Year 9

YEAR 9 [WS Year 9]

It is widely accepted that Year 9 is a time when students need to be re-engaged with their education and be given opportunities to learn in dynamic environments. Our planning for Year 9 has been done with a determination to improve the way we are meeting these two key needs. We have also been motivated by the challenges that youth are facing through their immersion in a culture that encourages them to be focused on themselves and has so willingly moved away from its Christian heritage.

As followers of Jesus Christ, we believe there is a need to recapture the vision for ministry, discipleship and community service that has driven Christian for millennia to impact their generation, and indeed the world, with the message of the Gospel.

The Year 9 program at Waverley Christian College is fundamentally committed to realising the academic potential of students whilst challenging them to look beyond themselves.

In short, the central aim of our Year 9 program is to encourage students to consider their place in the world and the contribution they can make to it.

The Year 9 curriculum is divided into 2 sections – Core subjects and Elective subjects, and is designed to allow students to exercise choice and take responsibility for their decisions. Teachers recommend that students consider their elective choices in the light of:

  • Personal interests
  • Individual giftings and talents
  • Possible career choices

At this year level, Electives are designed to give foundational skills, and to encourage interest and participation. If a student chooses to study a specialist subject in Year 10, these skills will be further developed.

Waverley Christian College has a rich extra-curricular program, with many opportunities for enrichment and engagement. We encourage all students to get involved in activities of interest to them. See ‘Co-curricular Activities’ for a list of available options.

 

 

CITY EXPERIENCE [WS Year 9]

The City Experience Program is yet another exciting opportunity to take students beyond the classroom into the diverse environment of the City of Melbourne.

Research suggests that Year 9 is a time where practical, stimulating and real-life experiences have the biggest and most positive outcomes. The City Experience is essentially a hands-on academic program that incorporates aspects of a variety of subjects, including: English, History, Geography, Commerce, Maths, Personal Development, Physical Education and the Arts, whilst retaining a civics and citizenship focus.

As part of this program students will have the opportunity to visit:

  • The Shrine of Remembrance
  • The Melbourne Magistrates Court
  • The National Gallery
  • Melbourne City Mission
  • The MCG
  • Rod Laver Arena
  • The Victoria Market
  • Urban Seed
  • The Melbourne Food Experience

City Experience will also require students to grow in the areas of group-work and the development of their negotiation skills. One of the key outcomes of the program is the fostering of confidence in our students and a healthy experience of both independence and interdependence.

We trust that students will find the experience fun and rewarding, drawing on their new insights to help shape their education throughout Year 9 and into future years.

Students will discover that many of Australia's richest resources, opportunities and diversities are found in the city. They will develop life-long skills in cooperation through group work in a real setting. They will also benefit from learning how to navigate the city and our public transport system in a safe and efficient manner.

More detailed information about the City Experience Program will be provided to students and parents closer to the time.

 

 

TASMANIAN TRIP [WS Year 9]

Year 9 students have the unique opportunity to travel to Tasmania for five days. They will spend significant time in one our country's most beautiful examples of God's creation and engage in outdoor opportunities which will challenge and stretch them beyond their comfort zones, whilst we also set time aside to focus on their spiritual and personal growth.

Our adventure will begin as we set sail overnight on the Spirit of Tasmania. Upon arrival, we will explore breathtaking Cataract Gorge and students can take the opportunity to ride a chairlift with the world's longest central span of 308 metres. Students will also use a zipline through the tree tops at Hollybank Adventure Park.

As a part of our Outdoor and Environment program, we then spend two days exploring Freycinet National Park which students will be able to explore through day hikes, beach walks, and sea kayaking.

Our final day includes a visit to the historical and picturesque Richmond as well as visit and climb Mt Wellington.

The Tasmania Trip will provide students with the chance to make memories that will last a lifetime and strengthen their relationship with peers and staff in preparation for Senior schooling.

More information will be provided to students and parents at the start of the year.

 

 

COMMUNITY SERVICE [WS Year 9]

The Community Service Program takes place in the last week of Term 2 and provides an opportunity for Year 9 students to be personally challenged, encourage others and to develop empathy and an understanding other people's circumstances.

By actively engaging with members of their community students develop an increased sense of social responsibility – a more global view of society and heart for helping others. They are exposed to a diversity of cultural backgrounds and apply their learning to real human needs.

Community service enables students to develop life skills and knowledge while providing a service to those who need it most. It also has a lasting, positive impact on both students and the people they have served.

Students select their placement from a range of organisations including: Aged Care Facilities, the Salvation Army and the Peter Mac Cancer Centre. In the lead up to this program students will undertake OHS as well as First Aid training to help prepare them for the environment in which they will serve.

Students are accompanied by staff to their placements, and given every opportunity to discuss progress.

 

 

BIBLICAL STUDIES [WS Year 9]

“A thorough knowledge of the Bible is worth more than a college education.” Theodore Roosevelt

Overview

In Year 9 Biblical Studies, students are challenged to re-examine the life and claims of Jesus Christ as they study the Gospel of Mark, this historical proof of Christ’s life and the numerous Old Testament prophecies he fulfilled. Students are encouraged to prayerfully consider their response to Christ. In the second half of the year we examine Human Sexuality and Relationships in the light of Scripture’s teaching on these matters. Students are clearly challenged to live lives of purity and obedience and reminded of God’s incredible grace for us.

Aims

  • To continue to build the discipline of systematic Bible reading in the life of the student
  • For students to examine their own response to Christ’s claims
  • For students to know and obey God’s clear expectations as they conduct all of their relationships and move towards sexual maturity
  • For students to grasp that the Gospel of Mark is a constructed document written by Mark for a specific audience and particular purposes

Topics Include

  • SEMESTER 1: ‘Mistaken Identity’ - The Life of Jesus in the Gospel of Mark
  • SEMESTER 2: Human Sexuality and Relationships

Time Allocation

  • 2 periods per cycle

Requirements

  • NIV or any full translation of the Bible
  • ‘Mistaken Identity’ (purchased by the College and included in the Levies)

Assessment

  • Bible Reading Plans
  • Research Assignments
  • Oral Presentations
  • Tests
  • Completion of bookwork

“But in your hearts set apart Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have” 1 Peter 3:15

 

 

COMMERCE [WS Year 9]

“We must contemplate the import of ignoring the printed word. If you cannot read, you can do only what you are told.” Joseph P. Bean

Overview

This course focuses on some practical aspects of the legal, political, economic and business environments in Australia. It also gives students some practical experience in regard to personal financial management.

Aims

  • To help students understand their rights and responsibilities as an Australian and Global Citizen
  • To teach students to be wise stewards of the resources that God entrusts us with
  • To help students to understand the political structure we are under as Australians
  • To help students understand the Economic structure in Australia
  • To give students some insight into business processes and the law

Topics Include

  • Citizenship, Diversity and Identity
  • Consumer and Financial Literacy
  • The Business Environment, Business Reasoning and Interpretation
  • Resource Allocation and Making Choices
  • Government and Democracy
  • Law and Citizens
  • Enterprising Behaviours and Capabilities

Time Allocation

  • 5 periods per cycle

Requirements

  • Booklist Items

Assessment

  • Classwork
  • Tests
  • Assignment/Projects
  • Oral presentations
  • Examinations

“She considers a field and buys it; out of her earnings she plants a vineyard. She sets about her work vigorously; her arms are strong for her tasks. She sees that her trading is profitable, and her lamp does not go out at night” Proverbs 31:16-18

 

 

ENGLISH Core Subject [WS Year 9

“We must contemplate the import of ignoring the printed word. If you cannot read, you can do only what you are told.” Joseph P. Bean

Overview

SEMESTER 1: Through analysis of non-fictional and fictional narratives, students will consider the role of authorial intent, form and purpose in the construction of texts. Through the analysis of the autobiography, The Happiest Refugee, students will explore themes such as resilience, the diaspora, the role of reminiscence, human adversity, cultural differences and the challenges encountered in assimilating into a new culture. Such analysis will invite students to examine ethical dilemmas from a Christian perspective, prompting them to consider Christ’s heart for the lost and marginalised. Through creative writing, students will be encouraged to trial new ways of engaging an audience effectively in their own writing which will include students producing a mini saga and a longer creative piece via the provision of a visual stimulus as a cue. Furthermore, students will learn to analyse political cartoons with reference to context and audience as well as building up their metalanguage of persuasive devices employed by cartoonists in Political Cartoons. Finally, students will study what an argument is and how one is constructed, including a close examination of some of the key building blocks including: generalisations, appeals and the use of expert opinion and statistics. This is intended to equip students to begin critically analysing the written arguments of others.

