LEARN CATHEDRAL COLLEGE WANGARATTA
Year Eight Curriculum Guide 2021
Welcome to Year Eight A Message from the Head of Middle School The Year Eight cohort in 2021 will be the leaders in our community, as it will be their final year in the Middle School. I am excited to see the positive contribution they will make as a whole group and as individuals. This booklet provides a lot of information about academic pathway choices, as well as opportunities to be involved in to further develop personal learning skills in a range of ways. Next year we will continue to endeavour to build confidence, independence and individuality. We will encourage students to trial their learning strategies, explore different avenues to their learning and be involved in an array of extra-curricular activities with the goal of finding out what they enjoy, where their passions lie and ultimately ask questions of themselves and inquire about the outside world. I hope that our Year Eight students in 2021, embrace new learning opportunities and are open to challenges. Mrs Brigid Perkins Head of Middle School
Principal: Mr Nick Jones Director of Studies: Mrs Julie Findlay Head of Middle School: Mrs Brigid Perkins Year Eight Coordinator: Ms Michelle Lloyd Learning Enhancement: Ms Mary Laughton School Counsellor: Ms June Stamp
principal@cathedralcollege.vic.edu.au jfindlay@cathedralcollege.vic.edu.au bperkins@cathedralcollege.vic.edu.au mlloyd@cathedralcollege.vic.edu.au mlaughton@cathedralcollege.vic.edu.au jstamp@cathedralcollege.vic.edu.au
Middle Years Curriculum The Middle Years develops students to become independent and motivated learners who reflect on their progress, ask questions seek feedback and collaborate with peers and teaching staff to improve learning. Students are encouraged to use a growth mindset to promote further learning opportunities in their quest for success in their studies. The Australian Curriculum Cathedral College Wangaratta offers a comprehensive secondary curriculum that uses the Australian Curriculum F - 10 in Years Seven to Ten, to prepare students for learning in the Victorian Certificate of Education (VCE) in the Senior Years. The Australian Curriculum F -10 sets out the core knowledge, understanding, skills and general capabilities important for all Victorian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the world they now live in. It makes clear what all students should learn as they progress through schooling and is the foundation for high quality teaching to meet the needs of all students. The Australian Curriculum F - 10 is taught within a curriculum framework. This framework incorporates our values and mission statements. Learning Areas The curriculum subjects and associated enrichment activities are designed to stimulate and challenge our students whilst allowing them to have a breadth of experiences based on interests and abilities. The curriculum is provided principally through electives and the following core Learning Areas: • • • • • •
English Geography History Health and Physical Education Religious and Values Education Science
General Capabilities Capabilities are an integral part of the Australian Curriculum F - 10. They encompass knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. The Australian Curriculum F - 10 includes four capabilities. These are: • • • •
Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding
In addition to the Learning Area offerings and the general capabilities in the elective programs provide pathways for the senior years of schooling and beyond. In addition, extension and support is provided by the Learning Enhancement programs.
Middle School Philosophy Wellbeing The Year Eight Wellbeing program aims to recognise that there are times in a student’s development when it is appropriate to accommodate the different ways individuals develop their emotional intelligence. A number of programs and interactive sessions are implemented throughout the year to enable an exploration of thoughts and development of strategies. Some of the topics that we will cover are the changing dynamics of friendship groups, how students can work together to solve problems and issues within their groups and how empathy can be exhibited to support and understand others. We also aim to continue to develop self-confidence, self-knowledge, self-respect, self-awareness and intuition, with the aim of preparing students to become responsible and involved in their community and the wider society. For the first time next year, we have integrated time dedicated to continuing to build our Middle School culture and Middle School learners. This allocated time for the Middle School will take place on the first Friday afternoon in each timetabled cycle. It will allow us to come together as a Middle School and focus on key areas such as wellbeing, the performing arts, physical wellbeing, positive influences, service, careers and skill building. Year Eight students will be encouraged to explore and reflect upon their areas of strengths as well as areas for improvement, in relation to their social and emotional development which will directly link and influence their personal learning skills and interests. House To foster House spirit, each year at Cathedral College Wangaratta is started with House cross age activities. During the year, there are major House events where students compete against the other Houses. These are usually the Swimming Sports, House Music, Cross Country and the Athletic Sports. Preparation for these major events occurs during House meetings, and the sporting events are practised during normal Physical Education lessons leading up to each carnival. There are also regular House Challenges that occur during Assemblies or at special events, such as the House Masterchef. During a number of House sessions in each term, a myriad of smaller activities are run. The focus of these activities is on pastoral care and building teamwork and cooperation. Activities may take the form of self-esteem games, competitions, peer teaching (which includes a buddy system), or group discussions. House teachers or House Captains usually run activities. House Leaders In Year Eight, students will be given the opportunity to apply for a Student Leadership position as Middle School House Captain. All applicants will go through a process which involves meeting with the Head of Middle School and their Head of House in a formal interview. They will then need to prepare a speech to present to their peers at a House meeting to express their desire to become a leader and to outline what they would bring to this position.
