Hillcrest Christian College - Year 9 Learning Opportunities (Curriculum Guide) by Hillcrest Christian College

Hillcrest Christian College – Senior Learning Community Learning Opportunities

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Foreword The framework on which the Hillcrest Christian College curriculum in Years P to 10 is based is the Australian Curriculum. Students complete their mandatory studies of the Australian Curriculum in Term 3 of Year 10 then transition to the Queensland Certificate of Education for their final years of schooling in Term 4. The curriculum supports students in learning about themselves and their world and assists in the development of literacy and numeracy outcomes. It is also designed todevelop students’ technology, information and communication skills. Gospel values and a Christian worldview underpin the curriculum studied. To assist students in planning their courses, we offer support to ensure that each child can develop a learning plan that will maximize the opportunity for them to achieve their goals and dreams through their learning experiences. This commences in the later part of Year 9 and continues with each student through to the completion of their studies at the end of Year 12. In Term 4 of Year 10 we welcome students into the final phase of their learning. We aim to provide each student the opportunity to succeed in their chosen pathway. Not only do we provide a wide range of subject choices, we have secured partnerships with Bond University, Griffith University, QUT and Southern Cross University where we can offer first year subjects as part of the senior years of study. This will provide students with the unique ability to be ableto complete their formal years of education at Hillcrest Christian College while still obtaining anadditional certificate or diploma. I would ask you to take the time to talk through the various aspects while making the very important decision of subject selections and course placements. My advice is to attempt to choose, where possible, a balanced selection of subjects. Do not hesitate to contact Mr. Peter Fernance – Deputy Head of Academics, Mrs Nicole Cox – Head of Faculty Senior Studies, Mrs Joelle McCully – Vocational Education Coordinator, Heads of Faculty, subject teachers, or myself if you have any questions regarding your son or daughter’s subject selections.

HEAD OF SENIOR LEARNING COMMUNITY Hillcrest Christian College

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Contents Pathways in Years 9 to 12 ................................................................................. 4 NCAA Academic Requirements ........................................................................ 5 Core subjects English ................................................................................................................ 7 Mathematics ....................................................................................................... 9 Science ............................................................................................................. 18 Health & Physical Education ........................................................................... 20 History .............................................................................................................. 22 Elective subjects Geography ........................................................................................................ 24 Civics and Citizenship ..................................................................................... 26 Economics and Business ................................................................................ 28 French ............................................................................................................... 30 Year 9 Design and Technologies - Materials .................................................. 32 Year 9 Design and Technologies - Engineering ............................................. 34 Year 9 Design and Technologies - Food ........................................................ 36 Year 9 Digital Technologies ............................................................................ 38 Dance ................................................................................................................ 40 Drama................................................................................................................ 42 Media Arts......................................................................................................... 44 Music................................................................................................................. 46 Visual Art .......................................................................................................... 48

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Pathways in Years 9 to 12 What does my school pathway look like? All students in year 9 are required to study seven (7) subjects until they complete the Australian Curriculum. These include five 40 minute lessons per week for the core subjects of Australian Curriculum English, Mathematics, Science and Health and Physical Education. Students also study Australian Curriculum History as a core subject for two 40 minute lessons per week. Year 9 students can select two Australian Curriculum Elective subjects each semester, and will participate in Sport on a Thursday afternoon. This allows students to try a wide range of subject choices, to work out what they are good at, and what they enjoy. When they transition to year 10, students can select three Australian Curriculum Elective subjects for terms 1, 2 and 3, then they will transition to their Queensland senior curriculum subjects. Students will also be required to attend Life Group, Assembly and Gathering. Year 9 Curriculum Subject English Mathematics Science History HPE Elective 1 (semester-based) Elective 2 (semester-based) Sport

40 minute lessons per week 5 5 5 2 5 5 5 3

Subject pathways from year 9 to year 10 Australian Curriculum: Type Year 9 Australian Curriculum Subject Type core English core core Mathematics core elective core Science core elective core Health and Physical Education elective core History core elective Geography elective elective Civics and Citizenship elective elective Economics and Business elective elective French elective elective Digital Technology elective elective Design Technology – Materials specialisation elective elective Design Technology – Engineering principles and elective systems elective Design Technology – Food specialisation elective elective Media Arts elective elective Visual Art elective elective Music elective elective Drama elective elective Dance elective

Year 10 Australian Curriculum Subject General English Mathematics Mathematics 10A Science Science extension Health and Physical Education History Geography Civics and Citizenship Economics and Business French Digital Technology Design Technology – Materials specialisation Design Technology – Engineering principles and systems Design Technology – Food specialisation Media Arts Visual Art Music Drama Dance

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NCAA Academic Requirements For any student athlete contemplating an athletic scholarship to a USA university, there are strict academic requirements that must be met. To be eligible for a scholarship the NCAA and the NAIA have the following academic requirements.

