Williamstown High School 

  

Bayview Campus  Year 8 & 9 Electives Handbook 

2018  

 Be a Learner. Be Respectful. Be Safe. 

 Year 8 2018  - PLEASE NOTE: The link to the Year 8 Elective Form 2018 will be 

available to families via the COMPASS News feed from  Mon 24 Jul 2017. Please click on the link and submit the form by Fri 28 Jul 2017 .  

 Year 9 2018  - PLEASE NOTE: The link to the Year 9 Elective Form 2018 will be 

available to families via the COMPASS News feed from  Mon 7 Aug 2017. Please click on the link and submit the form by Fri 11 Aug 2017. 

 

 

Table of Contents  

Section  Curriculum Area 

Page # 

Year 8 Introduction  -  3 

- Cartooning & Animation  Technology  4 

- Ceramics  The Arts  4 

- CO2 & Solar Powered Vehicles  Technology  5 

- Dances  The Arts  6 

- Design It; Make It  Technology  6 

- Digital Photography  Technology  7 

- Hold Fast Cafe  Technology  7 

- Marine Biology  Science  8 

- Outdoor Adventure  HAPE  9 

- School of Rock  The Arts  10 

Year 9 Introduction  -  11-12 

- The Arts Electives  The Arts  13-14 

- Technology Electives  Technology  15-17 

- The Combined Elective Block  -  18-27   

2 

Introduction to elective subjects at Year 8 Best-practice Middle Years education endorses student participation in practical learning that results in a product or performance, or rich task. Students undertake extended units of work in consolidated chunks of time, promoting deep immersion and engagement. Elective subjects at Year 8 level aim to develop skills and knowledge across multiple subject areas while especially focusing on tools to develop thinking processes. Learning and thinking is promoted through challenging units based on student interests. Students will select one elective subject over one semester in Year 8. The elective subject will be assessed and reported on in the same way as all other subjects.

Please note that electives will run only if there are sufficient student numbers. Also, while we will endeavour to provide students with their first preferences, this cannot be guaranteed.

Elective Subjects (one-semester long)

● Cartooning & Animation ● Ceramics ● C02 & Solar Powered Vehicles ● Dances ● Design it; Make It ● Digital Photography ● Hold Fast Café ● Marine Biology ● Outdoor Adventure ● School of Rock!

3 

Elective Subject Descriptions Please ensure that you read the elective subject descriptions before making your elective choice. Use the checklists to help identify a subject that will challenge you!

YEAR 8 | Cartooning & Animation Checklist

What you learn ... Students are introduced to a variety of different cartooning and animation styles. Students develop original characters and develop a narrative for them. Students will use ICT to realise their comics and animations. Students will learn how to use principles of layout and design to create cover art. They will learn to draw in a variety of cartooning styles and rendering techniques. They will explore different animation techniques. What you produce ... A comic book, comic cover art, a sketchbook folio of designs and an animation. How you will be assessed … Sketchbook, design process and folio or finished cartoon image or animation. Thinking processes: Reasoning, processing and inquiry Students will be assessed through the thinking domain reasoning processes and inquiry via the student sketchbook. Thinking Processes: Creativity In the creation of their comic, cartoon or animation students will be assessed on creative thinking processes.

⬜ I enjoy drawing and cartooning ⬜ I like art subjects ⬜ I am interested in using ICT to develop my cartoons ⬜ I want to develop skills in rendering and design ⬜ I want to learn about animation

YEAR 8 | Ceramics Checklist

What you learn ... Students will use a variety of clay construction techniques to make sculptures and fun household items. Students will engage in the design process to explore and create designs for their ceramic creations. Students will engage in creative thinking, annotation and problem solving by exploring how their designs will be constructed. Students learn to design three-dimensional objects by improving on their ability to draw from several viewpoints. Glazing techniques will be explored and students will gain an understanding of the required techniques in application, colour schemes and different glazing effects What you produce ... Large scale projects in small groups, design brief projects where students develop their own project. Advanced glazing and finishing techniques. How you are assessed… Thinking Processes: Reasoning, processing and inquiry Students will be assessed through the thinking domain reasoning processes and on their design process in their sketchbook. Thinking Processes: Creativity Students’ creative thinking is assessed in the outcome of their clay process, final ceramic objects and glazing. Students are asked to use self-evaluation to reflect on their processes and final pieces.

⬜ I enjoy designing ⬜ I like using my hands to create ⬜ I am interested in functional art ⬜ I want to develop skills in crafting objects ⬜ I want to learn more about clay, mosaics and glass sculpture

4 

YEAR 8 | C02 & Solar Powered Vehicles Checklist

What you learn... Students will learn how to create a model car out of a single piece of material. Students will design, sketch and investigate materials for their models. This course will allow students to use a wide range of materials and production processes. Some of the model cars will have the opportunity to enter competitions with other schools. Students will learn how to create a basic electrical circuit and how they can alter the circuit and gears to create a desired outcome. Students will also learn how solar power works and how to produce a working, moving model. They will also learn about solar energy and how it is used in everyday life. A fee of approximately $35 will be charged to cover the materials What you produce... You will create a C02 powered vehicle that can compete in time trials. The goal is to see how fast your vehicle can go. You will also create a solar powered vehicle you will be able to make your own components to see how fast you can make your vehicle go. You will use the 3D printer to create some of your components. How you are assessed…

● Investigating and Designing- Students will be assessed on their ability

to problem solve and their research and design skills.

● Producing- Production of their dragster and their solar powered

vehicle.

● Analyzing and Evaluation- Evaluation based on models produced and

their own personal evaluation and feedback of the models.