Student Voice All students in the Middle School will have opportunities at various times throughout the year to take part in Student Voice discussions. These sessions are run during extended homeroom or at lunchtime and provide students with an opportunity to voice their opinion on issues that they think are important to the Middle School. Previous discussions have included the students identifying a lack of things to do at recess and lunchtime which has resulted in the purchase of outdoor table tennis tables which the students have put to good use. Camps In Year Eight, the Camps program aims to link Cathedral’s Outdoor Education program with the Geography curriculum. At the start of Term Four, as the weather warms up, students explore the coastal environment of Torquay. By hiking, mountain biking, surfing and sea kayaking, students discover different regions of the coastal environment and consider how a unique ecosystem is best used, and yet, conserved.
Assessment and Reporting Satisfactory Completion Students must satisfactorily complete the requirements for each subject. Satisfactory completion will be based on the student’s demonstrated achievement of learning outcomes. These outcomes are specified by the College so that the student can demonstrate knowledge and skills through assessment outcomes. The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the student’s overall performance on class attendance, participation, as well as assessment tasks designed for the subject. Additional information about levels of achievement based on graded school-based assessment tasks will be provided for students and parents in the Academic Reports. Attendance Students are expected to attend all classes for which they are timetabled. An unexplained absence constitutes a serious breach of the attendance policy. A student may be awarded a not satisfactory completion for a subject as a result of a substantial breach of the attendance policy and will appear on the student’s Academic Reports. At Cathedral an unexplained absence is where no documentation that explains the absence is provided, or documentation that is provided is not approved by the school. Strong attendance provides continuity in students’ learning. Students give themselves their best chance to build on their learning of skills and knowledge by being present from one class to the next. Social connections within the school setting are also better maintained by students when they are present on each school day and participate in all school activities. Students will feel more strongly connected to a peer group and to the school community as a whole. School Assessment Coursework assessment is part of the regular teaching and learning program and must be completed within a limited timeframe and mainly in class time. In most studies the teachers select from a range of tasks designated for the assessment of unit outcomes and the student learning style. Home Learning and Independent Study Carefully structured home learning is an integral part of the learning experience in the Middle School. It provides students with opportunities for clarifying and consolidating new knowledge, skills and understandings, and for reflecting on their progress as well as their needs as independent learners. Students are asked to dedicate time each week to the planning and organising of upcoming events, tasks and commitments.
ENGLISH Overview The English course has been designed to build upon the competencies of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. Aims • • • • • • •
Use language with enjoyment as a vehicle for thought, creativity, learning and selfexpression; Respond appropriately to a variety of texts; Gain a deeper understanding of human nature, of oneself and others; Develop a critical approach to literature; Develop the sense of a new humanism by exploring the interdependence of human beings and their environment in this technological age; Comprehend more clearly aspects of one’s own culture and those of other people’s cultures; Develop wide reading for enjoyment.
Year Eight The Year Eight English curriculum continues to provide opportunities to practice, consolidate and extend the knowledge, skills and understanding of previous years. The curriculum is built around the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non- fiction, poetry and dramatic performances
GEOGRAPHY Overview: Geography provides a framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The content is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. Aims: • • • • •
To develop a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world. Encourage a deep geographical knowledge of their own locality, Australia, the Asia region and the world. Have the ability to think geographically, using geographical concepts. Develop the capacity to be competent, critical and creative users of geographical inquiry methods and skills. Be informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.