SEMESTER 2: This semester begins with an introduction to the world of the bard, William Shakespeare, and through this, students are asked to examine and appreciate the distinctive features of Elizabethan plays and the reality of English as a living, changing and timeless language. This unit of work focusses on the intricacy of human nature and facets of Shakespeare’s techniques and features such as iambic pentameter, sonnets and blank verse. ‘Romeo and Juliet’ is studied in detail with a focus on differentiating between wise from unwise choices and understanding what underpins them. The text is particularly rich for generating discussion about God-honouring relationships and dating practices as well as the harrowing reality of youth suicide. The final unit of work will focus on an analysis of short, comic Pixar films and on developing fundamental skills needed for film analysis. The unit will culminate in discussions of the higher-order themes and issues that the Pixar films raise such as the harsh reality of bullying, the need for care and concern for others and intergenerational communication.

Aims

  • To hone the skills of argument and debate, both written and spoken
  • To learn the metalanguage for analysing argument
  • To use reasoning and persuasive skills to present opinions
  • To write essays, stories and poems to express feelings and higher-order thoughts
  • To plan and complete an assignment by the due date
  • To recognise different types of, and purposes for, writing
  • To use the God-given gifts of creativity and discernment

Topics Include

  • Creative writing folio
  • Grammar and spelling
  • Political Cartoon Analysis
  • Oral presentations – formal and informal
  • “Romeo and Juliet” (Shakespeare)
  • Analytical Text Responses
  • Pixar Shorts

Time Allocation

  • 9 periods per fortnight

Requirements

  • Booklist Items

Assessment

  • Spelling and Grammar
  • Text Response Essays
  • Written Assignments
  • Oral Presentations
  • Class Participation
  • Examinations

“They read from the Book of the Law of God, making it clear and giving them meaning so that the people could understand what was being read” Nehemiah 8:8

 

 

HISTORY Core Subject [WS Year 9

“What are all histories but God manifesting himself, shaking down and trampling under foot whatsoever he hath not planted.” Oliver Cromwell

Overview

Year 9 History focuses on the Modern World and Australia from 1750 to 1918. Students explore a number of significant global events and trends that defined this dramatic period of change, such as the Industrial Revolution, foreign influence and internal development in Qing China, and the World War One.

Aims

  • To examine the impact of major world events on society
  • To develop an understanding of why individual groups and societies have interpreted history in different ways
  • To analyse effects of major values and beliefs on world affairs
  • To evaluate positive and negative aspects of change
  • To use knowledge about the past to explain contemporary events
  • To develop the intellectual skills of inquiry and critical thinking, and apply knowledge to develop and communicate understandings
  • To develop independent research skills in using a variety of sources, including learning technologies
  • To understand that God has a plan to accomplish His ultimate will and purpose for the nations, and is always in control

Topics Include

  • The Industrial Revolution and the movement of peoples
  • Qing China
  • World War One

Time Allocation

  • 4 periods per cycle

Requirements

  • Booklist Items

Assessment

  • Essays
  • Projects and posters
  • Semester Examinations
  • Document Analysis
  • Tests
  • Research and Reporting

“Write on a scroll what you see and send it to the seven churches: to Ephesus, Smyrna, Pergamum, Thyatira, Sardis, Philadelphia and Laodicea.” “Write, therefore, what you have seen, what is now and what will take place later.”

Revelation 1:11,19

 

 

MATHEMATICS Core Subject [WS Year 9]

“God uses mathematics in everything He makes. He makes things in multiples of sevens, elevens, and forties. Everything that God does, He does according to mathematics: the writing of His Bible, the making of Arcturus and establishing the circuit of the earth. He imparts some of that wonderful knowledge to us that we may know something about His grace and love for us is this respect.” Asa Sparks

Overview

Mathematics incorporates skills practice, standard applications, extended problem solving, project work and testing. Students are expected to have access to and become proficient in the use of a scientific calculator. Students are generally expected to complete the coursework designated for their year level; and are encouraged to utilise their talents faithfully. However, it is recognised that there are different levels of mathematical ability. Hence, students may undertake modified work requirements in some cases in order to consolidate fundamental mathematical skills whereas other students may work on an advanced programme which develops a deeper understanding of set topics and extends students to provide access to more complex applications. This will enable greater access to advanced mathematics options in senior year levels.

Aims

  • To develop students to their fullest mathematical potential according to their unique God-given talent
  • To appreciate the way in which mathematics reflects the order in God’s Creation
  • To appreciate the historical development of Mathematical concepts
  • To develop the students’ understanding of the concepts of number and space and their inter-relationship
  • To deepen the students’ awareness and understanding of mathematics as a functional tool in solving everyday problems

Topics Include

  • Algebra
  • Geometry
  • Indices and Surds
  • Linear Equations and Graphs
  • Measurement
  • Quadratic Algebra and Graphs
  • Pythagoras’ Theorem and Trigonometry
  • Probability
  • Statistics

Time Allocation

  • 9 periods per cycle, mixed ability groups

Requirements

  • Booklist Items
  • Calculator

Assessment

  • Assignments and Small Group Projects
  • Classwork including Online Tasks and Problem Solving Tasks
  • Topic Tests
  • Semester Examinations

“He determines the number of the stars and calls them each by name” Psalm 147:4

 

 

OUTDOOR AND ENVIRONMENT Core Subject [WS Year 9

“I lift up my eyes to the mountains - where does my help come from? My help comes from the Lord, the Maker of heaven and earth.” Psalm 121:1-2

Overview

Outdoor and Environment provides a powerful lens in which to understand and interact with natural and human enviornments. The environmental change and management aspect of the course investigates natural and human factors that influence environmental changes, case studies of environmental changes in Australia and abroad, consequences of these changes and strategies for management of natural and urban environments. Throughout this program we highlight the importance of living active, healthy lifestyles. During the Tasmania trip some students will have the opportunity to test their endurance and fitness by participating in an overnight hike. Further to this all students will participate in a 3-day hiking trip through the Great Dividing Trail near Castlemaine. For this activity students will map out intended routes, plan meals and learn to use the appropriate equipment necessary as well as safety precautions required for a successful trip. There will be a day where students can choose an outdoor activity. Students can choose from snorkelling, rafting, mountain bike riding or a bushwalk. Our intention is also to provide a day trip cross country skiing or rafting.

Aims

  • To assist students to think critically about their actions and their place in the world.
  • To promote Christian character development
  • To enable students to grow in confidence as global citizens and stewards of the earth
  • To see students equipped to make a difference in their world

Topics Include

  • Basic camp craft skills
  • Hiking food
  • Map reading, navigation & route planning
  • First Aid
  • Care of the environment when bushwalking
  • Proper use of hiking equipment
  • Diversity and change in natural and human environments
  • Environmental management
  • Regional Victoria

Activities

  • 3-day hiking trip
  • Mountain bike riding
  • Snorkeling
  • Cross Country skiing
  • White water kayaking
  • Tasmania camp

Time Allocation

  • 5 periods per cycle

Requirements

  • Levy Cost

“For since the creation of the world God’s invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that people are without excuse.” Romans 1:20

 

 

PERSONAL DEVELOPMENT Core Subject [WS Year 9

“All men have their frailties; and whoever looks for a friend without imperfections, will never find what he seeks. We love ourselves notwithstanding our faults, and we ought to love our friends in like manner.” Cyrus the Great, founder of the Persian empire

Overview

Personal Development aims to equip students to deal with issues, in line with Christian values. Throughout their time in secondary school, students will be encouraged to maintain a focus on personal reflection, goal setting for growth and making a difference in the world. Personal Development provides support and a forum to discuss and process issues of importance to their age group

Aims

  • To assist students in their spiritual and emotional development
  • To promote Christian character development
  • To give a Biblical framework for various issues confronting students
  • To enable students to grow in confidence through sharing ideas in a group setting
  • To develop a Christian worldview
  • To see students equipped to make a difference in their world

Topics Include

  • Alcohol and Society
  • Sexualisation in Society – No Apologies Course
  • Relationships – friendships and dating

Time Allocation

  • 1 period per fortnight

Requirements

  • None

Assessment

  • Students are expected to be actively involved in class discussions and activities

“Teacher, which is the great commandment in the Law?” Jesus replied, “‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.’ Matthew 22:36-39

 

 

PHYSICAL EDUCATION Core Subject [WS Year 9

“The world would have us believe that winning or success is measured by points on a scoreboard or by dollar signs. The Christian realises that winning or success is determined by whether or not a goal has been achieved, and that goal is to bring glory to God.” Thomas M. Boqdon

Overview

Students participate in small-sided games, where they develop a Christian perspective towards competition with a view to promoting sportsmanship and cooperation. The program aims to develop coordination, skill and tactical play in more complex situations using a ‘game based’ approach. Promoting fitness for life and understanding the desire that God has for us to care for our bodies is an integral part of the program. This is addressed by exposing students to a range of sports and activities thay not only focus on participation but also organisational roles.

