| Year 9 |

MAZZARELLO CAMPUSSubject Selection Handbook 2019

VICTORIAN CURRICULUM F–10........................................................................................................................2 St John Bosco’s Preventive System................................................................................................................3

YEAR 9 MAZZARELLO CAMPUS 2017...............................................................................................................4 A Dedicated Learning Centre.........................................................................................................................4

The Program..................................................................................................................................................5

FOUNDATION STUDIES......................................................................................................................................6English............................................................................................................................................................6Mathematics..................................................................................................................................................6Religious Education........................................................................................................................................7The Curiosity Units.........................................................................................................................................8Humanities.....................................................................................................................................................8Science...........................................................................................................................................................9Health & Physical Education..........................................................................................................................9Discovery......................................................................................................................................................10Discovery Ag.................................................................................................................................................10Elective.........................................................................................................................................................11The Duke of Edinburgh, Bronze Award........................................................................................................12Maths Enrichment.......................................................................................................................................12Literature.....................................................................................................................................................12Languages:...................................................................................................................................................13Italian...........................................................................................................................................................13Japanese......................................................................................................................................................14Art................................................................................................................................................................15Dance...........................................................................................................................................................15Music...........................................................................................................................................................15Drama..........................................................................................................................................................16Media Studies..............................................................................................................................................16Visual Communication & Design..................................................................................................................16

Food Studies................................................................................................................................................17Textiles Design Technology.........................................................................................................................17Materials Technology..................................................................................................................................17Multimedia & Design...................................................................................................................................18Game Development....................................................................................................................................18

CHALLENGE.............................................................................................................................................19My Personal Self..........................................................................................................................................19My Community............................................................................................................................................20My Place in the Globe.................................................................................................................................20

TABLE OF CONTENTS

The school curriculum is a statement of the purpose of schooling. It defines what it is that all students have the opportunity to learn as a result of their schooling, set out as a series of learning progressions. Enabling students’ progress along this learning continuum is the fundamental role of teachers and schools.

The content of the Victorian Curriculum F–10 includes both knowledge and skills. These are defined by learning areas and capabilities. This curriculum design assumes that knowledge and skills are transferrable across learning areas and capabilities. The capabilities enable students to develop particular values, dispositions and self-efficacy to become ‘successful learners, confident and creative individuals and active and informed citizens’.

There is a distinction between the curriculum and a school’s teaching and learning program.

The curriculum is the common set of knowledge and skills that are required by all students for life-long learning, social development and active and informed citizenship.

As such, the curriculum is the foundation of schools’ teaching and learning programs which are the school-based plans for delivering, expanding and extending this common set of acknowledge and skills in ways that best utilise local resources, expertise and contexts. Schools have considerable flexibility in the design of their teaching and learning program. This enables schools to develop particular specialisations and areas of expertise and innovation while ensuring the curriculum is delivered.

The Victorian Curriculum F–10 has been designed on the assumption that it is a statement of the common set of learning, not the whole-school teaching and learning program for every school. This is to ensure there is time for schools to include in their teaching and learning program areas that reflect school or systemic priorities and for students to pursue specific interests and develop particular expertise.

In the Pathways stage (Years 9–10), schools ensure students both receive a broad education and begin to plan their senior secondary program of study, which they can commence in Year 10.

There is not a centrally prescribed single template for reporting student achievement to parents.

VICTORIAN CURRICULUM F–10

Schools will be expected to report student achievement to parents every year in English, Mathematics and Science (from Year 3 onwards) against the achievement standards set out in the Victorian Curriculum F–10, including an indication of student progress against the aggregated expected level of achievement. For the other learning areas and capabilities, schools should report against the Victorian Curriculum F–10 achieve-ment standards and in relation to what has been taught in a particular semester or year and to individual learning targets.

In reporting student learning progress to parents, teachers and schools should clearly identify the areas of strength and areas for improvement for each individual student. Reports to parents should not rely on generic pre-populated comments often available in commercial reporting software packages.

The school’s teaching and learning program reflects the vision, direction and purpose of each individual school as determined by the engagement of teachers, students, parents and the local community. For this reason, schools should publish their own teaching and learning program as part of the information they provide to current and prospective students and parents and to the local community.

