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DRAMA
Subject Codes: 09DRA/09DRAC2
Course Overview:
An education rich in the Arts maximises opportunities for learners to engage with innovative
thinkers and leaders and to experience the Arts both as audience members and as artists. Such an
education is vital to students’ success as individuals and as members of society, emphasising not
only creativity and imagination, but also the values of cultural understanding and social harmony
that the Arts can engender. (National Education and the Arts Statement, 2007
Drama is a dynamic art form that has been used to entertain, challenge, educate,
understand, record and celebrate events all over the world for thousands of years.
Studying Drama provides students with opportunities to create drama, to communicate
ideas to an audience and to reflect on and evaluate drama.
Learning orally, kinaesthetically, visually and aurally through aesthetic, cognitive,
creative and technical processes, students are provided with opportunities to imagine
and explore beliefs, feelings, behaviours and relationships across diverse situations and
contexts. This encourages and promotes: collaboration; problem-solving; empathy;
critical thinking; communication; imagination and cultural engagement.
Students can apply their learning in Drama to a variety of further study and careers. The
knowledge and skills built in Drama connect strongly with careers in which it is important
to understand different social and cultural perspectives and to communicate
imaginatively, confidently and articulately.
Course Outline:
The Australian Curriculum: The Arts includes five Art subjects; one of which is Drama.
Learning in Drama involves making and responding. Students learn as artists, by making
dramatic works that communicate to audiences. They learn as audiences, by responding
critically to their own dramatic works and the works of their peers and professional
artists. These actions are taught together as each depends on the other. For this to
occur students practically and theoretically examine and workshop play texts, directors,
theorists, actors and playwrights from traditional to contemporary theatrical forms and
styles from Australia and around the world.
To influence the shaping of their own dramatic work and to develop the ability to
critically analyse drama, students will view live theatre. All excursions are covered by the
subject levy. Guest artists and artist-in-residence programs are also a feature of the
he
course, providing students with the opportunity to work alongside internationally
acclaimed professional artists.
The units of work studied in Year 9 are:
Drama Option A - Subject Code: 09DRA
9DRA
Children’s Theatre; Puppetry; Stage Fighting
Forming – scriptwriting in Children’s theatre style; group written
Presenting - performance of student devised text to live audience; group/practical
ical
Responding - analytical response to live performance, individual/written
Drama Option B - Subject Code: 09DRAC2
RAC2
Musical Theatre
Forming – directing a scene from a musical script
ipt
Presenting – scripted performance; group/practical
l
Responding – analytical response to live performance; individual/written
Assessment:
Assessment is completed individually or in groups however, students are always marked
individually.
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GEOGRAPHY
Subject Code: 09GEO
Course Overview:
Geography is the investigation and understanding of the earth and its features and the
distribution of life on earth, including human life and its impacts. It is the study of the
many different “places”, or environments, which make up our world and is described as
“the why of where”. Places are specific areas of the Earth’s surface, and can range from
a locality to a country to a major world region. Geography answers our questions about
why places have their particular environmental and human characteristics; how and why
these characteristics vary from place to place; how places are connected, and how and
why they are changing. Geography examines these questions on all scales, from the
local to the global, and over time periods that range from a few years to thousands of
years. It also looks forward to explore ways of influencing and managing the future of
places including their environmental, economic and social sustainability.
Course Outline:
The units of work studied in Year 9 are:
Biomes and Food Security focuses on investigating the role of the biotic environment
and its role in food and fibre production. This unit examines the biomes of the world,
their alteration and significance as a source of food and fibre, and the environmental
challenges and constraints on expanding food production in the future. These distinctive
aspects of biomes, food production and food security are investigated using studies
drawn from Australia and across the world.