● Thinking Process- Students apply creative thinking strategies to

explore possibilities and generate multiple options.

⬜ I enjoy problem solving and creating working machines. ⬜ I like working with my hands. ⬜ I am interested in solar power and solar powered vehicles ⬜ I want to learn more about designing my own projects. ⬜ I am interested in 3D printing and designing on the computer.

5 

YEAR 8 | Dances Checklist

What you learn… Have you ever wondered what it would be like to choreograph your own dance routine? If so, this challenge is for you. In this course students will develop their technical dance skills while exploring ins and outs of choreography. By using a range of stimulus material to spark creativity such as music, photography, film, fashion and even the great outdoors, students work individually and in small groups to produce their own dance works. Over the course of the subject, there are also opportunities for students to showcase their work to a live audience. What you produce… Students work on their own and in groups to choreograph a dance piece. How you are assessed… Reasoning Processing and Inquiry Students will be assessed through the Solo Dance project. Students select a particular dance style to research and create a short solo that reflects their research, understanding and ability to analyse movement. Thinking Processes: Creativity Creativity is assessed through the Small Group Choreography task whereby students develop their own movement vocabulary and use analysis and synthesis to select and arrange movement sequences to develop successful choreography Interpersonal Development: Building Social Relationships This is assessed while students are working together in pairs and small groups on both the Solo Dance project and Small Group Choreography task. Communication of ideas between students is established within a safe and effective learning environment

⬜ I enjoy dancing and music ⬜ I like TV shows like ‘Dancing With the Stars’ and ‘So You Think You Can dance’. ⬜ I am interested in how dance began and developed ⬜ I want to develop skills in choreography ⬜ I want to learn how to dance

YEAR 8 | Design it; Make it Checklist

What you learn... Students will investigate, design & produce textile products for a client or target audience. Participants will experiment with a variety of textile techniques, some of which may include: fabric construction, the printing and dyeing process, dry and wet needle felting, patchwork, and further fabric enhancement methods. A particular emphasis will be on presentation and creativity. What you produce... Projects may include: “Misfit” Softies, needle felted wool buddies and IPod cases, screen printed T shirts, tie dyed pillow cases, crazy patchwork door stops and reverse applique textile wall art. How you are assessed… Investigation and Design problems: Activities will focus on developing a client brief. Thinking Processes Students will be required to keep a folio of all investigation and design work. Analysis and Evaluation: Students will keep a reflective journal. In addition, students will be required to keep a folio of sketches and modifications for an improved outcome.

⬜ I enjoy creating ⬜ I like textiles and fabrics ⬜ I am interested in fabric dyeing or printing ⬜ I want to develop skills that can transfer to garment construction ⬜ I want to learn how to use a sewing machine

6 

YEAR 8 | Digital Photography Checklist

What you learn ... Students are introduced to digital techniques of photography. Field trips are taken in order to explore photography outside of the classroom. Students learn to use a range of digital cameras, understanding their features and settings. Students learn the techniques of composition, lighting, and using a camera successfully. Photoshop is used to develop and enhance photographs. Students will need their own digital camera and USB to save photos. Where possible, cameras may be available to be borrowed from the school library. Keeping notes and recording all work during the course of study is essential. What you produce ... A presentation of a final folio of work in an exhibition held at school. How are you assessed… Thinking Processes: Creativity Students will find creative solutions to design problems encountered as they explore the photographic software and produce a portfolio for assessment ICT for Creating: Students will use ICT to manipulate photographic images they have developed in order to evaluate their final inclusions in their portfolio, which is submitted for assessment ICT for Visual Thinking: Students use a range of ICT editing tools and editing functions that support the organising and representing of visual images. Students apply, retrieve and modify information for new situations. They may use sound, still and moving images as part of the process. They constantly evaluate their problem solving ideas through the creative program they are using.

⬜ I enjoy looking at photographic art ⬜ I like taking photos ⬜ I am interested in using ICT to enhance my photos ⬜ I want to develop skills in editing and saving photos ⬜ I want to learn about the composition of great photographs

YEAR 8 | Hold Fast Cafe Checklist

What you learn… Students will investigate a range of café menus and design menus suitable for a one off, ‘pop up café’ in the Bayview Street campus atrium. They will develop skills and knowledge about meal planning, budgeting, seasonal foods and shopping. They will investigate ways to enhance the presentation of food and develop food service skills. What you produce… Students will use a range of ingredients and processes to develop and produce recipes that follow a café menu: breakfast, light lunches and sweet treats. They will apply their skills to run the Hold Fast Café for staff and students over one lunch time towards the end of the semester. A fee of approximately $70 will be charged to cover food How you are assessed… Thinking Processes: Reasoning, processing and inquiry Students will be required to keep a folio of all recipes, investigation and design work and modifications to products. Thinking Processes: Creativity Students’ creative thinking is assessed in their participation in the planning of and evaluation of the Hold Fast Café. Students are asked to use self-evaluation to reflect on their work processes and on their finished food product.