VICTORIAN CURRICULUM F–10

ST JOHN BOSCO’S PREVENTIVE SYSTEM

Here at Salesian College we are committed to the teaching practices of St John Bosco, the founder of the Salesians. His teaching method is known as ‘The Preventive System’.

An essential characteristic of Don Bosco’s approach was his interest in the young person as a person, and in his or her complete formation as human being and Christian.

LOVING KINDNESS, REASON AND RELIGION

Bosco insisted on the importance of the environment as a vehicle for values. He saw this environment as:

• A spirit between educators and ones being educated.• A place where happiness and interior calm reign.• Where the young can express themselves freely.• Linking teamwork and an educative community.

The educational environment becomes a complete reality involving persons, relationships and organisation.

YEAR 9 MAZZARELLO CAMPUS 2019

Year 9 is often a year in which students experience disengagement in their learning. Students approaching Year 9 experience profound physical, social, emotional and intellectual changes associated with the gradual period of transition from childhood to adulthood. Research indicates that Year 9 students learn what they consider to be useful, and enjoy using skills to solve real-life problems. They prefer active over passive learning experiences and favour working with peers during learning activities. Importantly too, Year 9 students want significant adults to accept them and need frequent affirmation. “Reforming Year 9 Propositions for School Policy and Practice”, Peter Cole, 2006.

However, whilst this stage is difficult for Year 9 students it is not the reason for declining attitudes and learning. The key factor in determining whether or not our students are engaged learners is the quality of the schooling experience.

A DEDICATED LEARNING CENTRE

Salesian College is committed to the learning and development of all its community members. Whilst continuing to be part of the College the Year 9 students work together in a modern, integrated learning environment. The Centre incorporates both the traditional school grounds, those of the farming precinct and beyond.

THE PROGRAM

The Year 9 Program is structured with enough flexibility so that sufficient time can be taken to deal with the questions of adolescence and to prepare our students for the challenges of senior school education. The dedicated Year 9 Campus is staffed by a core group of teachers who aim to provide students with a curriculum that is engaging, relevant and which develops a passion for lifelong learning. A major component of the program is providing units of study with emphasis on the connectedness between ideas and concepts across disciplines. This approach should encourage deep engagement from students and provide constant opportunities to practice higher order and creative critical thinking. We aim to develop in students a better awareness of themselves and their community and to provide opportunities to develop tolerance, empathy and an appreciation of others. At the core of the program is academic rigour delivered in a meaningful, purposeful manner. Foundation, Discovery and Challenge are to be the three key principles of learning within the Year 9 Program. Foundation studies are designed to incorporate the key learning areas of English, Maths, Religious Education and Curiosity Units. The Curiosity Units combine the Science and Humanities Learning Areas. These units of work, centred upon the Victorian Curriculum F–10, are designed around the ideals of Project Based Learning.

In Project Based Learning, students go through an extended process of inquiry in response to a complex question, problem or challenge. Rigorous projects help students learn key academic content and practice 21st century learning (such as collaboration, communication & critical thinking). Project Based Learning asks students to:• Tackle real problems and issues that have importance to people beyond the classroom. • Actively engage in their learning and make important choices during the project. • Demonstrate in tangible ways that they have learned key concepts and skills. • Challenge is a dynamic and adaptive program of integrated curricula and applied learning tasks. It incorporates areas such as pastoral care, faith development, social justice and physical and personal well-being. The well-being component is to incorporate personal, spiritual and mental health issues.

FOUNDATION STUDIES

ENGLISH

In accordance with the Australian Curriculum, students study a range of non-print and print texts, including newspapers and a novel. Novel study includes the exploration of characterisation and themes. Students are introduced to the persuasive nature of language used in a variety of media formats. Student responses will include creative writing and formal essay writing. Students are required to question, research and present findings in both written and oral forms. English is assessed in the three dimensions of Speaking and Listening, Writing and Reading. Assessment will include a formal examination.

MATHEMATICS

At Salesian College we teach mathematics to provide students with essential mathematical skills and knowledge. Year 9 Mathematics continues to develop the numeracy capabilities that all students need in their personal, work and civic life, and provide the fundamentals on which mathematical specialties and professional applications of mathematics are built. We use a combination of personalised learning through Maths Pathways as well as year level curriculum-based activities and work. Mathematics is taught and assessed using the four pro-ficiencies of understanding, fluency, problem-solving and reasoning, as described by the Victorian Curriculum.