Geographies of Interconnections focuses on investigating how people, through their
choices and actions, are connected to places throughout the world in a wide variety of
ways, and how these connections help to make and change places and their
environments. This unit examines the interconnections between people and places,
through the products people buy and the effects of their production on the places that
make them. Students examine the ways that transport and information and
communication technologies have made it possible for an increasing range of services to
be provided internationally, and for people in isolated rural areas to connect to
information, services and people in other places. These distinctive aspects of
interconnection are investigated using studies drawn from Australia and across the
world.
Key inquiry questions are:
What are the causes and consequences of change in places and environments and how
can this change be managed?
What are the future implications of changes to places and environments?
Why are interconnections and interdependencies important for the future of places and
environments?
Assessment:
Assessment will take the form of knowledge tests, stimulus response tests, research
inquiries and field reports.
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GRAPHICS
Subject Codes: 09GRA/09GRAC2
Course Overview:
Graphic communication uses drawing, pictures and animations to clarify and transmit
information. It is most closely related to the language faculty in a school in that it aims
to translate often confusing verbal or written information into a clear, universal, visual
l
language. Graphics language is increasingly used in our technological society because of
the need for quick, clear, international communication.
“Graphic communication develops skills in drawing, researching, understanding,
organising and selecting information, developing and refining ideas, and, above all,
thinking.” Active Graphics by Agi Korvin 2003
Course Outline:
The following units of work will be studied:
Graphics Option A - Subject Code: 09GRA
A
Fundamental Graphics
This unit further develops a student’s understanding of the elements and fundamental
principles of graphical communication, CAD and graphic design. Students use the
he
elements and principles of design across a variety of software packages (Illustrator,
AutoCAD, Inventor and Revit) to produce graphical representations of symbols, toys and
and
houses and solutions to design challenges.
Graphics Option B - Subject Code: 9GRAC2
AC2
Fundamental Graphics II - This unit extends a student’s understanding of the
the
elements and fundamental principles of graphical communication, CAD and graphic
design developed in the semester one unit. Students will use a variety of materials,
ls,
equipment and software packages to produce graphical representations of logos,
products and buildings for design challenges across a range of areas.
Assessment:
Students will be assessed using a folio of classwork drawings and responses to design
challenges.
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HEALTH AND PHYSICAL EDUCATION - ELECTIVE
Subject Code: 09HPEC2
Course Overview:
The Health and Physical Education curriculum Year 9 focuses on the role students play in
contributing to the health, safety and wellbeing of their wider community. The
curriculum supports students to investigate techniques to assess the quality of
movement performances using a range of tools to appraise, analyse and enhance
performances. In addition, students develop the skills and confidence to be creative in
how they adapt and improvise their movements to respond to different movement
situations, stimuli, environments and challenges.
Course Outline:
The HPE Elective unit is specifically designed for PE students that want to learn more
about individual sports, social factors that affect sport and the changes on the human
body under performance conditions.
Content includes:
Unit 1
Touch Football/Oz Tag and Sport Science
The Sports Science unit is directed at students who wish to learn a higher level of
Physical Education where the theory components are implemented in both practical and
theory classes. Content activities - Heart rate measurement of students under
der
performance conditions/Game analysis and parts/functions of the human heart. Touch
football is directly related to the theory where correlations between individual heart rates
and game movements are discussed and evaluated.
Unit 2
Badminton and Sociology
Sociology is a topic where sport is discussed in regards to its role and impact on a social
level. Topics could include - role models in sport/factors affecting athletes in today’s
ay’s
modern world such as money, media, expectation, and performance. Badminton is a
very technical based sport. Few racquet sports are taught in Physical Education,
however it is good at developing hand-eye coordination, special awareness, reaction
n
time and agility.
Assessment:
Students will be assessed through:
Unit 1
Touch Football/Oz Tag and Sport Science – Practical Assessment, Case Study
dy
Report.
Unit 2
Badminton and Sociology – Practical Assessment, Essay – Extended Response
ponse
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HOME ECONOMICS
Subject Codes: 09FTE/09TEX/09HEC
Course Overview:
The central focus of Home Economics is the wellbeing of people within their personal,
family, community and work roles. Home Economics encourages personal independence,
living effectively within the wider society, and promoting preferred futures for self and
others in contexts related to food and nutrition, human development and relationships,
living environments and textiles.