NCAA DIVISION 1

• • •

•

• •

16 Core Courses 4 years of English 3 years of Mathematics 2 years of Natural / Physical Science (1 year of lab if offered by high school) 1 year of additional English, Mathematics or Natural / Physical Science 2 years Social Science 4 years of additional courses (from any above, foreign language)

NCAADIVISION 2

• • •

•

• •

16 Core Courses 3years of English 2 years of Mathematics 2 years of Natural / Physical Science (1 year of lab if offered by high school) 3 years of additional English, Mathematics or Natural / Physical Science 2 years Social Science 4 years of additional courses (from any above, foreign language)

NAIA

High school graduation, plus two out of three of these requirements • Achieve a minimum overall high school GPA of 2.0 on a 4.0 scale. • Graduate in the top half of your high school class. • Achieve the NAIA's minimum test score requirement: • 18 composite score on the ACT • 860 on the SAT (Evidence-Based Reading and Writing & Math)

JUNIOR / COMMUNITY COLLEGE Successful graduation of Year 12 -QCE Certificate Latest information provided indicates that for initial eligibility the NCAA simply considers the GPA from the relevant student's final Year 12 results, rather than taking the GPA from all four years (Years 9 through 12). This is contingent on the student still completing the required 16 NCAA Core Course. Therefore, as long as this is completed, and the GPA for the final year 12 results equate to a 2.3 or greater, this can be the only consideration. Further, if the Year 12 final results GPA is less than 2.3, the NCAA may then only consider the 'full' (Years 9-12) GPA if the student has completed a 'USA' course. This has implications for our students. For students at Hillcrest Christian College the following subject program must be used to select subjects across Years 9 to 12 to provide every opportunity to be NCAA eligible. The first priority in subject selection must be to ensure that the student athlete has the required number of course (subject) credits to be eligible for NCAA participation.

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Year 9 English

Year 10 English

Year 11 English Literature

Mathematics

General Mathematics Mathematics Methods Specialist Mathematics

Science

History

Biology Chemistry Earth & Environmental Science Physics Modern History Legal Studies Psychology

Year 12 English Literature English Extension General Mathematics Mathematics Methods Specialist Mathematics Biology Chemistry Earth & Environmental Science Physics Modern History Legal Studies Psychology

French

Core Courses (Subjects) This simple formula will help you meet Division I and II core-course requirements. 4x4=16 4 English courses (one per year) + 4 math courses (one per year) + 4 science courses (one per year) + 4 social science courses (one per year)= 16 NCAA CORE COURSES Grade Point Average (GPA) As well as requiring a minimum number of course credits (subjects) over Years 9 - 12, the NCAA also requires a minimum GPA to be eligible. For NCAA Division 1 it is 2.3 GPA, and for NCAA Division 2 it is 2.2 GPA. The NAIA requires a minimum 2.0 GPA. For each subject the allocated grade is converted into a number; A=4, B= 3, C= 2, D=l. (Note; the NCAA does not recognize + or - parts of grades). The maximum GPA is 4.0, and is calculated by taking the total score of all subjects and dividing it by the number of subjects taken. Caveat The information and advice given in the document is constantly reviewed and updated based on the most recent and accurate advice obtained for the NCAA, NAIA and NJCAA. It is, however, general information. Each student must be taken on an individual basis, as individual colleges/universities have their own processes, expectations and strategies to address academic eligibility of potential athletes. The information provided in no way provides guaranteed academic eligibility for student athletes aspiring to attend a US college/university. It is recommended that students wanting to follow the NCAA pathway should register with the NCAA and maintain contact to check their eligibility.