As we transition our Year 9 students into Senior Mathematics and beyond, students will focus predominately on assessment in line with Victorian Curriculum at a Year 9 standard. Maths Pathways is used as part of our homework program, focusing on consolidating skills and concerns from previous levels through our focus mod-ules. Towards the end of year 9, students will transition into their selected levels of maths, ready for year 10. Maths Pathway acts as a personalised textbook for each student, based on the level of mathematics that student is currently working on. Students are given an individualised test based on the work they have completed. From that, teachers are able to give students specific feedback based on the concepts they understood and ones they still need to consolidate. Students then have the chance to be re-tested on the skills and concepts they did not quite understand. However, it’s not just about personal learning aided by technology. Students also learn through teacher directed lessons, targeting those specific areas of need.

Areas of Study that students complete as part of Year 9 Mathematics include:

•Measurement •Money and Financial Maths •Geometry •Statistics •Algebra •Graphing •Integers

FOUNDATION STUDIES

RELIGIOUS EDUCATION

Religious Education has both a spiritual and intellectual dimension. As well as fostering spiritual development, Religious Education involves learning about our Catholic tradition. Students will be assessed explicitly on the knowledge and understanding they have gained.

In Arms ReachThe Old Testament is about God reaching out to humanity, and people reaching back to God. Over thousands of years and in different situations people have been chosen to share the messages of God’s revelation. Some of the prophets in the Old Testament felt insecure in accepting the challenge of sharing God’s word. Young people bring a range of experiences and expectations to this study, some of which will be demanding.

This unit will focus on the various literary forms and prophets of the Old and New Testament. Students will examine and appreciate the breadth and nature of the Scriptures, and the variety of literary styles and objectives of their writers. Students will examine and recognize the types of writing contained in the Old and the New Testaments and distinguish between literal and figurative language.

Living, Loving, LastingScripture and Tradition play key roles in the life of the Church as they assist in making known the person of Jesus Christ. Sacred Scripture holds the stories of the Christian experience of God and God’s encounter with his covenant people. The living tradition of the Church interprets the Scriptures and assists the development of doctrine over the whole period of Church history. As a whole, the key teachings form a vast body of beliefs and practices, they can seem overwhelming. The four principal aspects, however, are:

• The Nicene Creed: what the Church believes • The Sacraments: what the Church celebrates• The Commandments and Beatitudes: what the Church lives • The Our Father: what the Church prays

This unit will help students appreciate the relevance of the Creeds, Prayers and Commandments that make up the Church’s teachings and the relevance to students’ lives. It will help them identify key teachings of the Catholic Church, especially those found in the Nicene Creed and the various forms of religious language in relation to beliefs and practices of the Catholic Church.

Mother MaryThroughout the centuries, artists and writers have used their creative gifts to portray their personal concept of Mary, Mother of Jesus. Some see her as a woman of action, striding forward, reaching out to her people. This echoes the Church’s image of Mary as an advocate who intercedes with God on our behalf as the Mother of Jesus.

Mary is first of all a model of discipleship in the Church. She heard, pondered, and said ‘yes’ to God. She stands beside us as we say our own ‘yes’ to God, and accompanies us in our journey through life. As a woman, she faced experiences common to many: marriage, childbirth, child-rearing, the death of a child, and ageing. In all these things she tried to discern the will of God. She is a model for us as we face the events of our own lives.

In this unit will focus on role of Mary in the life of the Church and how she is the ultimate example of discipleship. Students will be able to outline the development of traditions and prayers relating to Mary and analyse changing patterns of spiritual, liturgical and artistic expressions relating to Mary.

CrossroadsThe Ten Commandments are the foundation of Christian moral teaching, and of our present-day laws. They were the basis of a covenant or agreement between God and his people: God would look after them, and in return they agreed to live according to his laws. The Beatitudes build on the Ten Commandments. They are a revolutionary road map for all Christians. By the world’s standards, Jesus’ definition of happiness or ‘blessed-ness’ is shocking.