⬜ I enjoy cooking

⬜ I like to present food attractively

⬜ I am interested in learning more about planning menus

⬜ I want to develop my knowledge about food service ⬜ I want to learn more about current food trends

7 

YEAR 8 | Marine Biology Checklist What you learn... Marine Biology deals with a broad range of marine- based topics from marine adaptations to reproduction and ocean purification systems. Students will get an opportunity to meet our local marine environments first hand on snorkel trips and other field trips and through hands-on activities. We investigate marine issues, marine habitats, animal behaviour and the structure and function of marine creatures. Upon conclusion of this subject students will have monitored the growth and reproduction of Brine Shrimp, developed an understanding of the internal biology of key marine species and unlocked the secrets behind Southern Australia’s unique inhabitants found nowhere else in the world. What you produce… Students create a hatchery to grow, maintain and record the development of an aquatic species. How are you assessed … Thinking processes: Reasoning, processing and inquiry Students investigate and give a class presentation on a marine issue of their choice. They will generate their own questions, explore a range of sources and focus on solving the problems raised in their inquiry. Students produce their own primary research data by monitoring the reproduction process of brine shrimp and recording their growth, development and husbandry. Students complete dissection reports demonstrating a clear understanding of the diversity of marine adaptations in relation to habitat. Interpersonal learning: Working in teams Students to work in a team to explore record and identify keystone species of the Jawbone Marine Sanctuary

⬜ I enjoy exploring marine and coastal environments ⬜ I want to learn more about organisms in the marine science room ⬜ I would like to try snorkelling and underwater photography ⬜ I want to learn more about being a Marine Biologist ⬜ I care about the future of the Jawbone Marine Sanctuary

8 

YEAR 8 | Outdoor Adventure Checklist

What you learn... In Outdoor Adventure, students will recognise the importance of outdoor experiences through their personal, and social development. They will develop their skills of problem solving and decision making in a number of Outdoor Adventure excursions during the Semester. Students’ participation in a range of activities will also enable them to develop their ability to:

● Orientate maps and read compasses, and complete an orienteering route

● Describe and discuss changing climates, variables and solutions ● Locate and select relevant information from sources and evaluate

evidence ● Apply existing skills to new and more challenging activities such as

snorkelling, surfing and horseback riding. ● Attend a week long camp at a Victorian Government School outdoor

education centre. A fee of approximately $580 will be charged to cover all excursions, camps and activities. What you produce... Students will demonstrate their knowledge and creativity to produce a research assignment about an outdoor activity of their choice. Students will also research outdoor environments and present survival tips on specific settings. How you are assessed… Thinking Processes: Reasoning, processing and inquiry Students will be assessed on their research assignment as well as their outdoor environment survival tip presentation. Students are asked to use a self-evaluation to reflect on their problem solving skills in different environments. Thinking Skills: Reflection, Evaluation and Metacognition Students are required to work towards a performance within a group setting by keeping a log book that will help them explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions. They will be required to use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.

⬜ I enjoy being outdoors ⬜ I like camping ⬜ I am interested in trying new activities ⬜ I want to develop skills in outdoor survival ⬜ I want to learn how to organise a camping trip

9 

YEAR 8 | School of Rock Checklist What you learn... This elective will focus on three major areas of the music industry: performance, songwriting and album production. This unit is a great introduction for students considering VET Music. The unit will provide students with an introduction to the music industry and a range of related skills. No musical instrument skill is necessary, only a love of music. Students rehearse and perform music working in small groups. They are able to choose an instrument from what is available at school (primarily voice, guitar, bass guitar, drums and keyboard) or bring in an instrument of their own. Students learn to use the industry standard recording hardware and software. They can record their compositions either with their own band, or as a sound engineer recording another group of musicians. As the producers, students are responsible for making all the various elements come together –musicians, singers, recording, songs, arrangement, songwriting, album production and the performance. What you produce … A CD and a recording of original or arranged music How you are assessed… Thinking Processes: Creativity Students are required to use industry standard software to record and mix rehearsals and performances. This will allow students to experiment with innovative ideas and generate solutions to any creative problems that arise. Thinking Processes: Reasoning, processing and inquiry Students are required to create an album/CD of their band. Students at this level are expected to show their planning and research processes throughout this project and to document how they review information and refine their ideas. Thinking Processes: Reflection, evaluation and metacognition Students are required to work towards a performance within a group setting by keeping a log book that will help them explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions. They will be required to use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.

⬜ I enjoy music

⬜ I like song writing or poetry

⬜ I am interested in how the Music industry operates ⬜ I want to develop skills in Music ICT

⬜ I want to learn how to produce a professional recording

 

10 

Introduction to core and elective subjects at Year 9 Students in Year 9 at Williamstown High School participate in a program that includes both core and elective studies. This curriculum program has been designed to meet the diverse educational needs of the students and to provide each student with stimulating and valuable learning experiences. The program offers a breadth of study while allowing students to specialise in areas of interest. In this way a balance is achieved between the need for a broad general education and a more specific preparation for teaching and learning in the senior school campus in Year 10 and VCE studies. In 2018 students will also be taking part in our Year 9 Immersion Program for one term. This program aims to be a student-centred, vibrant and innovative curriculum where students are encouraged to be 21st Century thinkers, develop creative solutions to local and global issues, learn by experience and cultivate individual growth through engaging exploration, collaboration and practical application.

Year 9 Curriculum Structure In Year 9, all students are required to undertake subjects from each of the areas of learning. YEAR 9 CORE PROGRAM YEAR 9 ELECTIVE PROGRAM Students must undertake the following core subjects:

● English ● Mathematics ● Science ● Humanities ● Health and Physical Education ● Immersion

Students must choose : ● At least ONE semester elective in The Arts ● At least ONE semester elective in Technology ● At least ONE semester elective in a Combined

Elective Block

The Elective Structure The electives for Year 9 are as follows:

The Arts Elective Block (At least ONE required)

Technology Elective Block (At least ONE required)

Combined Elective Block (At least ONE required)

Drama Music Sculpture Visual Art Visual Communication

Craft Pop Up 901 - Textiles ICT Design, Electronics, Robotics Food Technology Horticulture Photography- Multi Technologies Wood

LOTE French LOTE Indonesian Advance Program (CADETS) Advanced Performance Creative Wood Craft Digital Photography-iPad & iPhone Fitness Training Make a Movie Marine Biology ROCKS! Stencil Art Street Wear Willi Iron Chef

11 

Curriculum Program Outline The following table provides a summary of the Year 9 curriculum program, and indicates the number of periods per week in each core and elective subject.