Year Eight There are two units of study in the Year Eight curriculum for Geography: ‘Landforms and Landscapes’ and ‘Changing Nations’. ‘Landforms and Landscapes’ examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. ‘Landforms and landscapes’ develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. ‘Changing nations’ investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive.
HEALTH AND PHYSICAL EDUCATION Overview The Physical Education program comprises the study of the actions performed in the sports and games and movement activities that are currently practised in our multicultural society. It emphasizes knowledge and attitudes as well as motor skills. Successive years build on the previous year’s skills, knowledge and attributes. This will not only support their learning in the Senior School but provide the skills and attributes needed for lifelong learning. The Health and Personal Development Program aims to foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Aims • • • • • • • •
Use inquiry to explore Physical and Health Education concepts; Participate effectively in a variety of contexts; Understand the value of physical activity; Achieve and maintain a healthy lifestyle; Empower to make informed decisions; Collaborate and communicate effectively; Build positive relationships and demonstrate social responsibility; Reflect on their learning experiences.
Year Eight In Health, physical, social, emotional and mental health and personal development across various stages of the lifespan are explored. The promotion of health of individuals and the community through the use of specific strategies and the provision of health resources, services and products are examined. In Physical Education lessons, motor skills, health-related physical fitness and sport education concepts to fully engage with physical activity at multiple levels are developed and incorporate strategic thinking and tactical knowledge to improve individual and team performances in competitive sports and games. Collaboration with team members by discussing game-based tactical challenges is essential. This is achieved in a variety of roles in team games (for example, player, coach, umpire or administrator) and reflected on their experiences. The rights of others to participate and inclusive practices are explored allowing personal and social behaviours in physical activity to be explored and produce an inclusive and supportive environment for learning and fair play.
HISTORY Overview In History, the content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. Aims • • • •
Students have interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens. Students have knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society. Understand and use historical concepts such as evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability Develop the capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.
Year Eight The Year Eight curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
LANGUAGE OTHER THAN ENGLISH (LOTE) Overview The study of German or Indonesian as a second language continues to be a compulsory study in Year Eight. The LOTE teachers will allocate students to the appropriate language class and this will be discussed with students. Students who have attended Study Skills session during Year Seven will be advised whether to continue in study skills or continue their study of a second language. Students only join the Study Skills session on the advice of the Learning Enhancement team. Studying a language is important both for developing cultural understanding and discovering a new language. For those students with an interest, or talent for languages, they may continue these studies as part of the elective program in Years Nine and Ten. Aims Participation in a second language study will enable students to: • • •
Communicate in a second language. Understand language, culture, and learning and their relationship, and thereby develop an intercultural capability in communication. Develop an understanding of other countries, their history, lifestyle and environments.
LANGUAGE PROGRESSION THROUGH SCHOOL Year Seven Acquire Skills
Year Eight Decide and Build Stage One
Year Nine Select to continue
Year Ten Completion of Year Ten
VCE Complete VCE or Pause until University or work
Stage Two
Stage One – students in the Beginners German or Indonesian class extend their language skills. Some students may still wish to continue to study LOTE in Year Nine. Stage Two – students in Advanced German or Indonesian wish to study LOTE in the future and learn more about another culture. Due to the inclusion of cultural topics, students select LOTE for two electives.
MATHEMATICS Overview The language of mathematics enables people to describe and model events and situations and provides a key to understanding the world in which we live. A study of mathematics also provides the opportunity to study the language of mathematics for its own sake. With the rapid pace of technological development, it is essential that students are equipped with a solid base of mathematical knowledge, related skills and attitudes to enable them to adapt as the need arises. The fundamental concepts of Middle School Mathematics include holistic learning, intercultural awareness, communication and the use of technology. Aims The Australian Curriculum: Mathematics aims to ensure that students: • •
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Are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens; Develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability; Recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.
