCATION - SPORTS LEADERSHIP & CULTURE



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LEARNING OUTCOMESOn completion of the Semester 1 unit, students should be able to:

• Evaluate the role of the coach in a range of sporting and training scenarios.

• Demonstrate an ability to lead a number of coaching session for Junior and Middle School aged students (Grade 3-8).

• Assess fundamental motor and locomotive skills in a range of different scenarios and provide meaningful feedback.

On completion of the Semester 2 unit, students should be able to:

• Demonstrate an understanding of the impact that injuries and enhancements has on an individuals sporting performance.

• Demonstrate an understanding on how to prevent and treat sporting injuries.

• Demonstrate an understanding of the impact that different enhancements have in sport, including the use of legal and illegal substances.

• Evaluate the different social, physical and psychological impacts in elite sport and how they can be overcome.

PHYSICAL EDUCATION - SPORTS LEADERSHIP & CULTURE (CONT.)



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COURSE DESCRIPTIONThe Psychology elective invites students to explore areas of human behaviour and is relevant to their everyday experiences as adolescents in a fast changing world. The course is an introduction for those who are new to the subject and will give students a taste of what is studied during VCE Psychology. There will be a text book for the subject provided, with links to online resources, encouraging a more activity based approach as well as opportunities to conduct experiments to test the theories that students encounter.

TOPICSTopics covered in this unit may include:

• Debunking the myths about the psychology

• ‘Beautiful Minds’- the anatomy of the brain and tricks of the brain

• Issues facing teenagers - depression, substance dependence, eating disorders.

• Brain chemistry: what’s happening now in your brain? How is it affected by alcohol, cannabis, nicotine? Where to go for help?

• Dreams: What are they? Theories of dreaming

• Human relationships: Body language, what does it mean?

• The darker side of human nature

• How to retrain your brain

LEARNING OUTCOMESOn completion of this subject, students should be able to:

• Have a deeper understanding of how people relate to others.

• Define what areas the science of Psychology involves.

• Develop an awareness of what happens in the brain and how that affects human behaviour.

• Understand the effects of drugs and alcohol on the body.

• Understand the plasticity of the brain.

PSYCHOLOGY (‘GET PSYCHED’)



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COURSE DESCRIPTIONUsing the latest technology from ‘Lego Mindstorms’, the Robotics elective is a hands-on course that involves two main facets: construction and programming. It is definitely a subject for problem solvers, especially for those students who enjoy making simple machines to solve challenging problems. Most challenges involve students working in pairs against other students to build superior robots. A challenge usually lasts between 3-5 periods, allowing students to progress through 6-8 challenges per semester.

TOPICSSome topics and challenges covered in this elective may include:

• Automatic Catapult

• Ball Skirmish

• Colour Sorter

• Dancing Robot

• Fastest Car

• Jousting Robot

• Line Follower

• Maze Runner

• Obstacle Course

• Pinball Machines

• Strongest crane

• Sumo Wrestling Robot

• Table Top Racer

• Tabletop Walker

• Tug of War Robot

• Vending Machine


• Construct simple and complex robots.

• Use ‘Lego Mindstorms’ to program robots.

• Connect a robot to an iPad via Bluetooth.

• Use thinking skills to solve challenging problems.

• Use trial and error, and perseverance, regardless of obstacles.

ROBOTICS



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COURSE DESCRIPTIONScience doesn’t start and stop at the classroom door – it’s everywhere. This course aims to spark the curiosity of students and encourage deeper engagement with skills that are so vital to give them a competitive edge in a technology-driven world.

It will encompass disciplines within the natural and physical sciences such as chemistry, physics and biology, will draw on scientific, mathematical and technological knowledge, and encourage systematic observation, critical experimentation, and the rigorous testing of hypotheses.

TOPICSSome topics and challenges covered in this elective may include:

• Ethics and safety

» Ethics of and concerns with research

» Application of relevant health and safety guidelines

• Exploring through practical experiments

» Choosing and conducting experiments relevant to specific topics

» Making observations and recording results

» The conventions of scientific report writing, including terminology, equations, formulas, units of measurement, significant figures and standard abbreviations

• Renewable energy

» Global warming

» Energy transformations and transfer

» Conservation of energy and energy efficiency

» Energy resources

» Batteries and electrical power

• Student Practical Investigation

» Students will design and undertake a quantitative investigation related to a scientific concept of their choosing

» Students draw conclusions from their investigation based on evidence from collected data

LEARNING OUTCOMESAt the completion of this subject students should have:

• Learned about the ethics and safety involved in scientific investigation.

• Discussed different sources of renewable energy.

• Conducted experiments related to physical sciences.

• Designed, conducted and presented an individual experimental investigation.

STEM (SCIENCE, TECHNOLOGY, ENGINEERING & MATHS)



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COURSE DESCRIPTIONVisual Communication Design looks at the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. This course aims to teach students to generate, develop and produce original concepts using the design process while making and presenting their visual communications. Students work on skills, techniques and processes, and explore various ways and methods to develop a personal style in order to enhance their visual communications. This includes experimentation and practice using various media and materials in the areas of digital and freehand drawing. Students are also taught to develop digital drawing skills using a range of computer software. VCD can lead to further study in VCE Visual Communication Design.

TOPICSAreas of study include:

• Designers and design styles

• Rendering with a variety of media and materials

• Working to a design brief

• Developing competence using different drawing systems including digital, paraline, perspective, 2D and 3D

• Visual Communication in historical and/or cultural contexts

• Marketing Design and target audiences

LEARNING OUTCOMESAt the completion of this unit, students should be able to:

• Make and present visual communications, which explore themes, issues and ideas with a variety of methods.

• Use a visual communication production process to develop and present communications appropriate to a brief.

• Analyse and evaluate the purposes and content of visual communications and present a written analysis of this information.

• Read, understand and complete instrumental drawings according to the Australian Standards Conventions.

• Use digital drawing programs with competence.

VISUAL COMMUNICATION DESIGN


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NOTES

BHCS CURRICULUM BOOK - YEAR 9 & 10, 2018

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Wattle Valley Rd, Belgrave Heights, VIC, 3160 | T 9754 6435 F 9754 6488 | E [email protected] | www.bhcs.vic.edu.au

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