In this unit students examine the background and structure of the Ten Commandments and the Beatitudes. Students will demonstrate understanding of the Ten Commandments and the Beatitudes as guides for living the Christian life and how they can be applied in a modern context.

THE CURIOSITY UNITS

The Curiosity Units cover the Science And Humanities Learning Areas. These units of work, centred upon the Victorian Curriculum F–10, are designed around the ideals of Project Based Learning.

HUMANITIES

Over the course of the year, students undertake integrated units where the dimensions of History, Geography and Economics are investigated. Students develop an understanding of how Australia has changed historically, geographically, socially and economically over the past two centuries. The following themes will be covered throughout the scholastic year.

Australia and World War 1 (1750 – 1918) This unit introduces students to some major events and ideas that shaped Australia and the world from 1750–1918. A time of great change politically, economically, socially, culturally and ethically, students will address the colonisation of Australia and the events leading up to World War 1. Known as ‘the War to end all Wars,’ the causes of World War 1 will be discussed and the importance of remembering the past will be explored.

Food and Biomes This unit explores the question of where our food comes from. Students will explore the concept of local food miles and sustainable food production, including the differences in the climates and biomes where different foods are from. Students experiment with different meal plans and different local regions in order to understand the effects of their daily choices as consumers.

Economics and Business Knowledge and Understanding People are connected to place in the world through their purchase of consumer goods. Some places in the world support high levels of innovation, creativity and entrepreneurship and others specialise in manufacturing. People are connected to places across the world through their cultural interests and activities.

SCIENCEIn Year 9 Science students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions when studying Chemistry. They describe models of energy transfer and use these to explain phenomena during the Physics topic. They explain global features and events in terms of geological processes and timescales in the Earth science topic. In the Biological Science topic, they analyse how biological systems function, respond to external changes with reference to interdependencies, energy transfers, and flows of matter.

Physical SciencesIn this topic, students will investigate the transfer of energy, particularly electricity, heat and sound. Students will also collaborate in teams to plan and conduct a scientific investigation relating to the insulating properties of various drink containers.

Chemical SciencesIn this topic students are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. We will also look to establish how these reactions are a part of their everyday life and why they are of value.

Biological SciencesIn this topic students will further their understanding of the bodies systems and how they are coordinated to keep as alive and functioning at our optimum. The main systems students will investigate are the digestive system, circulatory system, excretory system, respiratory system, endocrine system and the nervous system.

Earth and Space SciencesIn this topic students will link the ideas and theories uncovered during the first three topics and look at the operation and relationships between environmental systems. Students will conduct field studies of our local environment which will provide them with data that can be analysed and acted upon.

HEALTH & PHYSICAL EDUCATIONAs students work towards the achievement of the standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context.

They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate its success.

Through the Sports in Physical Education Program (SEPEP) students learn and practice tactics and strategies relevant to the sports and activities in which they are participating, including the development of strategies to counter tactical challenges in game situations. Students participate in peer teaching or coaching situations with a focus on skill development and improvement. They discuss sporting conduct, and implement fair play and good sporting behaviours. They undertake a variety of roles in team games (for example, player, coach, umpire and administrator) and assume responsibility for the organisation of aspects of a sporting competition.

DISCOVERY AG

Through discovery Ag activities students develop an understanding of key competencies including:

• OH&S on a working farm• Planning and organising• Communicating information and ideas• Problem solving• Independent and reflective practice

The Discovery Ag Experience is heightened by the process of planning, preparing, planting, nurturing and harvesting of their own crops, thus producing a tangible outcome. Many students take this produce home. To the teaching staff the key elements of “process” are the awareness and development of communication skills, collaborative practices, problem solving abilities, decision-making skills and student leadership.

DISCOVERY Discovery activities are interest-based, focusing on maximizing student participation, collaboration and enjoyment. Discovery activities are divided into two distinct areas Discovery Elective and Discovery Ag. Discovery Ag activities have a clearly defined ‘hands-on’ approach, centred upon the workings of the College Farm.

ELECTIVES

In addition to Foundation Studies, Year 9 students are required to select a total of four (4) units of study from the Technology, Arts, Languages Other Than English (LOTE) and Outdoor Education elective subjects available. Choices may range between Semester based units of full year units, such as LOTE.