Year Eight The Year Eight Mathematics curriculum draws on previously established mathematical ideas to solve non-routine problems and develop more complex and abstract ideas. It makes connections between mathematical concepts and their application in the world. The curriculum and activities focus on understanding, fluency, problem solving and reasoning, and are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability.
RELIGIOUS AND VALUES EDUCATION (RAVE) Overview The study of Religion and Values is vital in helping students develop their understanding of themselves, others and the societies in which we live. Students are encouraged to think critically about beliefs, both personally and in a wider context. The course approaches the study of religion from a biblical Christian perspective based on: • Biblical and Christian Tradition • Ethics • Philosophy of Religion • World Religions (in Senior School) RAVE is studied for one lesson a week at all year levels in the Middle School. Topics and units are chosen in an order determined by each RAVE teacher. Aims: • • • • • •
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Provides a basis on which to make educated and well thought through decisions about the place God has in their lives; Opportunities in which they are challenged in their thinking and questioning of the Christian Faith; A knowledge and understanding of the Bible and Christian Faith, and the relevance and application of these to life; Acknowledge and explore the spiritual aspects of life; Encourage and support students in their Christian Faith; Provide an overview of World Religions in order to appreciate the variety of beliefs that people have in our world; Develop an understanding of the formation and basis of values and ethics.
Year Eight The Year Eight RAVE curriculum draws and builds upon the previous year studies of religion and values education. It helps students to broaden their world view in relation to matters of faith and spirituality. It makes the connection between the Christian faith and the other major world religions, particularly Islam and Judaism. As well as developing their understanding of ethics and values.
SCIENCE Overview Science is taught as a single subject and is divided into Biology, Chemistry, Physics and Psychology from Year Eleven onwards. Cathedral Sciences aspire to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society. The aims of the teaching and study of sciences are to encourage and enable students to develop curiosity, interest and enjoyment towards Science and its methods of inquiry by posing questions, solving problems, constructing explanations and assessing arguments. Aims • Acquire scientific knowledge and foster the growth of Scientific Literacy; • Communicate scientific ideas, arguments and practical experiences effectively in a variety of ways; • Develop experimental and investigative skills to design, carry out, evaluate and draw conclusions from scientific investigations; • Develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations and judge arguments; • Develop an awareness of the possibilities and limitations of science and appreciate that scientific knowledge is evolving; • Appreciate the relationship between science, technology and their roles in society; • Develop an awareness of some of the implications of the practice of Science; • Observe safety rules and practices to ensure a safe working environment during scientific activities; • Facilitate an awareness of the need and value of effective collaboration during scientific activities. Year Eight In Year Eight, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations.
YEAR EIGHT 2021 ELECTIVE SUBJECTS
DESIGN & TECHNOLOGY Agriculture and Horticulture Digital Technology Food and Technology
PERFORMING ARTS Drama Music
(Good Food Fast) Food and Technology (Let’s Eat Local) Materials and Technology
CREATIVE ARTS Visual Arts Visual Communication & Design 3 D Art
HEALTH & PERSONAL DEVELOPMENT Outdoor Education Physical Wellbeing
DESIGN AND TECHOLOGY ELECTIVES In an increasingly digital world, it is important that students are exposed to and feel confident to use and navigate technology in the future. Design and Technology actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments. At CCW students may explore design and technology through Agriculture and Horticulture, Food, Materials or Digital electives. Students rank the following electives, in the Design and Technology Learning Area, in order of preference. Students will complete one or two of these electives per semester.
AGRICULTURE AND HORTICULTURE In this Agriculture and Horticulture elective students are encouraged to appreciate the interactive nature of farming and are exposed to various concepts on an enterprise basis. Students learn basic guidelines and practices around horticulture, including how to plan, develop and sustain a vegetable garden. Sustainability, irrigation, inputs v outputs are examples of the content studied and then implemented in a practical, garden setting. Students are required to complete research around food production and consumption in a ‘Paddock to Plate’ research task. Farm visits are also included to engage students in real life practices of agriculture and horticulture. This course can lead to Studies in Agriculture and Horticulture to VCE.