Core Subjects Elective subjects

Homegroup English Mathematics Humanities Science Health and Physical Education

The Arts Semester Units

Technology Semester Units

Combined Elective Block

1 5 5 3 3 3 3 3 3

The Year 9 Immersion Program Year 9 Immersion Program: 12 periods The following subjects will be immersed into the term-based program: ● English

● Humanities

● Science

Guiding Principles for Elective Selection 1. Students are required to select at least one elective for each semester in The Arts. 2. Students are required to select at least one elective for each semester in Technology. 3. Students are required to select at least one elective from the Combined Elective Block 4. The order of student preferences does not indicate the order that the classes will run during the

year. For example, an elective subject selected as a first preference will not automatically mean that the student will undertake this class in the first semester.

Please note that more elective subjects are being offered than will be run. The decision about which subjects run will be based on student preferences. While we will endeavour to provide students with their first and second preferences, this cannot be guaranteed.

Sample Student Elective Program To assist students to plan their elective program, we have provided a sample program:

Year Semester The Arts Technology Combined 9 1 ● Visual Art ● Horticulture ● ROCKS! 9 2 ● Sculpture ● Wood ● Marine Biology

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The Arts Elective Descriptions Visual Communication | Sculpture | Visual art | Drama | Music

YEAR 9 | Visual Communication What you learn... Students are introduced to visual communication and design concepts including typography, logo designs, packaging and a range of technical drawing skills. Students learn perspective, isometric drawing techniques as well as graphic design concepts working towards their own logo design and packaging product. Students are exposed to a wide range of relevant designers who look at these themes and materials. How you are assessed... Creating and Making: ● Developmental work: Generate and refine ideas for visual solutions to design briefs. ● Folio: Design and present finished graphic communications appropriate to stated purpose and given

audience. Exploring and Responding: ● Research Project: Written analysis that extends their knowledge and understanding of design principles

and concepts.

YEAR 9 | Sculpture What you learn... Students are introduced to sculptural concepts, the design process and a variety of themes including Pop art, natural forms and animals. Students engage with a range of materials including wire, clay and paper maché. Students become familiar with different processes and tools including pliers, wire cutters, clay tools, kiln firing and glazing. Students are exposed to a wide range of sculptures and artists who engage in these themes and materials. How you are assessed... Creating and Making: ● Creation of a 3D based folio. ● Demonstrate a good understanding of materials and techniques used throughout the course. Exploring and Responding: ● Be able to identify various artists from different art styles and movements. ● Open discussion in class. ● A research assignment that extends their knowledge and understanding of art.

YEAR 9 | Visual Art

What you learn… Students are introduced to two dimensional art forms. Students explore a range of themes and topics, exploring the design process to complete finished artworks. Materials and techniques used include drawing, painting, collage and printmaking. Students are exposed to a wide range of relevant artists who engage in these themes and materials. How you are assessed... Creating and Making: ● Presentation of a sketchbook with a full range of design ideas for finished art works. ● Art Practice – participation and responsibility during practical classes. Exploring and Responding: ● Exploring the worth of a range of artists. ● Responding to different artworks and visual analysis. ● A folio of at least 3-4 finished art works. ● Demonstrating and understanding of techniques, style, art elements and design in assignment work and class

discussion. ● An assignment that extends their knowledge and understanding of art.

13 

YEAR 9 | Drama What you learn... Drama at Year 9 focuses on developing the body and voice to establish character, setting and relationship. Activities and assessment tasks include group dynamics games, mime, improvisation and theatre sports. Students rehearse and perform an in-class scripted play and present a short research project on the theatrical conventions and performance styles of Commedia Dell’ Arte. How you are assessed... Creating and Making: ● Drama Practice – participation and responsibility in practical classes ● Improvisation and theatre sports performances ● Performance task based on Commedia dell’Arte Exploring and Responding: ● Generic script based assignment ● Mime assessment task ● Written review/analysis of performance ● Evaluation of work completed.

YEAR 9 | Music What you learn... Students will discover the diversity of music styles through listening, discussion, research, theory, aural comprehension and through practical experience in activities that include creativity on instruments and computers. How you are assessed... Creating and Making: ● Composition: an assignment where students compose original music ● Listening and discussion: response to a diverse range of examples from around the world. ● Theory and aural comprehension: aural exercises and work from their textbook (including homework). Exploring and Responding: Performance: solo and group practice and performance on instruments, including guitar, keyboard, drums, piano and singing ● Computers: software on iMacs includes sequencing, sampling, sound manipulation, mixing and MIDI.

14 

Technology Elective Descriptions

Craft Pop Up 901 - Textiles | ICT Design, Electronics, Robotics | Food Technology | Horticulture Photography Multi-Technologies | Wood

YEAR 9 |Electronics/Robotics What you learn... Students investigate the use of design in electronic systems. The focus will be on understanding the basic principles of electronics and logic coding/programming, through robotics and electronic circuits. In one term, students will grow their understanding of electronic components and circuitry through the design and production of simple circuits. You’ll learn how and why current flows through these circuits, and become proficient with soldering techniques along the way. In the other term, students are guided through a self-paced curriculum of logic and programming concepts, combining the use of virtual and real-world robots to demonstrate new knowledge. Students will learn how to think outside the box to achieve various aims with given physical constraints, and will gain an understanding of how simple code and programs are written and run. The course is designed to continually challenge students’ growing understanding, no matter what level that is along the way.