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Year 9 Core Subject

English The study of English is integral to the development of all young Australians. Across the Australian Curriculum: English, students explore diverse literature and text types that is both classic and contemporary; from Australia (including the perspectives of Aboriginal and Torres Strait Islander peoples), Asia and beyond. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. Additionally, students acquire, develop, and refine their skills in grammar, punctuation, spelling, vocabulary, reading, comprehension, and visual literacy. The Year 9 curriculum develops student understanding of creating written and spoken responses for public audiences in both persuasive and imaginative contexts. Through in-depth studies of a variety of text types, students develop literacy and communication. Additionally, students extend their analytical skills and understanding of text structures and language features. English is organised into three interrelated strands. Together the three strands focus on developing learners’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:

Content descriptions in each strand are grouped into sub-strands that, present a sequence of development of knowledge, skills and understandings. The sub-strands are:

● Language: language variation and change, language for interaction, text structure and organisation, expressing and developing ideas, (sound and letter knowledge - F-2). ● Literature: literature and context, responding to literature, examining literature,creating literature ● Literacy: texts in context, interacting with others, interpreting, analysing and evaluating, creating texts

Pathways This subject prepares students for the year 10 Australian Curriculum English subject. A course of study in English promotes open- mindedness, confident communication, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

● Language: knowing about the English language ● Literature: understanding, appreciating, responding to, analysing and creating literature ● Literacy: expanding the repertoire of English usage.

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Structure Year 9 Term 1

Term 2

Topic: Journeys Assessment: 9AC1 Article – drafted individual 600-800 words Texts: Film: Lion, Pearson English

Term 3

Term 4

Topic: The Power of Language

Topic: Finding Your Voice

Topic: Dystopia in fiction

Assessment:

9AC2 Short Story – seen exam

9AC3a Vlog – drafted individual Spoken 3-5 minutes

9AC4 Unseen Essay Exam

600-800 words

600-800 words 9AC3b Videos of Change Texts: Tomorrow – Group 1 minute

Poetry Texts: Pearson English, Short Story Arena

When the War Began, Pearson English

NAPLAN Texts: Media Texts, Pearson English

Assessment In Year 9 students will complete a variety of written and spoken assessment. This includes; persuasive, expository and imaginative texts such as speech, articles, and written examinations.

Pathways Map

Subjects offered

Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4 Literature General

English 9 Australian Curriculum

English 10 Australian Curriculum

General English General Essential English Applied

Year 11 Term 1-3 Literature General

Year 12 Unit 3-4 Literature General

General English General

Essential English Applied

Essential English Applied English and Literature Extension General Extension To be studied alongside a General English subject

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Year 9 Core Subject

Mathematics Mathematics provides students with the skills to be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations both at school and in their lives outside of school. Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. A course of study in Mathematics can establish a basis for further education and employment in a variety of fields, including but not limited to natural and physical sciences, business, health and engineering.

Pathways In Term 1, all students will study the Australian Curriculum through the pathway of 10 Mathematics. In Term 2 and Term 3, students will have the opportunity to follow a pathway that directly leads to a Senior Mathematics subject in Term 4. These pathway options are; •

Mathematics (Modified) – In this pathway, students will study a modified 10 Australian Curriculum. This pathway leads to Essential Mathematics in Senior.

•

Mathematics – In this pathway, students will study the 10 Australian Curriculum. This pathway leads to General Mathematics in Senior.

•

Mathematics + – In this pathway, students will study the 10 Australian Curriculum, in addition to elements of the 10A Australian Curriculum.

Objectives By the conclusion of the course of study, students will: • recognise and identify mathematical concepts and relationships • recall and use facts, definitions, technologies and procedures to find solutions • communicate using mathematical, statistical and everyday language and conventions • use appropriate mathematical terminology, diagrams, conventions and symbols • apply problem-solving approaches to investigate problems • develop mathematical models and representations in simple familiar situations • describe mathematical thinking and reasoning, including discussion of choices made, strategies used, proofs formulated and conclusions reached

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Structure Year 9 Term 1

Term 2

Topic: Algebra and Geometry

Topic: Pythagoras and Linear Equations

Assessment:

9AC1 Examination

9AC2 Examination

60 mins

Term 3

Term 4

Topic: Measurement, Index Laws and Trigonometry

Topic: Algebra, Statistics and Probability

Assessment:

9AC3 Problem Solving and Modelling Task

9AC4 Examination

4 weeks

60 mins

Assessment In Year 9 students will complete examinations and a Problem Solving and Modelling Task