Aims

  • To improve skill levels under competitive pressure
  • To improve transfer of skills across games
  • To improve decision-making
  • To improve the use of space in games
  • To develop teamwork and cooperation
  • To develop leadership skills
  • To maximize participation
  • To increase fun, enjoyment and motivation

Topics Include

  • Athletics
  • Badminton
  • Cross Country
  • Fitness
  • Netball (SEPEP)
  • Soccer
  • Volleyball

Time Allocation

  • 3 periods per cycle

Also

  • House Sports: Athletics, Ball Sports, Bat Tennis, Cross Country, Swimming
  • Interschool Sports: Football, Basketball, Lawn Bowls, Soccer, Netball, Tennis, Super 8’s Cricket, Badminton, 5-a-side Soccer, Volleyball, Lawn Bowls
  • Interschool Carnivals: Athletics, Cross Country, Swimming

Requirements

  • Physical Education uniform as per College Handbook
  • A mouth-guard is recommended to be used for activities that involve a higher level of physical contact
  • Sport Levy is charged via the College Fees for Interschool Sport and activities

Assessment

  • Attitude and Effort
  • Athletics 5-star program
  • Game-Sense rubics
  • Fitness level against Age and Gender norms

“Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize.” 1 Corinthians 9:24-27

 

 

SCIENCE Core Subject [WS Year 9

“The Christian faith of the early scientists gave them more than presuppositions; it also gave them motivation. They believed that in studying nature they were discovering the wisdom and power of the Creator and were thus honouring Him.” James F. Jekel

Overview

Students study the intricate mechanisms which coordinate the functioning of the human body, and learn to appreciate that we are indeed "fearfully and wonderfully made". They study the pathogens that cause disease, and the precautions that can be taken to prevent infection. Students study the Periodic Table and the way in which elements combine in chemical reactions. A unit of Plate Tectonics allows students to study the causes for various natural disasters. The laws and principles governing the transfer of energy are studied in Physics. Students are reminded of the mandate that we have been given to subdue the earth. This includes our responsibility to explore, appreciate and use the principles of Science to be responsible in our stewardship of the resources entrusted to us.

Aims

  • To retain awe and wonder when contemplating God’s marvelous creation
  • To study concepts and principles important to understanding science
  • To understand and use products of technology
  • To gain some understanding of the historical development of science and technology
  • To explore the limitations of scientific knowledge
  • To develop abilities to find information from a range of sources
  • To consolidate skills in carrying out experimental work

Topics Include

  • Disease and Microbes
  • Coordination and Regulation of body systems
  • Electricity
  • Chemistry
  • Plate Tectonics
  • Ecosystems

Time Allocation

  • 8 periods per cycle

Requirements

  • Booklist Items

Assessment

  • Unit Tests
  • Assignments
  • Practical Investigations and Reports
  • Semester Examinations

“But ask the animals, and they will teach you, or the birds in the sky, and they will tell you; or speak to the earth, and it will teach you, or let the fish in the sea inform you. Which of all these does not know that the hand of the Lord has done this? In his hand is the life of every creature and the breath of all mankind.” Job 12:7-10


 

ART: Creative Painting Elective Subject [WS Year 9]

“For the Christian, God is the supreme artist … God looked at His creation as it progressed and saw that it was good; when He had completed it, He said it was ‘very good’… The Great Artist was evidently much pleased with His world.” Clyde S. Kilby

Overview

Painting introduces students to a range of painting and drawing materials, skills and concepts.  Art provides opportunities for imaginative exploration, development and communication of ideas.  Students are encouraged to make creative, innovative and personal art responses to specific tasks.  Through experimentation of the selected material, students develop and refine skills in painting and drawing.  The role of the Artist in society is investigated and the use of art elements and principles in the creation of artworks.

Aims

Creating and making

  • To manipulate arts elements and principles to effectively realise student’s ideas
  • To demonstrate a level of technical competence in the use of skills, techniques and processes
  • To develop artworks which reflect personal art responses to specific tasks

Exploring and responding

  • To critically analyse and interpret artworks using appropriate arts language
  • To describe the stylistic, technical, expressive and aesthetic features of artworks created by a range of artists
  • To comment on the impact of the Artist in society

Topics Include

  • Acrylic painting on canvas board
  • Watercolour painting on professional watercolour paper
  • Artists and their artworks in society

Time Allocation

  • 5 periods per cycle for Semester 1

Prerequisites

  • None

Requirements

  • Booklist Items
  • Levy Cost

Assessment

  • All class work; research and developmental work, practical projects and finished artworks
  • Written work and assignments

“He has made everything beautiful in its time. He has also set eternity in the human heart; yet no one can fathom what God has done from beginning to end.” Ecclesiastes 3:11

 

 

ART: Creative Printmaking Elective Subject [WS Year 9]

“For the Christian, God is the supreme artist … God looked at His creation as it progressed and saw that it was good; when He had completed it, He said it was ‘very good’… The Great Artist was evidently much pleased with His world.” Clyde S. Kilby

Overview

Printmaking introduces students to a range of printmaking materials, skills and techniques.  They explore, develop and communicate ideas and are encouraged to make creative and personal responses to specific tasks.  Through imaginative experimentation of the selected materials, students develop and refine skills in printmaking: linoblock and stencil.  The role of the Artist in society is investigated as well as the use of art elements and principles in the creation of artworks.

Aims

Creating and making

  • To manipulate arts elements and principles to effectively realise student’s ideas
  • To demonstrate a level of technical competence in the use of skills, techniques and processes
  • To develop artworks which reflect personal art responses to specific tasks

Exploring and responding

  • To critically analyse and interpret artworks using appropriate arts language
  • To describe the stylistic, technical, expressive and aesthetic features of artworks created by a range of artists
  • To comment on the impact of the Artist in society

Topics Include

  • Linoblock printing Stenciling
  • Artists and their role in society

Time Allocation

  • 5 periods per cycle for Semester 2

Prerequisites

  • None

Requirements

  • Booklist Items
  • Levy Cost

Assessment

  • All class work; research and developmental work, practical projects and finished artworks
  • Written work and assignments

“He has made everything beautiful in its time. He has also set eternity in the human heart; yet no one can fathom what God has done from beginning to end.” Ecclesiastes 3:11

 

 

DESIGN TECHNOLOGY: Wood and Composites Elective Subject [WS Year 9]

“In a small way human creative hands imitate this profusion of God, going beyond the minimum requirements of getting the job done. Creative hands are not content to spread on the frosting; they must make a tasteful arrangement of swirls and colour. They don’t just apply a coat of varnish; they polish the surface until it glows like satin.  Creative hands do more than plant seeds; they place them in a tasteful and eye-pleasing garden arrangement.” LeRoy Koopman

Overview

Technology aims to introduce and develop a systematic and creative approach to generating technological solutions.  Students will gain the ability to apply knowledge and skills by using a variety of equipment, tools and materials while incorporating the elements of design.

Activities may include; designing and producing practical projects using wood as the main material, discussions and demonstrations on safe workshop practices, developing skills and knowledge of hand and power tools.

Technology is more than a tool or a machine; its meaning is much broader than that. There is creativity, patience and skills in a process that starts with a human need and ends with the realization of a designed solution.  It is central to being human and integral to civilization. If we understand Technology in this way then not only does it include tools and techniques but also organizational and cultural aspects defined by our Christian values and beliefs.