While students are encouraged to continue their study of their language from Year 8, it is not compulsory for students to study a Language at Year 9. Students who choose not to study a language at Year 9 may elect to undertake more Arts and Technology units.

Technology Units run for 1 Semester

Game Development

Food Studies

Materials Technology

Design & Textiles

Duke of Edinburgh Bronze AwardUnits run for 1 Semester

LanguagesThese units run for 2 Semesters

Japanese

Italian

LiteratureUnits run for 1 Semester

ArtsUnits run for 1 Semester

Art

Dance

Music

Drama

Visual Communication & Design

Media StudiesMulti-Media & Design

Maths EnrichmentUnits run for 1 Semester

ELECTIVE SUBJECTS

THE DUKE OF EDINBURGH, BRONZE AWARD

The Duke of Edinburgh Scheme is a world-wide and well-known outdoor education programme which is recognised by both the tertiary and business world. The aim of the programme is to encourage and promote teamwork and leadership and to teach outdoor education skills such as map reading, hiking, first aid and camp cooking.

The Award has three levels, Bronze, Silver and Gold. Each encompasses four parts - Service, Physical Recreation, Skills and Expeditions, which candidates must fulfil in order to receive the Award.

Year 9 Students will start on Bronze level and training will take place during school for one Semester. This will teach camp and survival skills and prepare students for their expeditions. Awardees will work in their own time towards completing their Physical Recreation, Service and Skills components. Towards the end of the semester students will undertake a one night practice hiking expedition and a one night qualifying expedition.

MATHS ENRICHMENT

The Mathematics Enrichment Program will be an ongoing class that will develop skills in students including thinking mathematically and problem solving. It will challenge the students to go beyond their current capabilities and understanding in mathematics. The development of these competencies will flow into other areas of study. As such, students involved in the Mathematics Enrichment Program will gain significant benefits for their studies in all areas of learning.

The content of the Mathematics Enrichment Program is designed or students in Year 9 wishing to undertake Maths Methods in Year 10.

LITERATURE

Students elect to participate in this semester long subject in addition to mainstream English however the program is to be designed so that students may choose to participate over the two semesters or just a single semester. A high level of achievement in Year 8 English is expected for students who wish to participate in this course.

The study of Literature aims to provide further extension for high achieving English students. The course is studied in addition to Year 9 English and provides further opportunities for students to engage in text analysis, the craft of writing and poetry. This is an in-depth English subject that can be used to prepare students for high academic achievement in any of the VCE English Pathways.

LANGUAGES

Language Electives run for two semesters. They are studied in consecutive semesters and students cannot normally enter second semester without completing semester one of the language.

ITALIAN

These units are designed to provide students with further grammatical and oral skills in the Italian language. All language skills – reading, writing, listening and speaking are presented in a contextualised setting, drawing on Italy’s distinctive culture and its relationship to Australia. In 2019 students who study Italian will complete a Certificate II in Applied Language . This program is designed to provide additional pathways that enable students to achieve a nationally recognised national VET qualification. Vocational Language Learning in Schools – THE REQUIREMENTS/OUTCOMES The VET Certificates are nationally recognised qualifications in the study of a language. The Certificates are based on a fixed curriculum, however, each institution that offers the qualifications interpret the requirements within its context. In order to achieve a VET Applied Language qualification, students must demonstrate ‘competencies’ described in each Unit of the Certificate. The qualifications are nationally recognised and are aligned with the Common European Framework of Reference (CEFR). Language. Whilst at Certificate II level no prior knowledge is assumed, the Certificate II is a prerequisite for the Certificate III in year 10. In terms of language, what do students learn? Each Certificate has a communicative focus in that students must demonstrate their capacity to understand and use the language to communicate. The tasks involved require students to be able to interact with a range of people, in a range of settings – both in social settings and in the workplace. For example, students are required to demonstrate competency in areas such as: talking about themselves, asking and responding to questions, asking or and offering help, explaining, giving directions, and inviting, declining and accepting invitations. Future Pathways: Students who complete this qualification may articulate into higher nationally recognized qualification and will receive the 10% ATAR increment at the end of Year 12. Students will be able to find employment in industries where the Italian is used. Only when students have completed Certificate II, can they continue onto Certificate III in Applied Language.