Pathways Map

Elective

Subjects offered

Year 9 Term 1-4

Mathematics 9 Australian Curriculum

Year 10 Term 1

Mathematics 10 Australian Curriculum

Mathematics 10A Australian Curriculum

Year 10 Term 2-3

Year 10-11 Unit 1-2

Year 12 Unit 3-4

Mathematics (Modified) 10 Australian Curriculum

Essential Mathematics Applied

Mathematics 10 Australian Curriculum

General Mathematics General

Mathematical Methods General

Specialist Mathematics General

Mathematics + 10 + 10A Australian Curriculum Mathematics 10A Australian Curriculum

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Year 9 Core Subject

Science In Year 9 Science students explore Biological, Chemical, Physical and Earth sciences through closed and open systems at both microscopic and macroscopic scales to develop explanations about phenomena. Students develop their understanding of atomic theory to understand relationships within the periodic table. They learn about energy transformation and transference and analyse and predict these events applying laws of physics. They comprehend relationships within systems incorporating aspects of the living, physical and chemical world at a local and global scale, enabling them to predict how changes will affect equilibrium within these systems.

Objectives By the conclusion of the course of study, students will: • describe and explain scientific concepts, theories, models and systems and their limitations • apply understanding of scientific concepts, theories, models and systems within their limitations • analyse evidence • interpret evidence • investigate phenomena • evaluate processes, claims and conclusions • communicate understandings, findings, arguments and conclusions.

Pathways This subject prepares students for Year 10 Science and then senior Biology, Chemistry, Earth & Environmental Sciences, Physics and Psychology. A course of study in Science will establish students for future studies in varied fields such as Applied Sciences, Medicine, Engineering, Environmental Science, Forensics and Pharmaceuticals.

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Structure Term 1

Term 2

Energy: Students apply their understanding of energy transformation and transference to design a solar oven using renewable or recycled materials.

Chemistry: Students collate, process, analyse and interpret experimental data from acid/base chemical reactions, and report their information in a scientific report.

Term 3

Ecosystems & the Human body: Students will reproduce their understanding of concepts through a variety of items offering familiar and also unfamiliar context in an end of Term exam.

Term 4

Earth Science: After learning about plate tectonics and geological science, students will reproduce their understanding in an end of Term exam.

Assessment In Year 9 students will complete a variety of assessments that include research investigations and exams.

Pathways Map

Elective

Subjects offered

Year 9 Term 1-4

Science 9 Australian Curriculum

Year 10 Term 1-3

Science 10 Australian Curriculum

Science Extension

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Biology General Chemistry General

Biology General

Chemistry General

Physics General

Earth and Environmental Science General

Psychology General

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Health & Physical Education In Year 9 Health and Physical Education, students consolidate the content covered in middle years ACARAcriteria and extend their learning using aninquiry approach that encompasses sports theory, practice, ethics and community awareness. Students are exposed to a variety of physical activities and investigate the affect physical health, emotional health, mental health, spiritual health and social health have on the overall well-being of an individual. This subject prepares students for a pathway in elective Year 10 Physical Education and Senior Physical Education or Senior Sportsand Recreation.

Year 9 Core Subject

Objectives By the conclusion of the course of study, students will: • demonstrate leadership, fair play and cooperation across a range of movement and health contexts • propose and evaluate interventions to improve fitness and physical activity levels in their communities • examine the role physical activity has played historically in defining cultures and cultural identities • apply and transfer movement concepts and strategies to new and challenging movement situations • apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances • work collaboratively to design and apply solutions to movement

Pathways A course of study in 9 Health and Physical Education can establish a basis for further education and employment in the fieldsof exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

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Structure Year 9 Term 1 Sports Psychology Students implement a proven sports psychology technique and produce a presentation on the effectiveness of its potential to improve sports performance in Basketball, Volleyball or Netball.

Term 2 Drugs Students outline the various types of drugs and the short and longterm effects they have on individuals in the form of an exam while participating in Athletics. Relationships Students explore what healthy relationships look like

Nutrition Students investigate the Australian guide to healthy eating.

Term 3

Term 4

Coaching Students organise a mini sports tournament for younger pupils in small groups while learning about coaching principles.

Healthy Communities Students evaluate sport in Australian culture and explore what makes healthy people and healthy communities. Students also participate in traditional indigenous games and learn about the history of these.

Mental Health Students investigate Mental Illness in Australia and propose strategies to help teenagers to overcome a variety of mental health problems while participating in AFL.