Home Economics provides students with the opportunity to: become an empowered,
active and informed member of society; design social futures; contribute to the
wellbeing of themselves and others; examine and take action on matters of personal and
societal significance.
NOTE: Students who wish to study Home Economics all year will choose both the
semester units Food and Nutrition and Textiles and Design. Students who wish to study
dy
Home Economics for only a semester will choose from any of the three Semester units
offered and listed below.
Course Outline:
The topics covered in the Semester units offered to Year 9 students are:
Food and Nutrition - Subject Code: 09FTE
E
Australian Guidelines to Healthy Eating; 5 food groups – breads and cereals; vegetables;
;
fruit; milk, yoghurt and cheese; meat, eggs, nuts and legumes; Australian Dietary
Guidelines; 6 nutrients – carbohydrates, fats, proteins, vitamins, minerals, water.
.
Textiles and Design - Subject Code: 09TEX
X
Fibre classification; natural fibres – cotton, linen, silk, wool; man-made fibres – acetate,
etate,
rayon, nylon, polyester, acrylic; textiles production – woven, knitted and non-woven; tie
tie
dying; transprinting; hand sewing techniques.
Home Economics - Subject Code: 09HEC
Food and Nutrition: The Paddock to Plate Journey.
Textiles: Creating a Hooded Jumper from a commercial pattern
Design: Fibre classification; natural fibres – cotton, linen, silk, wool; man-made fibres –
s –
acetate, rayon, nylon, polyester, acrylic; textiles production. The dying process.
Assessment:
In the semester units students will be assessed on:
Food and Nutrition
Students select and justify their own recipe related to Australian Guide to Healthy Eating
(individual/written and practical cooking task); objective and short answer test
(individual/written theory examination); students investigate a vitamin or mineral and
select their own suitable recipe (individual/written and practical cooking task)
Textiles and Design
Objective and short answer test (individual/written theory examination); students
produce a bathrobe (individual/written and practical sewing task); students design and
embellish a pillowcase or t-shirt (individual/written and practical sewing task)
Home Economics
Students complete weekly set cooking tasks based on the Paddock to Plate journey
objective and short answer test (individual/written theory examination)
Students produce a Hooded jumper (individual/written and practical sewing task);
Students produce one off textile items using dying and embellishment techniques
(individual/written and practical design task)
)
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INFORMATION COMMUNICATION TECHNOLOGY
Subject Codes: 09ICT/09ICTC2
Course Overview:
The world of computers is the most dynamic, evolutionary field that has an increasing
level of impact on everyday lives. The current estimate of the number of jobs that
t
require computer skills is above 90%. What is more alarming are that many experts
ts
propose that at least 60% of jobs that will be common in 10 years’ time have not been
invented yet.
Information & Communication Technology courses are designed to accommodate this
rapid change by exposing students to a range of programs and problems. This is an
interactive program designed to provide students with not only the foundation skills they
will use in Years 10-12, but the innovative, creative and problem-solving skills they will
ll
require to continually adapt to the changing world we live in.
Course Outline:
Information Communication Technology Option A –Subject Code 09ICT
This unit is designed around an introduction to Adobe Suite programs. Students are
re
introduced to the Adobe Suite of applications including Flash, Fireworks and Photoshop
p
to create animations, graphics and develop early photographic imaging techniques.
Information Communication Technology Option B – Subject Code: 09ICTC2
C2
This unit is designed around extending the Adobe Suite of programs. Students use
nts use
Dreamweaver to create a web site and Premiere Pro to manipulate video, images, music
c
and text to create simple modified videos. Investigating new technologies also forms
forms
part of this unit. The use of electronic kits and interface technologies allows students to
develop an understanding of how computers operate.