DIGITAL TECHNOLOGY Digital Technology explores two types of system - hardware and software, such as computers and the operating systems and networks and the internet, for example-wireless, mobile and wired networks and protocols. In this elective, students build upon their understanding of these systems and also explore how these systems are used by people or may be of benefit. The economic, environmental and social impacts are evaluated and methods for data protection are studied. This is a rapidly changing aspect of like and students apply problem solving, communication and analysis skills in practical situations and projects. Digital technology competence is increasingly required in all aspects of like and may also become the focus of study in VET Media and VCE Media courses.
MATERIALS AND TECHNOLOGY This elective allows students to further develop skills to design and construct products using a variety of materials. This unit builds upon the introductory elective offered in Year Seven. In particular, students will further develop skills in joining and designing in plastic, timber and metal. Safety remains a focus and skills are developed to achieve more refined and finished products. In the latter part of the semester, students have the opportunity to further develop these skills with the design and production of themed products. This course can lead to the building of skill competencies in future Materials and Technology electives and VCE Product Design.
FOOD AND TECHNOLOGY – Good Food Fast The major focus for this elective is to look at creating healthy food choices and make comparisons with commercial equivalents. Students will expand their knowledge of the design process to solve challenging food problems. They will be required to demonstrate excellent hygienic practices while maintaining a safe work ethic. Students will also be encouraged to further advance their use of basic food preparation techniques and the role of pantry staples. Students are introduced to sensory descriptors in the food industry and how they allow us to correctly describe a dish. This course can lead to Studies in Food and Technology to VCE.
FOOD AND TECHNOLOGY – Let’s Eat Local The major focus for this elective is for students to understand and apply their knowledge of the food bowl of North East Victoria. Students will be required to continue to demonstrate excellent hygienic practices while maintaining a safe work environment. Students will be encouraged to use a range of equipment to produce challenging yet achievable dishes. We will have a look at the Australian Dinner table and the topic of food resources. Students are introduced to food models and how and why the Australian Government encourages healthy eating. This course can lead to Studies in Food and Technology to VCE.
PERFORMING ARTS Both Performing and Visual Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The Performing Arts subjects- Drama and Music are included in the CCW curriculum to provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding to make sense of their world. In Performing Arts, students learn as performers and audience. They acquire knowledge, skills and understanding specific to The Arts subjects and develop critical understanding that informs decision-making and aesthetic choices. Students rank the following electives, in the Performing Arts Learning Area, in order of preference. Students will complete one or two of these electives per semester.
DRAMA This elective is for all students who are interested in learning or developing skills in the presentation of dramatic works. The course covers the building blocks and tools needed to perform in front of an audience, with strong emphasis on storytelling and playfulness. Students will leave this course having learnt a life-skill and will work towards developing the confidence to step on a stage with or without a script in front of a public audience. The core tuition of this elective includes developing acting techniques and naturalistic and non-naturalistic drama techniques. As well as using mime and expression work to interpret scripts and explore a variety of scenes and production techniques. This course can lead to VCE Drama and a trip to a live theatre performance in Victoria as well as all future Drama elective or musical theatre productions at Cathedral College Wangaratta.
Music This elective explores the elements of Music through the lens of Film Scores and Popular Music. Throughout the semester, students will focus on four key areas of Music: aural and written theory, history and analysis, composition and performance. Students will develop basic ensemble performance techniques and learn composition methods for the creation of soundscapes and short film scores. Students learn how to read, write and play scales and triad chords, along with developing basic IT skills in relation to the music production software GarageBand and Ableton Live. The unit then explores strategies for the analysis of musical works and performances. All projects relate to the understanding of the six concepts of music; duration, pitch, dynamics and expression, structure, timbre and texture. This course can lead to future Music electives and the composition skills developed can be utilised in the generation of audio-visual presentations in subjects such as Media.
VISUAL ARTS Through Visual Arts, students learn to express their ideas, thoughts and opinions as they discover and interpret the world. They learn that designing, producing and resolving their work is as essential to learning in the arts as is creating a finished artwork. Students develop their arts knowledge and aesthetic understanding through a growing comprehension of the distinct and related languages, symbols, techniques, processes and skills of the arts subjects. Arts learning provides students with opportunities to engage with creative industries and arts professionals. Visual Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. The CCW Visual Arts curriculum allows students to revisit increasingly complex content, skills and processes each year and so develop confidence and sophistication in their finished artwork. Students rank the following electives, in the Visual Arts Learning Area, in order of preference. Students will complete one or two of these electives per semester.