These units are designed to provide students with appropriate communicative skills by presenting language in realistic social and cultural settings. Knowledge of further grammatical and oral skills (reading, writing, listening and speaking) are presented in a contextualised setting, drawing on the close business relationship & cultural exchange between Australia and Japan. Study of the language will be further enhanced by the use of ICT and iPads. Students have the opportunity to further enrich their written/oral language acquisition through the use of LOTE centred applications. Students will also participate in a LOTE Camp where they will develop their language and cultural awareness.

JAPANESE

Writing/Speaking• Enquiring by asking ‘when and where, what and how.• Describe people, holidays, daily routine and clothes• Role-plays about familiar situations (restaurant, shopping telephone dialogue)• Distinguish between a statement, a request and a question• Express simple preferences in response to questions• Conclude an exchange or presentation appropriately.

Writing• Respond to letters• Describe the appearance and characteristics of famous people• Use a word bank / dictionary to search for vocabulary• Use conjunctions and particles in sentences.

Reading• Read aloud with attention to pronunciation, intonation and phrasing.• Decipher unknown words by drawing upon clearly signaled contextual clues.• Identify key information from a variety of text types in order to prepare written reports, oral reports

and reorganising information.

DANCE

The objective of the Year 9 Dance course is to allow students to develop an understanding and appreciation of the various aspects involved with the production of dance routines. The course is aimed at promoting confidence and participation so that each student can develop their own individual style of dance leading to a public performance, with an emphasis on dance as an Art form. This involves a basic understanding of the physical skills required for any style of dance, along with students studying the importance of the body as a means of expression and communication.

Technical skills will be further developed, along with the skills required in developing creative small group routines choreographed by the students and skills in routines choreographed by the teacher that include unison, canon, contrast in at least one dance styles, that will be performed in front of an audience.

Students will learn how to describe their works and others in written form.

The students will analyse the impact that choreographers such as Bob Fosse and Jerome Robbins had on Musical Theatre and the Jazz dance style, including the terminology, makeup and staging techniques used, and how dance has developed into contemporary styles such as Hip Hop and commercial dance.

MUSIC

Music is an important part of our society, and through a study of Music students learn to appreciate and participate in this important art form. Music in Year 9 focuses on students making music and developing the ability to think and express themselves in sound. By playing instruments, singing, listening, conducting, improvising and creating music students experience satisfaction and enjoyment as they learn.

Areas of Study: • Performing Music - Students are encouraged to play their chosen instrument as well as learn new instruments such as guitar, keyboard and vocal techniques. Students form groups and perform as instrumentalists or vocalists. • Music Practices – create, practice and rehearse music. • Explore and Express ideas – create and compose music using music technology. • Respond and Interpret – Students develop higher order thinking skills as they learn to analyse music. They listen to music and develop the ability to read and write music and think in sound.

Year 9 Music prepares students for Year 10 Music and VCE and / or VET Music. Music assists students to develop their critical and creative thinking skills, teamwork, social and emotional skills, dedication, problem solving and concentration and memorization abilities.

ART

Learning and teaching in Art at Year 9 allows students to explore personal interests and develop skills, knowledge and understanding relevant to specific Art forms in increasingly sophisticated ways. This study will enable students to make informed judgements about two and three dimensional art works. They will become familiar with a range of well-known artists and will experiment in a variety of styles, media and art concepts. Students will participate in both the ‘explore & Express Ideas, Visual Arts practices of art works’, as well as ‘Present and Perform, Respond and Interpret’ to art. The theoretical work has direct links with the practical component of the subject, informing students in their own art making. Students experiment with imaginative and innovative ways of using traditional and contemporary skills, techniques and processes and a variety of media, materials, equipment and technologies drawn from a range of contexts.

MEDIA STUDIES

In this course students will develop theoretical knowledge and the practical skills of Media through a variety of written and hands on projects. Students will examine the relationship between media and technology to understand how images, sounds and text, with careful planning and editing, produce meaning. Students will have the opportunity to enhance their facility of the use of media equipment and applications. They will experience the media production process of producing a production design plan which includes the planning and purpose of a media product, the logistics and creating of the product, the editing of the product and reflecting on the outcome to determine if the product achieved its purpose. They will analyse the way in which audiences make meaning and how audiences interact with and share media artworks. They consider the local, global, social and cultural contexts that shape the purposes and processes in producing media artworks, and evaluate the social and ethical implications of media texts.