How you are assessed... · Investigating: Looking into how common circuits and code are used in everyday situations · Designing: Looking at robotics and the use of design to create models · Producing: Assembling the robots and circuits to match the problem at hand · Analysing and Evaluating: Reflecting on the success of any given solution and the process used

YEAR 9 | Food Technology What you learn... Students undertaking this unit will investigate food and an Australian identity factors affecting Australian food patterns, and impact of migration including Mediterranean, European, Asian, The Middle East and America. Practical sessions will relate to these influences: ● Influences on modern Australian food habits ● Changes in food availability, preparation and consumption in Australia ● Changes in technology, work practices and family life ● Discussion of the effects of migration on the Australian diet How you are assessed... ● Investigating: major assignments on cultural influences and dietary requirements ● Designing: foods from various cultures and low fat recipes ● Producing: participation in practical classes ● Analysing and evaluating: various productions ● Homework

15 

YEAR 9 | Horticulture What you learn... ● Students undertaking this unit will explore horticulture through plant care, propagation techniques and

the systems involved in a horticultural complex. ● They will investigate plant cultural requirements, such as creating landscapes and aquaponics systems

and the care and maintenance of a variety of plant types. ● Students will use a range of horticultural equipment and operate systems that maximize plant growth

and production and can be used for creating and altering landscapes. How you are assessed... ● Investigating: plant cultural requirements and landscaping research. ● Designing: design and production planning of landscapes within a horticultural system. ● Producing: propagation and production of plants using a variety of techniques, creating a landscape

and an aquaponics system. ● Analysing and evaluating: evaluation of plant production techniques and assessment of horticultural

systems in general.

YEAR 9 | Photography – Multi Technologies What you learn... The Year 9 Photography course will emphasise digital photography using a combination of Photoshop Elements and Photoshop CS5. This course will be both theoretical and practically-based with set excursions during the course of the semester. Students will look at the use of the SLR camera, lenses and camera settings. Computer work will be structured around becoming experienced in using Photoshop and other editing programs. There will be a focus on understanding the photography printer and printing techniques and on using different photo papers and canvas. Students will also use iPads and photography apps and use iMovie in the Mac environment. Computer aided design will be part of the course where students will be required to translate images taken with the camera into a design process using the program CAD. Prerequisites … Students will need their own digital camera Students will need to have a memory stick Students will need access to a computer either at home or at school. How you are assessed... ● Folio in a plastic pocket folder ● Digital folio of images ● Design theory work

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YEAR 9 | Craft Pop up 901 - Textiles What you will learn…

To reflect the current trend of pop up craft markets in Melbourne, students will learn a range of textile

skills which may include: stencilling, free machine embroidery, dry needle felting, and reverse applique,

iron on transfer design, silk screen printing, tie dye, cut fabric collage and surface embellishment.

Students will use a range of simple and complex textiles equipment to further enhance the quality and

appearance of their design work and finished products

What will you Design?

Students will create designs suitable for a variety of applications some of which may include: hoodies, PJ’s,

decorative pillows, silk screened designs, textile wall art, refashioning old clothing.

The emphasis will be on creating textile products to wear or to use at home.

How are you assessed…

● Investigation and Design:

Students will experiment with a variety of techniques to produce samplers in class

● Producing:

Production of individually designed products

● Analysing and Evaluating:

Students will evaluate products using set criteria and self and peer assessment

YEAR 9 | Woodwork What you learn... This course is an extension of the Year 7&8 Wood course where students will build on their knowledge and skills while having a lot more freedom in the product design. Students will be involved in designing and making two or more products. They will investigate suitable materials, prepare sketches of their ideas and a planning list to help them follow a logical sequence in the production. Students will be encouraged to use metal and plastic parts as well as wood in the design and construction of their models. Students are encouraged to come up with their own creative designs. These could include products like trinket boxes, stools, creative shelving or small tables etc. How you are assessed... Creating and Making: ● Two major products over the semester (Investigating suitable materials and methods, designing ideas,

planning timeframes, producing them and then evaluating the final product while reflecting on the process)

● STEM challenge (group challenge testing students critical and creative thinking where students have to problem solve a task and make a solution using limited resources and time)

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The Combined Elective Block Elective Descriptions

LOTE French | LOTE Indonesian | Advance Program (CADETS) | Advanced Performance Creative Wood Craft | Digital Photography-iPad & iPhone | Fitness Training | Make a Movie

Marine Biology | ROCKS! | Stencil Art | Street Wear | Willi Iron Chef _______________________________________________________________________________________________

Please note that students must complete LOTE as an uninterrupted sequence, which acknowledges the cumulative nature of language learning. Therefore, if selecting LOTE, it will be your only subject selection in the Combined Elective Block for the year.

We will endeavour to ensure students that select LOTE will have priority of preference in their other subject selections.

YEAR 9| LOTE: Indonesian Checklist

Languages are for students who like engaging with people, who like learning

about the world around them and who want to be part of our ‘global

community’. Learning another language also has proven cognitive benefits,

such as improved problem-solving skills and literacy benefits for students of

all ability levels.

What you will learn...

Indonesia is our biggest and most important neighbour. Dive into learning

about a culture that is so different from ours that time can be “rubber”, a

plane is a “flying ship” and the word for sightseeing can be translated as

“washing your eyes”. Learn what Google Translate can’t teach – how to think

in another Language and understand the people who speak it!