Aims

  • To understand and use the design process
  • To gain knowledge on the properties and characteristics of various timbers
  • To produce creative projects
  • To develop skills in using tools, machinery and equipment while producing practical work
  • To understand and follow the correct safety procedures in the workshop
  • To develop design and drawing skills

Topics Include

  • Designing and making creative wood projects, including working with softwoods, hardwoods and composites
  • Workshop safety
  • Crafting techniques: manual and mechanical
  • Utilising the design process for each different material

Time Allocation

  • 5 periods elective Semester 2

Prerequisites

  • None

Requirements

  • Booklist Items
  • Levy Cost

Assessment

  • Design folio
  • Workshop skills
  • Classroom activities
  • Completed projects
  • Safety in the workshop

“Let the favor of the Lord our God be upon us; establish the work of our hands for us. Yes, establish the work of our hands.” Psalm 90:17

 

 

DESIGN TECHNOLOGY: Engineering Elective Subject [WS Year 9]

“In a small way human creative hands imitate this profusion of God, going beyond the minimum requirements of getting the job done. Creative hands are not content to spread on the frosting; they must make a tasteful arrangement of swirls and colour. They don’t just apply a coat of varnish; they polish the surface until it glows like satin.  Creative hands do more than plant seeds; they place them in a tasteful and eye-pleasing garden arrangement.” LeRoy Koopman

Overview

Students in Engineering Design are immersed in the creative process of solving problems by identifying needs and then developing solutions. Depending on the problem, the solution may be a product, technique, structure, process or a combination of multiple elements. This course is intended to stimulate student’s ingenuity, creative and critical thinking and practical skills in devising solutions to engineering design problems. Students use the engineering design process to investigate, design, plan, test, produce and eveluate solutions. Students will be challenged to break problems down into smaller parts, taking risks and playing with their own ideas. The Engineering elective is a practical course which provides opportunities for students to develop knowledge, understanding and skills in relations to general engineering concepts. Students will explore broad topics in, , Automotive and Software engineering.

Aims

  • Provide students with opportunities to apply maths, geometry and reasoning skills in practical, relevant and contextualised ways
  • Students will explore computational skills through coding, programming and electronics
  • Develop Technological, problem-solving and hands-on practical skills
  • To solve an engineering problem, the students would need to design parts, build them, write code and then evaluate their success. This problem solving process will allow them to be inventors of both hardware and software in creative and exciting ways
  • Explore many career fields; including engineering, science, mathematics, computer aided design (CAD) and electronics
  • CAD drawing and designing: Using Autodesk Fusion 360

Topics Include

  •  
  • Computer Science - Unity Game Development
  • Computer Aided Design (CAD): Autodesk Fusion 360
  • Engineering Design Process
  • Inquiry Project - Co2 3D printed Dragster

Time Allocation

  • 4 periods for the whole year

Prerequisites

  • None

Requirements

  • Levy Cost

Assessment

  • Use of technology and equipment
  • Engineering design process - logbook
  • Creative and critical thinking
  • Classroom participation

“Let the favor of the Lord our God be upon us; establish the work of our hands for us. Yes, establish the work of our hands.” Psalm 90:17

 

 

DESIGN TECHNOLOGY: Engineering VEX Robotics Elective Subject [WS Year 9]

“In a small way human creative hands imitate this profusion of God, going beyond the minimum requirements of getting the job done. Creative hands are not content to spread on the frosting; they must make a tasteful arrangement of swirls and colour. They don’t just apply a coat of varnish; they polish the surface until it glows like satin.  Creative hands do more than plant seeds; they place them in a tasteful and eye-pleasing garden arrangement.” LeRoy Koopman

Overview

Students in this course will be introduced to the field of robotics and explore how they are used in our world. The VEX Robotics Design System, combined with Robot C software, teaches students how different aspects of engineering are used in the field of robotics. Students learn how to build, wire and program their robot as they explore how the hardware is entirely controlled by functions they create in software. Students will engage in solving abstract problems in computer programming acticities as well as practical hands on engineering tasks. Together, these will provide opportunities for students to develop, practice and demonstrate creative and critical thinking skills in all aspects of their work.

Aims

  • Provide students with opportunities to apply maths, geometry and reasoning skills in practical, relevant and contextualised ways
  • Students will explore computational skills through C+ programming, electronics and robotics
  • Develop Technological, problem-solving and hands-on practical skills
  • To solve an engineering problem, the students would need to design parts, build them, write code and then evaluate their success. This problem solving process will allow them to be inventors of both hardware and software in creative and exciting ways

Topics Include

  • C+ programming and coding
  • VEX robotics - Design and creating a robot
  • Robot Wars - Challenge
  • Engineering Challenge  

Time allocations

  • 4 periods per cycle for a whole year

Pre requisites

  • None

Requirements

  • Levy Cost

Assessment

  • C+ Programming and Coding
  • Robot Design
  • Engineering Design Process
  • Robot Challenge
  • Team Collaboration

“Let the favor of the Lord our God be upon us; establish the work of our hands for us. Yes, establish the work of our hands.” Psalm 90:17

 

 

DRAMA: Class Playmaking Elective Subject [WS Year 9]

“Thinking cannot be clear till it has had expression. We must write, or speak, or act our thoughts, or they will remain in a half torpid form. Our feelings must have expression, or they will be as clouds, which, till they descend as rain, will never bring up fruit or flower. So it is with the inward feelings; expression gives them development.” Henry Ward Beecher

Overview

This course focuses on the development of a play using the stimulus of the Secondary Performance Dinner theme and juxtaposing it with the zeitgeists of the class. Upon completion of the class written and directing either their own or another’s 5 -15 minute skit, it is performed at the SPD.

Aims

At the end of this course, students will enhance their:

  • Communication skills & Social co-operation
  • Confidence and self esteem
  • Commitment and co-operation
  • Understanding of styles, forms and conventions of dramatic presentations
  • Ability to use their experiences and concentration to effectively create different characters

Topics Include

  • Choices and goals: Using a character’s motivation in order to successfully portray them
  • Monologues, Speeches & Poetry: Developing solo work to improve confidence and application of skill
  • Blocking: A crash course in stage movement
  • The Senses: Using experiences and sense memory to recreate expressions in performance
  • The Magic If: Using hypothesis to create a visual reality
  • Improvisation: Thinking on one’s feet in order to improve instinctual responses

Time Allocation

  • 5 periods per cycle for Semester 1 circle

Prerequisites

  • None

Requirements

  • Booklist Items

Assessment

  • Individual participation in class activities
  • Group participation on set class tasks
  • Performance: Monologue (solo), Dialogue (small group), Ensemble (large group)
  • Written Journal and research tasks: including class summaries, theatre reviews and presentations on a variety of theatrical styles.

“No-one ever spoke the way this man does.” John 7:4


 

DRAMA: Theatre Games Elective Subject [WS Year 9]

“Thinking cannot be clear till it has had expression. We must write, or speak, or act our thoughts, or they will remain in a half torpid form. Our feelings must have expression, or they will be as clouds, which, till they descend as rain, will never bring up fruit or flower. So it is with the inward feelings; expression gives them development.” Henry Ward Beecher

Overview

The focus in Drama is on developing clear communication skills that will enhance a student’s ability to use their dramatic talent and natural gifting in a range of settings. The opportunity to collaborate with others during the “rehearsing process” helps to consolidate group work skills. The realisation of a creative piece in the performance setting gives students an opportunity to strengthen their skills in dramatic presentation. The ability to review performance styles will be developed through written reports.

Aims

  • Communication skills
  • Social co-operation
  • Confidence and self esteem
  • Commitment and co-operation
  • Understanding styles, forms and conventions of dramatic presentations
  • Evaluate content, purpose and themes of selected drama and theatre
  • To enhance the use of communication in a public forum to convey worthwhile messages and biblical themes

Topics Include

  • Audience Involvement
  • Audition Preparation
  • Communicating with Sounds
  • Communicating with Words
  • Developing Material
  • Exploring God’s Word through Drama
  • Multiple-Stimulus Activities
  • Playmaking for Radio
  • Public Performance
  • Puppetry
  • Rhythmic Moving Activities
  • Sensory Activities
  • Storytelling
  • Transformation Activities
  • Warm up Activities

Time Allocation

  • 5 periods per cycle for Semester 2

Prerequisites

  • None

Requirements

  • Booklist Items

Assessment

  • Individual participation in class activities
  • Group participation on set class tasks
  • Performance: Monologue (solo), Dialogue (small group), Ensemble (large group)
  • Written Journal Entries – including class summaries and theatre reviews
  • Research tasks including presentations on a specific theatrical style and its impact on modern theatre

“No-one ever spoke the way this man does.” John 7:4


 

FOOD STUDIES: Multicultural Cuisine Elective Subject [WS Year 9]

“Look to your health; and if you have it, praise God and value it next to a good conscience; for health is the second blessing that we mortals are capable of – a blessing that money cannot buy; therefore value it, and be thankful for it.” Isaak Walton

Overview

Students study the influence that multiculturalism has had on the variety of foods we enjoy in Australia today. They explore the historical background of indigenous Australian eating patterns and experience the cuisines of various countries of the Mediterranean, Europe and Asia. Students select a country and investigate the cuisine and food culture, then share this with the class. It broadens their awareness and appreciation for the culture of other countries and promotes Jesus’ teaching on inclusiveness and acceptance of all.