Assessment In Year 9 students will complete a variety of assessments that include practical movement andtheory exams. Practically, students are assessed on their ability to perform a number of movement sequences in the chosen sports, learn tactics, rules and fair play and make informed decisions during game play. Students are assessed theoretically using written examinations, investigation reports, multimodal presentations and project folios.

Subjects offered

Pathways Map Year 9 Term 1-4

Year 10 Term 1-3

Health and Physical Education Australian Curriculum

Year 10 Term 4

Physical Education General Sport and Recreation Applied

Year 11 Term 1-3

Year 12 Unit 3-4

Physical Education General

Sport and Recreation Applied

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History

Year 9 Core Subject

History promotes an understanding of societies, events, movements and developments that have shaped humanity. It develops knowledge, understanding and appreciation of the past and forces that shape societies. In the units of study, students explore who we are, who came before us and traditions and values that have shaped societies. A study of Year 9 History covers the modern world and Australia from 1918 to the present.

Objectives By the conclusion of the course of study, students will: •

develop and justify their own interpretations about the past

•

analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions

•

analyse sources to identify motivations, values and attitudes

•

evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context

•

use historical terms and concepts, evidence identified in sources, and they reference these sources

Pathways This subject prepares students for the year 10 Australian Curriculum History subject. A course of study in History can establish a basis for further education and employment. Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.

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Structure Year 9 Term 1 Making of a better world? Industrial Revolution (1750-1914) What were the technological innovations that led to the Industrial Revolution? What conditions influenced the industrialisation of Britain?

Term 2

Term 3

Australia and Asia – Making of a Nation

Australia and Asia – Making of a Nation Continued.

How did the European settlers in Australia affect the Aboriginal and Torres Strait Islander Peoples?

What were conditions in Australia at the turn of the twentieth century?

What were the experiences of nonEuropeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)?

What were the key people, events and ideas in the development of Australian selfgovernment and democracy?

Term 4 World War 1 Continued. Where did Australians fight during World War 1? What warfare tactics were used during World War I and the Gallipoli campaign ? What was the impact of World War I ?

World War 1Students begin the World War 1 topic. What were the causes of World War I? What were the reasons why men enlisted to fight in the war?

Assessment

In Year 9 students will complete a variety of written and spoken assessment. This includes; research investigations, multimodal presentations and written examinations.

Pathways Map Year 9 Term 1-4

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Modern History Elective

Modern History General

Geography Elective (semesterbased)

Geography Elective

Geography General

Civics and Citizenship Elective (semesterbased)

Civics and Citizenship Elective

Legal Studies General

Philosophy and Reason General

Economics and Business Elective (semesterbased)

Economics and Business Elective

Accounting General

Business General

Subjects offered

History Core

Year 10 Term 1-3 History Core

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Year 9 Elective Subject

Geography Geography inspires curiosity about the diversity of the world’s places and reflecting on the interconnections between people, places and environments over time.

Objectives By the conclusion of the course of study, students will: •

It develops knowledge about, and respect of, places, people, cultures and environments throughout the world.

use initial research to develop geographically significant questions to frame an inquiry

•

Students engage in real-world applications of geographical skills and thinking, including the collection and representation of data.

evaluate a range of primary and secondary sources to select and collect geographical information and data

•

explain geographical processes

•

comprehend geographic patterns

•

analyse geographical data and information

•

synthesise information from the analysis to propose action

•

evaluate findings and propose action

•

communicate geographical understanding.

They observe, gather, organise, analyse and present data and information across a range of scales.

Pathways This subject prepares students for senior Geography that begins in Term 4 of Year 10. A course of study in Geography can establish a basis for further education and employment in the fields of urban and environmental design, planning and management; biological and environmental science; conservation and land management; emergency response and hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology, and science.

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Structure Year 9 Term 1

Term 2

Biomes and Food Production Semester 1 Elective

The interconnections between People and places Semester 1 Elective

Where are biomes distributed around the world? What are the effects of altering biomes? How is food production challenged? What are the effects of water shortages, competing land uses and climate change in Australia and the rest of the world due to food production?

How are places and people in the world interconnected in trade in goods and services? How do transportation and information and communication technologies connect people to services, information and people around the world?

Term 3

Biomes and Food Production Semester 2 Elective Where are biomes distributed around the world? What are the effects of altering biomes? How is food production challenged? What are the effects of water shortages, competing land uses and climate change in Australia and the rest of the world due to food production?

What are the effects of the production and consumption of goods on places and environments throughout the world?