You will interact with students your own age at our sister school in Jakarta,

developing your language skills through exciting topics such as film and

entertainment, travel and teenage life. You will also have the opportunity to

put what you’ve learnt in class into practice through our exchange program to

Indonesia.

What you produce…

You will produce film reviews, a travel blog or journal, a video (you can be the

star or get creative and use puppets/Lego or your own idea) and work on a

project “What teenagers want from life in Melbourne and Jakarta” with

friends at our sister school.

How you are assessed…

You will be assessed on your listening, speaking, reading and writing skills. This

follows on from the way you have been assessed in years 7 and 8; for example

film reviews and blogs are written tasks and the video is a speaking task. With

languages the right thinking is always more important than the right answer,

something that is reflected in the assessment rubrics.

⬜ Would you like a bonus for

your university entrance

score?

⬜ Do you like orangutans,

elephants, rhinos and

Sumatran tigers?

⬜ Fascinated by centuries-old

cultures and traditions?

⬜ Want to know more about

the biggest Twitter and

Facebook users in the world?

⬜ Can you picture yourself

on a tropical beach or

catching some of the world’s

best surf breaks?

⬜ Would you climb to the

top of a volcano or dive into

the ocean to swim with a

whale shark?

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YEAR 9| LOTE: French Checklist What you will learn... French is one of the most widely used languages in the world. It is the official language of the United Nations and of more than 50 international organisations such as the Red Cross and the International Olympics Committee. French is an appealing language and has close ties to English. More than 20,000 English words have their origin in French and many English words have found their way into the French language. Seventy million tourists are attracted to France each year to experience the lifestyle, art, food, wine, fashion, sporting events, architecture and natural beauty. By studying Year 9 French, students will also become more informed global citizens by developing an understanding and respect of cultures beyond their own. LOTE has proven cognitive benefits, such as improved problem solving abilities and clear literacy benefits which will enhance students’ achievement in all subject areas.

● Students will learn how to communicate in French so that they can enhance their understanding of the French-speaking cultures.

● Be able to interact with students based at our sister school in France, which will prepare them for the France study tour in Year 10 or 11.

● Develop their listening, speaking, reading and writing skills in French by studying topics including family, interests, school life, health and lifestyles.

● Study all of the key vocabulary and grammar to enable them to confidently step into Year 10 and VCE French as well as providing an excellent foundation in French for general travel and work opportunities later in life.

● Topics studied include family, relationships, music, going on exchange, food & drink, French cinema and festivals

What you produce… Students will:

● Engage with authentic listening and reading materials in the target language

● Produce scripts and other authentic text-types based on these models that are used in the real world (i.e. blogs, brochures, videos, posters, online conferencing, postcards, letters, etc.)

● Create their own original work ● Perform role-plays/produce iMovies in groups or pairs

How you are assessed… Students will be assessed through a range of tasks, which focus on the 4 major communication skills: listening, speaking, reading, writing.

Key focus areas:

● Fluency of expression ● Range and accuracy of vocabulary and grammar ● Application of their knowledge of pronunciation and phrasing ● Creativity ● Thinking skills ● Working individually and in groups

⬜ I enjoy learning about other cultures and would welcome the opportunity to meet young people from France.

⬜ I would like to speak another language and learn more about my own in the process. ⬜ I would like to have the opportunity to go on our sister school exchange trip /host an exchange student ⬜ I would like to travel and I think French, as a global language, would be an asset. ⬜ I would like to receive the VCE mark-up which applies to French ⬜ I would like to enhance my employment and social opportunities by being able to communicate in another language ⬜ I would like to enhance my mental capabilities (memory, multi-tasking, aptitude for learning, health and attention)

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YEAR 9| ADVANCE Program (Cadets-Sailing) Checklist What you will learn……. Do you enjoy being outdoors? Do you enjoy trying new things? In the ADVANCE Program students will advance their personal, social and leadership development through outdoor adventure/problem solving/teamwork based activities and a community conservation project. During the program students complete a learn-to-sail program at the Royal Yacht Club of Victoria (Williamstown), attend a 2 day camp in Geelong, and take part in a community marine conservation project. This unit will cost approx. $250 per semester What you produce…..

● A beginners guide to dinghy sailing ● A weekly blog of their experience

How you are assessed……. Thinking Skills: Reflection, Evaluation and Metacognition Students learn to reflect on what they know and develop awareness that there is more to know. They learn to question their perspectives and those of others. They evaluate the validity of their own and others’ ideas. They also develop their metacognitive skills in planning, monitoring and evaluating their own thinking processes and strategies. Thinking Processes: Creativity Students learn to seek innovative alternatives and use their imagination to generate possibilities. They learn to take risks with their thinking and make new connections. Students will be shown how to use/create blogs as a way of sharing their learning with others. Interpersonal Development: Working In Teams Students develop the knowledge, skills and behaviours to cooperate with others to contribute to the achievement of group goals. The focus is not only task achievement, but also on contributing to, and reflecting on, the learning which occurs through being part of a team.