VISUAL ARTS In this Visual Arts elective students explore the process of creating and making images using the dynamic techniques of drawing, painting and various other media. Students plan and make their artworks in response to a theme. They explore the various techniques, technologies, processes used in their own and others’ artworks, utilising different art elements and design principles in their work. They study a number of artists work, both Australian and from overseas. Students use a range of starting points including observation, experience and research to represent, generate, develop and communicate real, imaginary and abstract ideas. They develop skills in planning and designing art works and document their artistic practice. Students maintain a record of work in the form of a visual diary. This course can lead to future Arts electives and VCE.
VISUAL COMMUNICATION AND DESIGN As an extension of Visual Communication studies in Year Seven, in this elective, students will continue to develop skills and practices to communicate ideas and messages in visual communication. Students will develop and present ideas that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific purpose and audience. Students will be introduced to the design “Brief� and will focus on the design process to generate research, develop and refine concepts for presentation in response to a brief. Students will work on a design project that will develop their ability to visualise and communicate ideas by using suitable manual and digital drawing methods and conventions. They will learn critical, creative and reflective thinking. They will develop an understanding of the elements and principles of design and how they are used in traditional and contemporary design practices. The work of an international communication designer is investigated. Students maintain a record of work in the form of a visual diary. This course leads to other electives in Visual Communication and Design and VCE.
3 D ART
In this introductory unit of three-dimensional art, students will explore the multitude of ways in which artists have articulated form to create sculpture and or sculptural experiences. Students will be exposed to a variety of three-dimensional art forms which may include collage, wire sculpture, paper mache, assemblage and installation work, found object sculpture and ceramics. Emphasis will be on building technical skills in a range of three-dimensional art forms, working through the different stages of the design process and manipulating the art elements of form, shape, space and texture to create individualised art works.
PHYSICAL WELLBEING The aim of the Health and Physical Education curriculum at CCW is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively. As a foundation for lifelong physical activity participation and enhanced performance, students acquire an understanding of how the body moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in Australian society and globally. Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills. Health and Physical Education in the elective program provides students with additional opportunities to work in a team and participate in activities which are contemporary, relevant, challenging and physically active. Students rank the following electives, in the Physical Wellbeing Learning Area, in order of preference. Students will complete one or two of these electives per semester.
OUTDOOR EDUCATION This course exposes students to a variety of adventurous activities, both in and out of the classroom in a variety of environments. They learn survival, safety in the outdoors, knots, first aid including common bandages/slings and cooking skills during class. Excursions include a survival camp in Semester One, a bushwalk/snowshoe to Mt Stirling in Semester Two, and a bike ride/rock climb to Beechworth where students are challenged both physically and mentally outside of their comfort zones. Students will focus in class about camp preparation, the essentials in terms of food and clothing and the physical aspects for the camp so the students can individually prepare. This course can lead to future Outdoor Education electives and VCE.
PHYSICAL WELLBEING In this elective, students learn how to create, conduct, monitor and evaluate their own personalised fitness program in order to improve both health-related and skill-related fitness components. They will also be introduced to a range of different fitness training methods in order to improve these fitness components. Students will look at the many mental and physical benefits of regular physical activity as well as examining the long term health consequences of leading an inactive lifestyle. The elective covers global physical activity levels around the world and identifies the cultural and historical significance that physical activities play in different countries. Students will look at how emerging technologies like smartphones, smart watches and apps can help keep people motivated and active on a regular basis. The elective also exposes students to a range of different strategies aimed to improve lifelong physical wellbeing including meditation, progressive muscle relaxation and mindfulness exercises. Students will examine what the Australian Physical Activity guidelines are for a range of different age groups and explore why physical activity levels typically decline as we get older.
Cathedral College Wangaratta
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344 Wangaratta-Whitfield Road PO BOX 1086 Wangaratta VIC 3676 Telephone: 03 5722 2144 Email: office@cathedralcollege.vic.edu.au