 

Aims

  • To foster a desire and develop confidence in students to share food and be hospitable
  • To demonstrate confidence, organisation and efficiency in kitchen and cooking practices
  • To stretch cookery and organisational skills with the use of more advanced recipes
  • To exhibit understanding of food hygiene principles in cooking activities
  • To broaden students’ understanding of food customs around the world and an appreciation for diversity
  • To prepare and sample a range of multicultural foods and students be exposed to new flavours and cooking techniques

Topics Include

  • Influences on Australian cuisine
  • Indigenous foods
  • International cuisines
  • Food presentation techniques

Time Allocation

  • 5 periods per cycle for Semester 2

Prerequisites

  • None

Requirements

  • Booklist Items
  • Levy Cost

Assessment

  • Practical work and written evaluations
  • Tests
  • Assignment

“Then God said, “I give you every seed bearing plant on the face of the whole earth and every tree than has fruit with seed in it. They will be yours for food.” Genesis 1:29

 

 

FOOD STUDIES: We Are What We Eat Elective Subject [WS Year 9]

“Look to your health; and if you have it, praise God and value it next to a good conscience; for health is the second blessing that we mortals are capable of – a blessing that money cannot buy; therefore value it, and be thankful for it.” Isaak Walton

Overview

Students develop a deeper understanding of the nutritional needs of our bodies. We explore various sources of dietary advice, including what the Bible has to say about healthy eating. Students investigate the influences on our food choices, food labelling, dietary advice, the 6 main nutrients and the impact of consuming processed foods. Students develop various practical skills over the semester and learn to apply their nutritional knowledge to their practical tasks, so they can receive the benefits of healthy living and eating. Students have the opportunity to demonstrate the love of Jesus to prisoners in Victoria by participating in Prison Fellowship Biscuit Bake and pursue Jesus' challenge to be Him to those in need.

Aims

  • To demonstrate confidence, organisation and efficiency in kitchen and cooking practices
  • To stretch cookery and organisational skills with the use of more advanced recipes
  • To exhibit understanding of food hygiene principles in cooking activities
  • To further develop and build upon nutritional knowledge and dietary recommendations
  • To delve deeper into biblical dietary advice and uncover God’s view of healthy living

Topics Include

  • Why We Eat
  • Food Labelling
  • Dietary Advice
  • Nutrients
  • Processed Foods

Time Allocation

  • 5 periods per cycle for Semester 1

Prerequisites

  • None

Requirements

  • Booklist Items
  • Levy Cost

Assessment

  • Practical work and written evaluations
  • Tests
  • Assignments
  • Book work

“Then God said, “I give you every seed bearing plant on the face of the whole earth and every tree than has fruit with seed in it. They will be yours for food.” Genesis 1:29

 

 

HEALTH: Healthy Australia and Beyond Elective Subject [WS Year 9]

“The world would have us believe that winning or success is measured by points on a scoreboard or by dollar signs. The Christian realises that winning or success is determined by whether or not a goal has been achieved, and that goal is to bring glory to God.” Thomas M. Boqdon

Overview

Students will study two focus areas including common diseases in Australia and health promotion. They will investigate the prevalence and impact of various conditions on the burden of disease within Australia and how these can impact them personally by examining the National Health Priority Areas (NHPAs). Students will analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They will evaluate the outcomes of emotional responses to different situations. Furthermore, they will explore global health issues and develop an understanding of the impact these issues have on health status. Students will explore this concept from a Christian worldview looking specifically at ways in which they can be agents of change in society.

Aims

  • To understand different measures of health status, including the meaning of burden of disease, life expectancy, mortality, morbidity, incidence and prevalence
  • To discuss the NHPAs including: Key features and reasons for selection of each NHPA; Risk factors of the disease/condition
  • To explain and justify one health promotion program that addresses each NHPA
  • To plan, implement and critique strategies to enhance health, safety and wellbeing of communities
  • ·             To identify and explain some of the main global health issues and the impact they have on health status

Topics Include

  • Measures of Health Status
  • Common diseases in Australia – National Health Priority Areas (NHPAs)
  • ·             Promoting health and wellbeing

Time Allocation

  • ·             5 periods per cycle

Prerequisites

  • ·             None

Requirements

  • ·             Levy cost – International Aid Incursions ($50)

Assessment

  • NHPAs Portfolio – 30%
  • Common Diseases in Australia Test – 30%
  • Promoting Health and Wellbeing Project – 40%

“Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize.” 1 Corinthians 9:24-27

 

 

HEALTH: Healthy Lifestyles Elective Subject [WS Year 9]

“The world would have us believe that winning or success is measured by points on a scoreboard or by dollar signs. The Christian realises that winning or success is determined by whether or not a goal has been achieved, and that goal is to bring glory to God.” Thomas M. Boqdon

Overview

Students will examine two focus areas including drug education and nutrition. Drug education addresses how prescription medication and illicit drugs impacts on individuals, families and communities. Students will learn how to utilise health promotion models to explore the contextual factors that influence eating habits and food choices. They will investigate nutritional requirements for healthy living and learn how to avoid nutritional imbalance. Students will further develop their understanding of God’s desire for us to make wise choices for our health.

Aims

  • To evaluate and synthesise information to take positive action for their own and others’ health and wellbeing specifically relating to drug use
  • To understand and use nutritional health information to make good food choices and avoid nutritional imbalance

Topics Include

  • Drug Education

-            Prescription Medication

-            Illicit Drugs

-            Effects of Drug Abuse

  • Nutrition

-            The Australian Guide to Healthy Eating

-            The Dietary Requirements for Australians

-            The Healthy Eating Pyramid

Time Allocation

  • 5 periods per cycle

Prerequisites

  • None

Requirements

  • Levy Cost

Assessment

  • Research Task on an illicit drug – 50%
  • Nutrition Project (research, food diary analysis and presentation) – 50%

“Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize.” 1 Corinthians 9:24-27

 

 

LANGUAGE: Chinese I Elective Subject [WS Year 9]

“A man who is ignorant of foreign languages is ignorant of his own.” Johann Goethe

Overview

This unit is an intermediate course. It gives students an opportunity to communicate at a conversational level in Chinese and develop appropriate oral and written skills. Students will be further equipped with techniques for memorisation, communication and problem solving, which will eventually open up a realm of vocational possibilities and opportunities. This course enables students to appreciate the values and ways of life in Chinese culture. It is expected that by the completion of this unit that students will also develop a greater understanding of the multi-lingual and multi-cultural aspects of Australian society.

Aims

  • To introduce the students to the structure and flow of Chinese
  • To lay a foundation for further studies in Chinese
  • To give the students a better understanding of China, their cultures, traditions and values
  • To encourage the students to develop a competence in the usage of Chinese in both their spoken and written form
  • To help the students understand the multilingual and multicultural Australian society

Topics Include

  • House Plan and Location
  • Clothes Items and Description
  • Shopping
  • Making Phone Calls
  • Eating
  • Weather

Time Allocation

  • 5 periods per cycle for whole year

Prerequisites

  • Year 8 LOTE Chinese

Requirements

  • Levy Cost

Assessment

  • Oral and written communication activities
  • Classroom work and activities, workbook/games/role-plays
  • Ability to respond to Chinese instructions
  • Tests and exams
  • Incursion and excursion reflections

“The Lord said, “If as one people speaking the same language they have begun to do this, then nothing they plan to do will be impossible for them. Come, let us go down and confuse their language so they will not understand each other.” That is why it was called Babel – because there the Lord confused the language of the whole world. From there the Lord scattered them over the face of the whole earth.” Genesis 11:6-7, 9


 

LANGUAGE: Chinese II Elective Subject [WS Year 9]

“A man who is ignorant of foreign languages is ignorant of his own.” Johann Goethe

Overview

This advanced Chinese unit is consecutive to Chinese I. It is the second part of the LOTE curriculum taught at Year 9, designed to engage and inspire the students in learning Chinese. Students cannot elect to study this subject if Semester 1 Chinese has not been completed. This second semester of LOTE challenges the learner in using Chinese in a variety of personal contexts, through the medium of speech and the written word.