⬜ I enjoy sailing & the outdoors ⬜ I have an interest in the local environment and the community

⬜ I work well in a team

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YEAR 9| Advance Performance Checklist What you learn... Whether you have studied dance in the past or not, this course is tailored to bring out the skilled performer in you. Each lesson focuses on gaining excellent technical skills across a range of dance styles including Contemporary, Jazz, Classical and Hip Hop. In this class you will learn exciting choreography and have the chance to showcase your work to a live audience. Students work on their ability to pick up challenging choreography and perform it with confidence and strength. Experience the exciting sense of freedom that comes with really knowing a dance well and becoming lost in the movement… What you produce… Students learn and rehearse two different choreographed dances that can be performed in front of a live audience. How you are assessed… Thinking Processes: Reasoning, processing and inquiry This dimension is assessed through a research project whereby students present a power point presentation on a particular dance technique. Thinking Processes: Creativity This is assessed through the practical component of the Dance Technique research project in which students create and develop a warm-up routine that prepares the body for the execution of their chosen dance style. Health & Physical Education: Movement & Physical Activity This is assessed in an ongoing manner through observation of alignment, coordination, balance strength, control, flexibility, stamina and transference of weight. This dimension is formally assessed through the performances of both dances learned in class.

⬜ I enjoy dancing and music ⬜ I like TV shows like ‘Dancing With the Stars’ and ‘So You Think You Can dance’. ⬜ I am interested in how dance began and developed ⬜ I want to develop skills in choreography ⬜ I want to learn how dance

YEAR 9| Creative Wood Craft Checklist What you learn… Do you enjoy designing and making things? Are you interested in fine-woodworking? Would you like to make a chess box-set including pieces that will be a wonderful present and a beautiful long lasting product in your home? This course allows you to challenge your creative side. You will design and make chess pieces through traditional methods of Lathe turning as well as new technologies in 3D Printing. You will hone your woodcraft joinery in creating a chess box with drawers. This unit will cost approx. $50 per semester What you produce… Participants will produce a chess set with chess pieces from wood and plastic How you will be assessed… Participants will be assessed on an ongoing basis in terms of the accuracy and soundness of the finished product and originality of design.

⬜ I may choose a career in design in the future ⬜ I enjoy working with wood ⬜ I want to learn about 3D printing ⬜ I want to learn how to turn wood on a lathe ⬜ I am somewhat creative ⬜ I enjoy working independently ⬜ I am interested in creating a chess piece ⬜ I want to develop my woodworking skills

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YEAR 9| Digital Photography-iPad & iPhone Checklist What you learn... Students are introduced to digital techniques of photography. Field trips are taken in order to explore photography outside of the classroom. Students learn to use a range of digital cameras, understanding their features and settings. Students learn the techniques of composition, lighting and using a camera, iPhone, iPad successfully. Photoshop is used to develop and enhance photographs. Students will need their own digital camera, iPad & iPhone and USB to save photos. Where possible, cameras & iPads will be available to be borrowed from the school library. Keeping notes and recording all work during the course of study is essential. Any device of iPhone & iPad can be used. Students will be using Apps for Photography & a resource book What you produce… A presentation of a final folio of work in an exhibition held at school. How you are assessed… Thinking Processes: Creativity Students will find creative solutions to design problems encountered as they explore the photographic software and produce a portfolio for assessment ICT for Creating: Students will use ICT to manipulate photographic images they have developed in order to evaluate their final inclusions in their portfolio, which is submitted for assessment ICT for Visual Thinking: Students use a range of ICT editing tools and editing functions that support the organising and representing of visual images. Students apply, retrieve and modify information for new situations. They may use sound, still and moving images as part of the process. They constantly evaluate their problem solving ideas through the creative program they are using.

⬜ I enjoy photography ⬜ I like creating digital images ⬜ I am interested in using the iPad, iPhone for exploring photography

⬜ I want to develop skills in taking great shots ⬜ I want to learn how to capture interesting images ⬜ I want to learn more about creative photography apps.

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YEAR 9| Fitness Training Checklist What you learn... The aim of this elective is to develop a fitness training program, improve fitness through regular training, and increase knowledge of the body, fitness, and training methods. Interested students may be those who want to improve fitness, maintain fitness, improve personal best times, or just really enjoy physical activity and want to do more. The focus will be actively training and playing sports that train the components of fitness. What you produce ... A training program individually tailored to your own fitness needs. How you are assessed… Thinking Processes: Reasoning, processing and inquiry Students will be assessed on the completion of a fitness diary detailing their activity levels throughout the semester and analysing different fitness programs. Health & Physical Education: Movement & Physical Activity They will also be assessed on the creation of a circuit training program for improved fitness in their chosen sport.

⬜ I enjoy exercising and playing sport ⬜ I like to exercise and train ⬜ I am interested in how to develop a training program ⬜ I want to improve my personal fitness ⬜ I want to improve my fitness

YEAR 9| Make A Movie Checklist What you learn... The Make A Movie elective focuses on the development of production, design and critique skills used when creating a movie. Through making their own films, students will learn the skills of planning, scriptwriting, storyboarding, animation, camera use, film promotion and editing. Students complete a range of practical exercises individually and in small groups, viewing films and excerpts to promote awareness and understanding of the codes and conventions of film making. What you produce ... A film, a stop-motion film, promotion posters, film trailers and a film presentation night. How you are assessed… Thinking processes: Creativity Students define their own film task. They develop innovative ideas and generate solutions to the complexities posed in the definition of the film task Interpersonal learning: Working in teams Students will be assessed on their ability to organise groups, allocate roles, and make whole-class decisions Technology: Producing Students will be assessed on each of the film items they produce.