Assessment:
Assessment items are ended projects designed to showcase students skills with the
functionality of the programs being studied. They draw on creativity, innovation and
technical skills. Students are also assessed with portfolio-style work of basic skills from a
a
variety of programs.
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JAPANESE
Subject Code: 09JAP/09JAPC2
PC2
Course Overview:
The Japanese program aims to assist students in gaining communicative proficiency and
an understanding of other cultures and people. The main emphasis is on communication
on
through the use of functional language. The four skills of speaking, listening, reading and
writing are integrated throughout the program and receive equal weighting in
assessment. The study of Japanese at all levels makes it possible to view culture within
its own terms of reference and to approach life’s tasks with an insight gained from
another language and culture.
Course Outline:
The Year 9 course aims to expand students’ knowledge of vocabulary and more
advanced grammatical patterns. The topics studied include School, Time and Talking
about Appearance. By the end of the year, students will have mastered the hiragana and
katakana scripts and will be gradually introduced to some simple kanji. Authentic
materials, for example, films, advertisements, comics and magazines, will be used to
enhance reading practice. Cultural information will be integrated into language lessons.
Students will use Obento Supreme as the set text and each student will require their
r
own copy of the Obento Supreme Workbook to complete class activities. Students’
learning is also enhanced through the use of technology such as individual iPads with
Japanese applications and an online learning environment allowing students
unprecedented freedom and flexibility to learn at their own pace both in class and at
home.
Students considering the study of Japanese at Senior level are encouraged to
complete all four units of study in Years 9 and 10.
Assessment:
Students are assessed on all 4 macro skills of Listening, Speaking, Reading and Writing
during each semester.
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VISUAL ART
Subject Codes: 09VAR/09VARC2
Course Overview:
An education rich in the Arts … is vital to students’ success as individuals and as members
of society, emphasising not only creativity and imagination, but also the values of cultural
understanding and social harmony that the Arts can engender (National Education and
the Arts Statement, 2007).
Visual Art is not just about creating any old thing, it’s about self-expression and learning
something new about yourself, others and the world around you. In Visual Art you get to
create and explore your own ideas and work both collaboratively and individually.
Current Art students say that Visual Art is:
-
Fun and creative
-
Expressing yourself
-
Bouncing ideas off each other and
creating the unexpected
-
Interesting workshops
-
Able to work in a creative space
-
Opportunity for extension
-
Freedom
-
Hands on
-
Gained confidence in my writing skills
Course Outline:
The foundation of the program is the Elements and Principles of Design. This gives you
the language and the tools to help you develop your style and aesthetic in the Senior
Years and beyond.
The artworks you will create are inspired by a variety of themes, allowing you to explore
your own thoughts and feelings. Some examples of themes are everyday life and
experience, natural and geometric forms.
You get the opportunity to use lots of different materials and learn different skills. Some
of these include:
-
Photoshop
-
Charcoal
-
Watercolour
-
Shellac
-
Oil pastel
-
Acrylic paint and mixed media
-
Soft pastel and conté
-
Clay and glazing
-
Spray painting and graffiti art
Appraising tasks form the written component. They focus on the development of your
ability to write and talk about your own and other’s artwork. You will be encouraged to
form and express opinions, discuss and display your own artwork and appreciate the work
of other artists and cultures.
Your learning experiences are enhanced through:
-
Visits to art galleries and cultural centres
-
Workshops with artists and creative professionals
All materials required in this course are covered by the subject levy. Students are
responsible for their art and once assessed it is regarded as the property of the student.
Units of work studied in Year 9 are:
Visual Art Option A –
Subject Code: 09VAR
Drawing; Painting
Making – Visual Diary; folio of works
Appraising – Analytical response
Visual Art Option B –
Subject Code: 9VARC2
Ceramics; Digital and Video Art
Making – Visual Diary; folio of works
Appraising – Analytical response
Assessment:
Students are assessed on Making and Appraising (responding to and reflecting on
artworks). Students are assessed individually and objectively according to the task and
criteria.
Documents you may be interested
Documents you may be interested