In this unit, students will begin to learn strategies for inter-personal communication by responding to questions, information gathering and the presentation of facts and details.  Students will build upon the vocabulary and structure from previous studies in Chinese.

Aims

  • To further enhance the students’ understanding of the structure and flow of Chinese
  • To lay a foundation for further studies in Chinese
  • To give the students an understanding of China, their cultures, traditions and values
  • To encourage the students to develop a competence in the usage of Chinese in both spoken and written form
  • To help the students understand the multilingual and multicultural Australian society

Topics Include

  • Making Phone Calls
  • Eating
  • Weather

Time Allocation

  • 5 periods per cycle for Semester 2

Prerequisites

  • Chinese I

Requirements

  • Levy Cost

Assessment

  • Oral and written communication activities
  • Classroom work and activities, workbook/games/role-plays
  • Ability to respond to Chinese instructions
  • Tests and exams
  • Incursion and excursion reflections

“The Lord said, “If as one people speaking the same language they have begun to do this, then nothing they plan to do will be impossible for them. Come, let us go down and confuse their language so they will not understand each other.” That is why it was called Babel – because there the Lord confused the language of the whole world. From there the Lord scattered them over the face of the whole earth.” Genesis 11:6-7, 9


 

LANGUAGE: French I Elective Subject [WS Year 9]

“A man who is ignorant of foreign languages is ignorant of his own.” Johann Goeth

Overview

Students develop a deeper understanding that by learning a new language we gain insights not only into creation but into God himself, as different cultures focus on different aspects of God’s being. They further explore using written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes. Students will use language to access and exchange information on a broad range of social, cultural and youth-related issues. They socialise, express feelings and opinions, and participate in different modes of imaginative and creative expression. Students will begin to understand the differences between spoken and written French, and recognise the contribution of non-verbal elements of spoken communication and the crafted nature of written text.

Aims

  • To introduce the students to the structure and flow of French
  • To lay a foundation for further studies in French
  • To give the students a better understanding of France and French-speaking countries, their cultures, traditions and values
  • To encourage the students to develop a competence in the usage of French in both their spoken and written form
  • To help the students understand the multilingual and multicultural Australian society

Topics Include

  • My Town
  • Sports and Hobbies
  • Tourism

Time Allocation

  • 5 periods per cycle for whole year

Prerequisites

  • Year 8 LOTE French

Requirements

  • Levy Cost

Assessment

  • Oral and written communication activities
  • Classroom work and activities, workbook/games/role-plays
  • Ability to respond to French instructions
  • Tests and exams
  • Incursion and excursion reflections

“The Lord said, “If as one people speaking the same language they have begun to do this, then nothing they plan to do will be impossible for them. Come, let us go down and confuse their language so they will not understand each other.” That is why it was called Babel – because there the Lord confused the language of the whole world. From there the Lord scattered them over the face of the whole earth.” Genesis 11:6-7, 9

 

 

LANGUAGE: French II Elective Subject [WS Year 9]

“A man who is ignorant of foreign languages is ignorant of his own.” Johann Goethe

Overview

Students develop a deeper understanding that by learning a new language we gain insights not only into creation but into God himself, as different cultures focus on different aspects of God’s being. They further explore using written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes. Students will use language to access and exchange information on a broad range of social, cultural and youth-related issues. They socialise, express feelings and opinions, and participate in different modes of imaginative and creative expression. Students will begin to understand the differences between spoken and written French, and recognise the contribution of non-verbal elements of spoken communication and the crafted nature of written text.

Aims

  • To further enhance the students’ understanding of the structure and flow of French
  • To lay a foundation for further studies in French
  • To give the students an understanding of France and francophone countries, their cultures, traditions and values
  • To encourage the students to develop a competence in the usage of French in both spoken and written form
  • To help the students understand the multilingual and multicultural Australian society

Topics Include

  • Tourism – Traveling
  • Education – My school
  • Entertainment – Arranging to go out

Time Allocation

  • 5 periods per cycle for Semester 2

Prerequisites

  • French I

Requirements

  • Levy Cost

Assessment

  • Oral and written communication activities
  • Classroom work and activities, workbook/games/role-plays
  • Ability to respond to French instructions
  • Tests and exams
  • Incursion and excursion reflections

“The Lord said, “If as one people speaking the same language they have begun to do this, then nothing they plan to do will be impossible for them. Come, let us go down and confuse their language so they will not understand each other.” That is why it was called Babel – because there the Lord confused the language of the whole world. From there the Lord scattered them over the face of the whole earth.” Genesis 11:6-7, 9

 

 

LITERATURE Elective Subject [WS Year 9]

“We must contemplate the import of ignoring the printed word. If you cannot read, you can do only what you are told.” Joseph P. Bean

Overview

Year 9 Literature encourages students to think creatively and to foster a love for reading and writing. Students will consider a range of texts which will be a reflection of the world around them and which will enable students to discuss and analyse the historical, social and cultural contexts of these worlds. Through close reading, students will develop and use critical thinking strategies to make meaning of the texts, and   to look at the views and values of humanity that link all humankind.

Aims

  • To develop an appreciation of how texts are written
  • To develop and use critical thinking skills through analysis and creation of texts
  • To understand how the views and values of the times shape the writing of texts
  • To createtexts of their own

Topics Include

  • Graphic Novels
  • Picture Books
  • Classical Literature
  • Modern Literature

Time Allocation

  • 5 periods per cycle

Requirements

  • Booklist Items
  • Levy Cost

Assessment

  • Writing Folio
  • Oral Presentation
  • Creative Writing Tasks
  • Analytical Tasks

“They read from the Book of the Law of God, making it clear and giving them meaning so that the people could understand what was being read” Nehemiah 8:8


 

MATHEMATICS: Applied Maths Elective Subject [WS Year 9]

“God uses mathematics in everything He makes. He makes things in multiples of sevens, elevens, and forties. Everything that God does, He does according to mathematics: the writing of His Bible, the making of Arcturus and establishing the circuit of the earth. He imparts some of that wonderful knowledge to us that we may know something about His grace and love for us is this respect.” Asa Sparks

Overview

This unit explores the mathematics behind creative problem solving. Students will experience some 'Eureka moments' by untangling some challenging problems with a mathematical approach. Have you ever wondered what Game Theory is? In this unit, we will be solving an assortment of problems and using strategies to maximise success in different games. The background mathematical ideas behind this will include using current skills and being introduced to learning some mathematical concepts which are above Year 9 standard. We will provide the opportunity for students in this elective to compete against other schools in maths games days and other creative problem solving competitions.

Aims

This study is designed to enable students to:

  • Be extended in their problem solving strategies
  • Learn new and different approaches to solving problems
  • Develop critical and creative thinking skills
  • Applying mathematical concepts to real-world problems
  • Develop imaginative and alternative solution processes

Topics Include

  • Solving classical problems
  • Investigating modern problems
  • Strategies and Game Theory of board games and puzzles
  • Exploring unsolved problems

Topics Include

  • Algebra and Geometry
  • Functions
  • Graphing
  • Number skills
  • Patterns and Sequences
  • Probability

Time Allocation

  • 5 periods per cycle (offered in both Semesters)

Prerequisites

  • Enjoyment of Mathematics and solving puzzles

Requirements

  • Levy Cost

Assessment

  • Class work – submission of solutions to a booklet of problems
  • Logbook of progression in solving puzzles and problems

“He determines the number of the stars and calls them each by name” Psalm 147:4

 

 

MEDIA: Photography Elective Subject [WS Year 9]

“God’s creative activity went far beyond the minimum requirements for getting the job done. Butterflies in the rain forest seldom seen by human eyes are creatures of breathtaking beauty. The delicate transparency of the man-of-war and the hummingbird’s wing are inimitable” Le Roy Koopman

Overview

This unit aims to allow students to develop their digital photography skills in areas such as self-portraiture, use of Photoshop, effective visual composition in photography, telling stories through still images.  We will also discuss the ethical and regulatory issues around photography, including posting images to social media.  By the end of this elective, students should feel comfortable using a digital SLR camera, constructing effective images and utilising photographic editing techniques.