⬜ I LOVE movies

⬜ l want to put my creativity to good use ⬜ I am interested in learning more about the filmmaking process ⬜ I want to develop skills in camera use and film editing

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YEAR 9| Marine Biology Checklist What you learn... Marine Biology deals with a broad range of marine-based topics from marine adaptations to reproduction and ocean purification systems. Students will get an opportunity to meet our local marine environments first hand on snorkel trips and other field trips and through hands-on activities. We investigate marine issues, marine habitats, animal behaviour and the structure and function of marine creatures. Upon conclusion of this subject students will have monitored the growth and reproduction of Brine Shrimp, developed an understanding of the internal biology of key marine species and unlocked the secrets behind Southern Australia’s unique inhabitants found nowhere else in the world. What you produce… Students create a hatchery to grow, maintain and record the development of an aquatic species. How are you assessed … Thinking processes: Reasoning, processing and inquiry Students investigate and give a class presentation on a marine issue of their choice. They will generate their own questions, explore a range of sources and focus on solving the problems raised in their inquiry. Students produce their own primary research data by monitoring the reproduction process of brine shrimp and recording their growth, development and husbandry. Students complete dissection reports demonstrating a clear understanding of the diversity of marine adaptations in relation to habitat. Interpersonal learning: Working in teams Students to work in a team to explore record and identify keystone species of the Jawbone Marine Sanctuary

⬜ I enjoy exploring marine and coastal environments ⬜ I want to learn more about organisms in the marine science room. ⬜ I would like to try snorkelling and underwater photography ⬜ I want to learn more about being a Marine Biologist ⬜ I care about the future of the Jawbone Marine Sanctuary.

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YEAR 9| ROCKS! – Recording, prOducing, Composing, Komputers, Songwriting

Checklist

What you learn... The ROCKS elective will focus on three major areas of the music industry: performance, songwriting and album production. This unit is a great introduction for students considering VET Music. The unit will provide students with an introduction to the music industry and a range of related skills. No musical instrument skill is necessary, only a love of music. Students rehearse and perform music working in small groups. They are able to choose an instrument from what is available at school (primarily voice, guitar, bass guitar, drums and keyboard) or bring in an instrument of their own. Students learn to use the industry standard recording hardware and software. They can record their compositions either with their own band, or as a sound engineer recording another group of musicians. As the producers, students are responsible for making all the various elements come together –musicians, singers, recording, songs, arrangement, songwriting, album production and the performance. What you produce … A CD of your band and a performance piece How you are assessed… Thinking Processes: Creativity Students are required to use industry standard software to record and mix rehearsals and performances. This will allow students to experiment with innovative ideas and generate solutions to any creative problems that arise. Thinking Processes: Reasoning, processing and inquiry Students are required to create an album/CD of their band. Students at this level are expected to show their planning and research processes throughout this project and to document how they review information and refine their ideas. Thinking Processes: Reflection, evaluation and metacognition Students are required to work towards a performance within a group setting by keeping a log book that will help them explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions. They will be required to use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.

⬜ I enjoy music ⬜ I like song writing or poetry ⬜ I am interested in how the music industry operates ⬜ I want to develop skills in Music ICT ⬜ I want to learn how to produce a professional recording

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YEAR 9| Stencil Art - An introduction to the successful design and production of Stencil Making

Checklist

What you learn…… Students will be introduced to how to develop and design successful stencil prints. They will learn what makes a successful design through working on a design process. Students will use the computer, scanner and freehand drawings to develop ideas and designs. Students will also learn about different Stencil printing processes and techniques as well as printing onto different surfaces such as paper and material (tee-shirts). What you produce….. Projects including paper stencil prints and a tee-shirt print. (Students need to provide their own tee-shirt). How you are assessed….. Thinking Processes: Creativity Students will be assessed on drawing and design ideas through the development of a design process recorded in their sketchbooks. This aims to develop their ability to brainstorm and develop images and ideas through a creative process. Design Creativity and Technology Students will develop and follow a design brief exploring a number of different stencilling techniques and evaluate and analyse the different processes explored.

⬜ I enjoy drawing ⬜ I am interested in developing designs ⬜ I am interested in learning more about different stencil techniques

YEAR 9| Street Wear Checklist

What you learn... Students will explore a range of textile techniques which may include: Silk Painting, Printing and Dyeing on fabric, Handmade prints, Colouring with Thread, Garment Reconstruction. A particular emphasis will be on producing textile items that can be worn. What you produce... Projects may include: Designer style handbags, hand felted small sculptures suitable for jewellery, transforming T-shirts, ‘injeanious’ ways with denim, designing recycled garments How you are assessed… Investigation and Design: Activities will focus on designing a product for a client. Analysis and Evaluation: Students will keep a reflective journal of the success of production processes and written tasks evaluating design sketches and textiles products made.

⬜ I enjoy designing clothing ⬜ I like textiles and fabrics ⬜ I am interested in fabric dyeing or printing ⬜ I want to develop skills that can transfer to garment construction ⬜ I want to learn how to use a sewing machine

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YEAR 9| Willi Iron Chef Checklist What you learn... Students will complete a number of design activities focusing on problem solving and decision making. They will participate in a variety of teacher directed and individually designed tasks including: “Invention tests”, “cook offs” and “mystery box” challenges. Students will use a range of ingredients and processes to develop and produce recipes. Emphasis will be on presentation and creativity. This unit will cost approx $70 per semester What you produce… Production of teacher directed and individually designed products. Students produce a range of dishes incorporating seasonal foods. How you are assessed… Investigation and Design tasks: This will focus on investigating culinary techniques and processes and “challenge ingredients”. Thinking Processes: Analysing and Evaluating Students will be required to keep a folio of all recipes, design work and modifications to products. Thinking Processes: Creativity Students will generate creative solutions to a range of design problems

⬜ I enjoy cooking ⬜ I like to research new recipes ⬜ I am interested in learning more about produce and food

⬜ I want to develop skills in blending ingredients to create flavours

 

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