Activities may include:

• Written activities exploring representation in film studies and through print media such as newspapers, magazines and images. Filmic techniques looking at how these techniques enhance film narrative and their own film work.

• Film and Photography skill and technique development exercises• Produce media productions: short film/and or animation, and a series of digital photographs and/or a

print layout magazine.

DRAMA

In Year 9 Drama students are exposed to a range of contemporary works to build their knowledge and skills in performance. Students study comedic theatre styles such as Melodrama and Commedia Dell’Arte to experiment with exaggerated characters, narratives and a range of theatre conventions that are still in popular use today in film, theatre and television

Work for the semester may include:• Viewing a professional theatre show or participating in a workshop • Creating a filmed Soap Opera • Working with clowning and Commedia Dell’Arte characters • Creating ensemble performances.

VISUAL COMMUNICATION & DESIGN

The focus of Visual Communication in two and three-dimensional design includes freehand and technical drawing. Skills covered include one and two point perspective, instrumental oblique, isometric and orthogonal drawings and computer graphic techniques. Assessment is made on the basis of design, presentation and creative skills for each task. Activities include product design as well as graphic design including architecture utilising the design process.

FOOD STUDIES

Year 9 Food Studies provides students with the opportunity to investigate the ethical and sustainable issues relating to food. Following the introduction through food safety and hygiene, students will explore the concepts of food equity and inequity, and the ethical and sustainability issues which affect food production and availability all over the world. Through both theoretical and practical applications, students will produce food items which challenge the ethical and sustainable production of ingredients. Students will produce food products that need consideration of economic, environmental and social impact on our society and on those living in other parts of the world. Students will be challenged to develop food items which provided much needed nutrients for individuals living in different parts of the world.

TEXTILES DESIGN TECHNOLOGY

Students have the opportunity to explore and develop skills in the area of hand and machine sewing and fabric decoration. Students will be expected to investigate and test fabrics, develop designs for various products and implement the designs with safety, creativity and precision. Notes and research dealing with historical and present day uses of techniques learnt, as well as looking at textile designers and artists, will accompany exercises. This unit will have an ITC component where they will be taught basic drawing techniques for fashion illustration in Adobe Illustrator and Photoshop.Students will be expected to keep an accurate record with a display folder and a digital portfolio using Microsoft PowerPoint, digital cameras, web cams, scanners and graphic software appropriate to the task. This will be an effective tool in documenting the design and making process for each item made in textiles. Activities to be covered: Machining Skills; Fabric Art, Design and Construction (printing and dyeing techniques); Fashion Design and Construction

MATERIALS TECHNOLOGY

In an increasingly technological and complex world, it is important students develop knowledge and confidence to understand, analyse and respond creatively to design challenges. These skills play a crucial role in both enriching and management of natural environments. In the Design and Technologies curriculum, students create a designed solution for a specific design problem, using timber is their main resource. In this study area students plan and manage a project from conception to realisation. They apply design thinking and design processes to investigate ideas, generate and refine ideas, plan and manage, produce and evaluate their designed solution. They develop a sense of pride, satisfaction and enjoyment from their ability to create an innovative designed solution for the specific problem. Through the practical application of working with timber, students develop dexterity and coordination. This subject offers students a broad range of learning experiences, readily transferable to their home, life, leisure activities, the wider community, and to work.

MULTIMEDIA & DESIGN

Multimedia and Design aims to extend the skills of students in Year 9 in the production of computer generated graphics, animations and web page production using the Adobe suite including Photoshop.

Students will work to a design brief, which will specify a selection of topics. They will develop skills in creating and developing ideas, applying information, testing alternatives and the appropriate use of tools and programs to meet the requirements of the design brief.

Students will acquire skills in using information technology to access, process, manage, and present information. Students will also acquire strategies for thinking related to enquiry, processing information, reasoning, problem solving and evaluation.