Term 4

The interconnections between People and places Semester 1 Elective How are places and people in the world interconnected in trade in goods and services? How do transportation and information and communication technologies connect people to services, information and people around the world? What are the effects of the production and consumption of goods on places and environments throughout the world?

Assessment In Year 9 students will complete a variety of written and spoken assessment. This includes; research investigations, multimodal presentations and written examinations.

Pathways Map Year 9 Term 1-4

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Modern History Elective

Modern History General

Geography Elective (semesterbased)

Geography Elective

Geography General

Civics and Citizenship Elective (semesterbased)

Civics and Citizenship Elective

Legal Studies General

Philosophy and Reason General

Economics and Business Elective (semesterbased)

Economics and Business Elective

Accounting General

Business General

Subjects offered

History Core

Year 10 Term 1-3 History Core

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Civics and Citizenship In Civics and Citizenship students explore ways to shape lives, value belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. This subject fosters the development of active and informed citizens with the capacity and dispositions to participate as individuals in a globalised world. The Year 10 curriculum develops student understanding of Australia's system of government through comparison with another system of government in the Asian region. Students examine Australia's roles and responsibilities within the international context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.

Year 9 Elective Subject

Objectives In the course of study, students will: •

compare and evaluate key features and values of systems of government

•

analyse the Australian Government’s global roles and responsibilities

•

analyse the role of the High Court

•

research and investigate Australia’s political and legal systems

•

develop and present evidenced-based arguments

•

evaluate ways they can be active and informed citizens in different contexts.

Pathways This subject prepares students for senior Legal Studies that begins in Term 4 of Year 10. A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics.

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Structure Year 9 Term 1

Term 2

Semester 1 Elective Government and Democracy-

Term 3

Semester 1 Elective Laws and Citizens-

What shapes Australia's political system?

How does Australia's court system work in support of a democratic and just society?

Citizenship, Diversity and Identity-

This includes a study of Australia's court system and principles of Australia's justice system.

How do citizens participate in an interconnected world? This includes a study of Australia's political system diversity and its impact on civic life.

Term 4

Semester 2 Elective Government and Democracy-

Semester 2 Elective Laws and Citizens-

What shapes Australia's political system?

How does Australia's court system work in support of a democratic and just society?

Citizenship, Diversity and IdentityHow do citizens participate in an interconnected world? This includes a study of Australia's political system diversity and its impact on civic life.

This includes a study of Australia's court system and principles of Australia's justice system.

Assessment In Year 9 students will complete a variety of written and spoken assessment. This includes; research investigations, multimodal presentations and written examinations.

Pathways Map Year 9 Term 1-4

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Modern History Elective

Modern History General

Geography Elective (semesterbased)

Geography Elective

Geography General

Civics and Citizenship Elective (semesterbased)

Civics and Citizenship Elective

Legal Studies General

Philosophy and Reason General

Economics and Business Elective (semesterbased)

Economics and Business Elective

Accounting General

Business General

Subjects offered

History Core

Year 10 Term 1-3 History Core

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Economics and Business In Economics and Business students consider Australia's economic performance and standard of living. The ways governments manage economic performance to improve living standards is explored, along with the reasons why economic performance and living standards differ within and between economies. Students explore the nature of externalities and why the government intervenes to ensure that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce.

Pathways

Year 9 Core Subject

Objectives In this course of study, students will: •

understand why and how governments manageeconomic performance to improve living standards.

•

analyse factors that influence major consumer and financial decisions and explain the shortand long-term effects of these decisions.

•

explain how businesses respond to changing economic conditions and improve productivity

•

evaluate the effect of organisational and workforcemanagement on business performance.

This subject prepares students for senior Business and/or Accounting that begins in Term 4 of Year 10. A course of study in Business can establish a basis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems. A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking, finance, law, economics and commerce

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Structure Year 9 Term 1

Term 2

Term 3

Term 4

Semester 1 Elective

Semester 2 Elective

Managing Competition and Financial Risk

Introduction to Our Economy

Managing Competition and Financial Risk

Introduction to Our Economy

What is Australia's place trading with rising economies of Asia and globally?

How do businesses innovate? How do businesses create and maintain a competitive advantage over their competition in the marketplace?

How are countries in the global economy dependent on each other?

Why and how do people manage financial risk? Learn how to buy and sell shares and the advantages and disadvantages of them – Play the Australian Schools Sharemarket Game.