Aims

  • To plan, structure and design media artworks to engage an audience
  • To analyse effective technical elements in contemporary and past photographic images
  • To develop and refine media production skills, especially in relation to using a digital camera, and constructing and printing images
  • To explore the ethical and regulatory issues around posting to social media
  • To create different media products for specific audiences
  • To develop media representations to show familiar and shared cultural values and beliefs
  • To produce media products from pre-production through to post-production and distribution
  • To experiment with the structure and organisation of ideas, conventions and genre elements in digital photography
  • To use visual elements to tell a story through still images

Topics Include

  • Using a digital camera
  • Visual Composition
  • Portraiture
  • Photography Analysis
  • Street photography, e.g. Humans of New York

Time Allocation

  • 5 periods per cycle
  • This unit is offered in Semester 2 only

Prerequisites

  • None

Requirements

  • Levy Cost
  • 8GB USB

Assessment

  • Photography folio
  • Photography analysis task
  • Self-portraiture activity

"Listen to this, Job; stop and consider God's wonders. Job 37:14

 

 

MEDIA: Video Genres Elective Subject [WS Year 9]

“God’s creative activity went far beyond the minimum requirements for getting the job done. Butterflies in the rain forest seldom seen by human eyes are creatures of breathtaking beauty. The delicate transparency of the man-of-war and the hummingbird’s wing are inimitable” Le Roy Koopman (source unknown)

Overview

This unit aims to allow students to develop their digital video skills. The focus is on developing an understanding of how different elements are used in a variety of genres, with students planning for and creating media texts for a variety of audiences based on these genre elements. Students will create video productions using filmic production techniques. They will also analyse the use of these production techniques in contemporary media texts.

Aims

  • To develop skills in problem solving and working collaboratively to create media products
  • To compare, analyse, evaluate, and interpret the content, meaning and qualities in media works created in different social, cultural and historical contexts
  • To plan, structure and design media artworks to engage an audience
  • To create different media products for specific audiences in specific genres
  • To develop media representations to show familiar and shared cultural values and beliefs
  • To give students a practical experience of working with others to produce a media product from pre-production through to post-production and distribution
  • To understand and use appropriate arts language related to media productions
  • To understand and follow the correct safety for using digital video equipment

Topics Include

  • Camera terminology such as camera angles and movement, shot sizes and sound elements
  • Pre-production: including storyboarding, script writing
  • Digital Video Production
  • Film Analysis
  • Stylistic elements in different genres

Time Allocation

  • 5 periods per cycle
  • This unit is offered in Semester 1 only

Prerequisites

  • None

Requirements

  • Levy Cost
  • 8GB USB

Assessment

  • Film analysis activities
  • Video editing tasks
  • Major video production

"Listen to this, Job; stop and consider God's wonders. Job 37:14

 

 

MUSIC: My Favourite Music Elective Subject [WS Year 9]

“The aim and final reason of all music should be nothing else but the glory of God and the refreshment of the spirit.” Johann Sebastian Bach

Overview

This unit is designed with a great flexibility to address the unique musical needs of each individual student. Having fun making quality music, in a group or as a soloist, or writing music and lyrics, and learning in depth about elements of music is the main aim of this unit. This unit is suitable for musicians of all levels, and class tasks will be designed to fit around each student’s musical needs, background, strength and experience. Students will be able to use this unit either as a musical outlet for pleasure or hobby, or even as a launching pad for doing VCE Music in later years. ‘My Favourite Project’ is one of the major tasks in the unit, where each student can choose to focus on their own area of interest, expertise and skill, such as performing, composing or research. By doing this unit students will greatly increase their performing, analytical and listening abilities, which will put them in a great position to be a valuable member of a band, ensemble, worship team, or a future VCE Music class.

Aims

  • To further students’ ability to play an instrument or sing
  • To foster confidence and enjoyment in performing
  • To encourage participation in musical groups
  • To develop a leadership role in Music at the school
  • To be able to write an instrumental piece or song of their own original creation
  • To encourage students to use their God given talents and abilities in their community and church

Topics Include

  • My Favourite Project
  • Performance
  • Listening skills and Theory
  • Composition

Time Allocation

  • 5 periods per cycle for Semester 1

Prerequisites

  • Students must be able to do one or more of these: sing, play an instrument, or compose music

Requirements

  • Levy Cost

Assessment

  • Project
  • Listening and Theory

“Praise the Lord, Praise God in his sanctuary; praise him in his mighty heavens. Praise him for his acts of power; praise him for his surpassing greatness. Praise him with the sounding of the trumpet, praise him with the harp and lyre, praise him with tambourine and dancing, praise him with the strings and flute, praise him with the clash of cymbals, praise him with resounding cymbals. Let everything that has breath praise the Lord. Praise the Lord” Psalm 150

 

 

MUSIC: My Music Projects Elective Subject [WS Year 9]

“The aim and final reason of all music should be nothing else but the glory of God and the refreshment of the spirit.” Johann Sebastian Bach

Overview

This unit allows students to choose their own path of music study and specialisation. Students are free to choose from the following; Solo Performance, Group (band) Performance, Solo Singing, Group Singing, Digital Music creation, Song Writing, Composition, Arranging, Covering or Remixing, Music Theory, Music Video, Film Music, Sound effects, or any other path of specialisation that fits the requirements of the curriculum. There will be a common set of topics that will be covered with all students, which will further enhance their overall level of musicianship and put them in a great position to be a valuable member of any ensemble or a VCE Music class in future.

Aims

  • To investigate various paths and possibilities in Musical studies
  • To work on an area of personal specialisation in Music
  • To further students’ ability to play an instrument, sing, compose, or create
  • To foster confidence and enjoyment in performing, composing, or creating
  • To develop sharper musical ear and foster better music literacy skills
  • To encourage participation in musical groups
  • To develop a leadership role in Music at the school
  • To encourage students to use their God given talents and abilities in their community and church

Topics Include

  • My Favourite Project
  • Performance
  • Listening skills & Theory
  • Composition

Time Allocation

  • 5 periods per cycle for Semester 1

Prerequisites

  • Students must be able to do one or more of these: sing, play an instrument, or compose music

Requirements

  • Levy Cost

Assessment

  • Projects
  • Listening and Theory

“Praise the Lord, Praise God in his sanctuary; praise him in his mighty heavens. Praise him for his acts of power; praise him for his surpassing greatness. Praise him with the sounding of the trumpet, praise him with the harp and lyre, praise him with tambourine and dancing, praise him with the strings and flute, praise him with the clash of cymbals, praise him with resounding cymbals. Let everything that has breath praise the Lord. Praise the Lord” Psalm 150

 

 

SPORTS SCIENCE: Anatomy and Injuries Elective Subject [WS Year 9]

“I lift up my eyes to the mountains - where does my help come from? My help comes from the Lord, the Maker of heaven and earth.” Psalm 121:1-2

Overview

Students will participate in a variety of activities in order to gain a very hands-on and practical knowledge of the human anatomy and the way that God intricately designed humans so that bones, muscles and joints can work together in order to provide an incredible functionality. Students will be able to identify and understand the parts that make up the musculoskeletal system. Students will also learn about the wide scale of injuries that can occur in sport and the various treatment and prevention strategies that can be utilized. Students will experience advice from current health professionals providing a solid foundation to injury prevention and treatment as well as future career opportunities within the sports industry.

Aims

  • To identify the muscles, bones and joints within the musculoskeletal system?
  • To understand the functionality of the musculoskeletal system.?
  • To distinguish between different injury classifications?
  • To explore a variety of injury prevention and treatment techniques and strategies?
  • To experience professional advice regarding health injury prevention and treatment?

Topics Include

  • Functional Anatomy: Bones, Muscles, Joints, Movements
  • Sports Injuries:?Acute or Chronic, Incidences?of injuries in various sports and activities, Prevention?
  • Treatment: Before, during and after physical activity, Learn about health care professional’s role in injury prevention?and treatment

Time Allocation

  • 5 periods per cycle

Requirements

  • Levy Cost

Assessment

  • Musculoskeletal SystemTest– 40%
  • Sports Injury Treatment Practical – 30%
  • Injuries Case Study ­30%

“Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize.” 1 Corinthians 9:24-27

 

 

SPORTS SCIENCE: Sports Psychology Elective Subject [WS Year 9]

“I lift up my eyes to the mountains - where does my help come from? My help comes from the Lord, the Maker of heaven and earth.” Psalm 121:1-2

Overview

Students will explore the principles of Sports Psychology and their influence on performance, through both theoretical and practical classes. Students explore the techniques of goal setting, mental imagery and optimal arousal in preparing for sporting events. Students will investigate sociocultural factors that influence physical activity and consider opportunities and barriers to participation for various population groups and settings. Students also explore the importance of making healthy decisions and discuss strategies to encourage others to ensure that they are being good stewards of the bodies and lives that God has given them. Students will participate in a variety of games or programs aimed at increasing the inclusivity of sports to different groups within the community.