GAME DEVELOPMENT

This unit involves students in the design and development of computer programs and also includes Website design and development. Students learn about the role of programming languages and techniques in the development of software application and develop skills in the syntax of a programming language. Students use ICT thinking tools and design briefs to investigate and develop a range of programs to user’s needs. Students will devise a strategy for managing each project. They reflect upon their progress and alter plans as appropriate. The development of the programs requires the application of testing, improvements and modifications to the programs. The programs are developed within the context of legal and ethical considerations to copyright and piracy.

CHALLENGE

Challenge is about the person and their experiences and interactions with their wider environments. The Challenge Program tackles the concepts of myself, interactions with local communities and my place in the world of the global community.

Challenge is to be a dynamic and adaptive program of integrated curricula and applied learning tasks. It is to incorporate areas such as pastoral care, faith development, social justice, personal health and well- be-ing. Aims of the Challenge program include

• Develop student initiative and independence research skills• Develop collaborative learning skills• Develop skills in time and task management• Encourage critical thinking and analysis skills• Provide opportunities to present ideas in unique and creative ways• Foster a clear sense of independence and responsibility• Encourage leadership skills• Develop a deeper appreciation and understanding of the city of Melbourne and the wider world in which we live• Provide year 9 students with a sustained experiential learning • Acquire new skills and discover new talents• Experience real team work and interdependence with peers

In seeking an understanding of themselves, the students will develop skills and form ideas about their own personal identity. It is understood that when adolescents search for their own identity they develop closer attachments to their peers by aligning themselves with accepted peer groupings. In this component of the program students will learn resilience skills that will equip them to be able to interact and form special bonds with their peers. In building their resilience capacity students may be able to form a personal identity that will engender a sense of self-worth and an increased capacity to learn. This componentof the Challenge program will culminate in the Adventure Camp.

The compulsory five-day outdoor adventure program is to be conducted in Term 2 of Year Nine. The program is to focus on developing resilience as well as group interdependence. Groups of 14 students and two staff will hike, paddle, peddle and climb their way over trails, camping in tents overnight and carrying essential materials in packs. The Adventure Camp will challenge the students in the following ways:

• Coming to grips with the basics of living• Learning from primary sources• Having the opportunity to become increasingly aware of their natural environment• Meeting a variety of physical, social and academic challenges• Developing new friendships which are deeper than is possible in a day school where there are many

distractions• Taking individual and collective responsibility.

MY PERSONAL SELF

MY COMMUNITY

A student’s opinion of them self and of their place in their community, are significant determinants in their learning. The notion of ‘living and learning in community’ is to underpin the Year 9 program here at Sale-sian College Sunbury. Students are to be provided with opportunities to develop tolerance, empathy and appreciation of others.

Further addressing the needs of our local community the Challenge program is to explore the wider com-munities of our College. Students are to be provided with opportunities to investigate our capital city of Melbourne.

The Melbourne City Experience program is designed to respond to the learning and social needs of young people at a time when they are navigating their way to adulthood. The City Experience will challenge stu-dents’ personal and academic development. It will offer a wonderful opportunity for students to be active citizens and understand the value of self-direction and responsibility as key steps towards greater maturity and life-long learning. The City Experience gives students the opportunity to undertake action-based re-search linked to aspects of the city of Melbourne. This research forms part of the core curriculum in World of Ideas, Science and

MY PLACE IN THE GLOBE

The third component of the Challenge Program is the Global Project. The project is to be driven by the ideas as presented in “Global Perspectives: A framework for global education in Australian schools” by Education Services Australia. The Project states:

Twenty-first century Australians are members of a global community, connected to the whole world by ties of culture, economics and politics, enhanced communication and travel and a shared environment.

Enabling young people to participate in shaping a better shared future for the world is at the heart of global education. It emphasises the unity and interdependence of human society, developing a sense of self and appreciation of cultural diversity, affirmation of social justice and human rights, building peace and actions for a sustainable future in different times and places.

It places particular emphasis on developing relationships with our neighbours in the Asia-Pacific and Indian Ocean regions.

Global education promotes open-mindedness leading to new thinking about the world and a predisposition to take action for change. Students learn to take responsibility for their actions, respect and value diversity and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world.

The program will focus around the above ideals providing the students with a range of activities aimed to foster a sense of place and value in the world as a Global Community.