Aims

  • To understand sports psychology and its influence on performance.
  • To understand the sociocultural enablers and barriers behind a variety of factors that influence participation in physical activity with a focus on inclusivity.

Topics Include

  • Sports Psychology: Motivation, Concentration, Imagery, Arousal regulation, Sleep
  • Inclusivity in Sport. The influence the following factors have individual levels of physical activity: Family, Peers, Community, Gender, Socioeconomic status, Disability, Cultural beliefs and traditions, Indigenous culture,

Time Allocation

  • 5 periods per cycle

Requirements

  • Levy Cost

Assessment

  • Sports Psychology Test (including case study) – 50%
  • Reflective Workbook on Participation in a Variety of Inclusive Activities – 50%

“Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize.” 1 Corinthians 9:24-27

 

 

TEXTILES: Sustainable Studio Elective Subject [WS Year 9]

“In a small way human creative hands imitate this profusion of God, going beyond the minimum requirements of getting the job done. Creative hands are not content to spread on the frosting; they must make a tasteful arrangement of swirls and colour. They don’t just apply a coat of varnish; they polish the surface until it glows like satin. Creative hands do more than plant seeds; they place them in a tasteful and eye-pleasing garden arrangement.” LeRoy Koopman

Overview

This subject aims to introduce students to the knowledge, understanding and skills of using textiles for product design and art making. Students will engage in the design process as they plan and manage practical projects from conception to realisation. Students will look at sustainable and ethical textile design practices’ that are happening within Australia. Through the analysis of local textile brands students will shine light on how to implement best practice for design and production methods. Students will learn about surface design and study how to create successful pattern and print through the experimentation with fabric media. They will develop designs suitable for application on fabric. Once ideas have been refined students will create their own meter-age fabric to be used in the following unit; garment construction. During this unit students will learn the basics of pattern making and garment construction using their own measurements.  Students will learn how to draft pattern block and make modifications in the creation of a T-shirt. Fabric used to create this garment will be student’s own pattern design from previous unit.

Aims

  • To develop critical and creative thinking skills about sustainable and ethical design
  • To understand the impact that fashion and design has on local community and environment
  • To explore how to use creativity to establish God’s kingdom to earth
  • To explain how people working in textile consider factors that impact on design decisions and the technologies used to create designed solutions
  • Establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes
  • To plan and manage projects, making adjustments to plans when necessary

Topics Include

  • Design process
  • Fashion Design
  • Surface Design
  • Brand Analysis
  • Sewing Machine

Time Allocation

  • 5 periods elective Semester 2

Prerequisites

  • None

Requirements

  • Booklist Items
  • Levy Cost

Assessment

  • Design folio
  • Upcycled Clothing
  • Projects
  • Research and Brand Analysis

Let the favor of the Lord our God be upon us; establish the work of our hands for us - Yes, establish the work of our hands. Psalm 90:17

 

 

VISUAL COMMUNICATION: Digital Design Elective Subject [WS Year 9]

“In a small way human creative hands imitate this profusion of God, going beyond the minimum requirements of getting the job done. Creative hands are not content to spread on the frosting; they must make a tasteful arrangement of swirls and colour. They don’t just apply a coat of varnish; they polish the surface until it glows like satin. Creative hands do more than plant seeds; they place them in a tasteful and eye-pleasing garden arrangement.” LeRoy Koopman

Overview

In this unit students develop an understanding of how to design using a digital platform. Students are introduced to the design process and how computer software can assist them in producing digital works of art and design. Students get hands-on experience and the opportunity to work to a design brief to understand the core tools and functions of Adobe Photoshop and Illustrator. Students will be introduced and become comfortable with basic design concepts and the fundamentals of printing. After completing this course, students will know how to work effectively within the Photoshop and Illustrator application to deliver personal creative projects.

Aims

  • To develop skills using hand and digital graphic software with increasing competence
  • To be able to select, combine and manipulate elements and principles of design relevant to a brief
  • To create digital works which explore and communicate themes, issues and ideas
  • To develop skills in printing and formatting
  • To analyse, interpret and describe characteristics, structure and aesthetic qualities
  • To use Art and Visual Communication and Design terminology
  • To provide personal interpretations and evaluations
  • To examine the world of advertising

Topics Include

  • Photoshop tools
  • Rendering
  • Image manipulation
  • Designing to a brief
  • Appreciation and analysis of digital artworks
  • Vector artwork

Time Allocation

  • 5 periods elective Semester 1 and Semester 2

Prerequisites

  • None

Requirements

  • Levy Cost

Assessment

  • All class work – ideas, development and final presentations of digital artwork
  • Appreciation and analysis coursework
  • Classroom participation

“Now son of man, take a clay tablet, put it in front of you and draw the city of Jerusalem on it”. Ezekiel 4:1


 

VISUAL COMMUNICATION: Dynamic Design Elective Subject [WS Year 9]

“In a small way human creative hands imitate this profusion of God, going beyond the minimum requirements of getting the job done. Creative hands are not content to spread on the frosting; they must make a tasteful arrangement of swirls and colour. They don’t just apply a coat of varnish; they polish the surface until it glows like satin. Creative hands do more than plant seeds; they place them in a tasteful and eye-pleasing garden arrangement.” LeRoy Koopman

Overview

This unit explores the visual communication of ideas and information. Both text and images are used in two-dimensional and three-dimensional forms. Information is presented in imaginative ways and also according to rules and conventions. The central focus of this unit is creative and innovative explorations of given design briefs using a variety of media, materials and presentations. Collage, freehand drawing and computer are explored and used to create appropriate and imaginative solutions to specific design tasks. Students learn visual communication terminology and analyse existing visual communications using this terminology.

Aims

This study is designed to enable students to:

  • develop an appreciation for existing visual communications
  • develop skills in using appropriate terminology when analysing existing visual communications
  • use different presentation methods, i.e. Drawing, collage and computer
  • develop freehand drawing and rendering skills using a variety of media
  • to develop imaginative solutions to design briefs
  • develop an understanding of the design process and the importance of image development

Topics Include

  • Collage design using textured papers, photographs and hand drawings
  • Pattern Design using Adobe Illustrator
  • Layout and Composition
  • Digital design using Adobe Illustrator: Positive and Negative Space
  • Visual Communication analysis

Time allocation

  • 5 periods per cycle for Semester 2

Prerequisites

  • None

Requirements

  • Levy Cost

Assessment

  • A folio of practical assignments
  • Written analysis and evaluation work

“Now son of man, take a clay tablet, put it in front of you and draw the city of Jerusalem on it”. Ezekiel 4:1

 

 

VISUAL COMMUNICATION: Models and Construction Design Elective Subject [WS Year 9]

“In a small way human creative hands imitate this profusion of God, going beyond the minimum requirements of getting the job done. Creative hands are not content to spread on the frosting; they must make a tasteful arrangement of swirls and colour. They don’t just apply a coat of varnish; they polish the surface until it glows like satin. Creative hands do more than plant seeds; they place them in a tasteful and eye-pleasing garden arrangement.” LeRoy Koopman

Overview

Students respond to visual communications from various historical and cultural contexts. They explore the concept of how good design brings pleasure, and the discipline of planning and developing skills in making are part of being able to create good design. This then, serves other people and our community. Students develop and present visual communications in the field of Industrial design. They make choices and apply materials, manual and digital methods and media that creatively meet the requirements of a product design brief.

Aims

Arts Practice

  • To research and design innovative three-dimensional models
  • To develop skills using a variety of materials to create three-dimensional designs with increasing competence
  • To experiment with the application of design elements and principles in order to explore and communicate design needs
  • To refine and evaluate artworks

Responding to the Arts

  • To analyse designs
  • To use visual communication terminology
  • To identify and consider influences and popular culture and information technologies on model making

Topics Include

  • Model Making
  • Computer Aided Design

Time Allocation

  • 5 periods per cycle for Semester 2

Prerequisites

  • None

Requirements

  • Levy Cost

Assessment

  • Design process
  • Two-dimensional and Three-dimensional Technical drawing
  • Manual and digital methods
  • Three-dimensional Model making

“Now son of man, take a clay tablet, put it in front of you and draw the city of Jerusalem on it”. Ezekiel 4:1