What are your rights and responsibilities in the workplace and why are these important?

How do businesses innovate?

What is Australia's place trading with rising economies of Asia and globally?

How do businesses create and maintain a competitive advantage over their competition in the marketplace?

How are countries in the global economy dependent on each other?

Why and how do people manage financial risk? Learn how to buy and sell shares and the advantages and disadvantages of them – Play the Australian Schools Sharemarket Game.

What are your rights and responsibilities in the workplace and why are these important?

Assessment In Year 9 students will complete a variety of written and spoken assessment. This includes; research investigations, mulitmodal presentations and written examinations.

Pathways Map Year 9 Term 1-4

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Modern History Elective

Modern History General

Geography Elective (semesterbased)

Geography Elective

Geography General

Civics and Citizenship Elective (semesterbased)

Civics and Citizenship Elective

Legal Studies General

Philosophy and Reason General

Economics and Business Elective (semesterbased)

Economics and Business Elective

Accounting General

Business General

Subjects offered

History Core

Year 10 Term 1-3 History Core

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Year 9 Elective Subject

French Objectives

Students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They 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 use expressive and descriptive language to participate in different modes of imaginative and creative expression. They initiate conversations and discussion, and provide feedback and encouragement. They employ self-correction and repair strategies, and use non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest. They locate and evaluate information on local and global issues from a range of perspectives and sources. They produce informative, persuasive and imaginative texts, incorporating relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices. Students use présent, passé composé, imparfait and futur proche tenses in their own texts, and the conditional tense to express intention or preference. They use with support future and plus-que-parfait tenses. Students translate and interpret a range of French and English texts, comparing versions and analysing processes. Students explain differences between spoken and written French, and identify the contribution of non-verbal elements of spoken communication and the crafted nature of written text. Additionally, they reflect on their own cultural perspectives and discuss how these are impacted by French language and culture learning.

• • • • •

Understanding identification of the contribution of non-verbal elements of spoken communication and the crafted nature of written text provision of examples of the blurring of differences in modes of communication description of how languages change, borrow from, build upon and blend with each other demonstration of understanding of the power of language use of appropriate terminology

• reflection on their own cultural perspectives and purposeful discussion of how these are impacted by French language and culture learning

• • • • •

Communicating use of language to access and exchange information on a broad range of social, cultural and youth-related issues use of expressive and descriptive language use of non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest location and considered evaluation of information on local and global issues from a range of perspectives and sources production of informative, persuasive and imaginative texts and incorporation of relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices

Pathways A course of study in French can establish a basis for further education and employment in many professions and industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education.

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Structure Year 9 Term 1 Semester 1 Elective L’exploration du monde

This study focuses on the increasingly central role and impact of technology and media in their own lives and the lives of Frenchspeaking peers By the end of Year 9, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments.

Term 2

Term 3

Term 4

Semester 1 Elective

Semester 2 Elective

Unit focus - young people’s hobbies and leisure activities.

This study focuses on the increasingly central role and impact of technology and media in their own lives and the lives of French-speaking peers

Unit focus - young people’s hobbies and leisure activities.

Notre Societe

Part 1 – Prepared Response multi-modal presentation Part 2 – Unprepared response – Respond to the questions in French

L’exploration du monde

By the end of Year 9, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments.

Notre Societe

Part 1 – Prepared Response multi-modal presentation Part 2 – Unprepared response – Respond to the questions in French

Combination response exam

Assessment In Year 9 students will complete a variety of written and spoken assessment such as multimodal speech, interviews, and projects.

Subjects offered

Pathways Map Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

French Australian Curriculum

French General

Hillcrest Christian College – Senior Learning Community Learning Opportunities

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Year 9 Design and Technologies Materials (Materials and Technologies Specialisation Focus) Design and Technologies enables students to become creative and responsive designers. Design and Technologies 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. Materials and technologies specialisations is focused on a broad range of traditional, contemporary and emerging materials and specialist areas that typically involve extensive use of technologies. We live in and depend on the human-made environment for communication, housing, employment, medicine, recreation and transport; however, we also face increasing concerns related to sustainability. Students need to develop the confidence to make ethical and sustainable decisions about solutions and the processes used to make them. They can do this by learning about and working with materials and production processes. Students will progressively develop knowledge and understanding of the characteristics and properties of a range of materials either discretely in the development of products or through producing designed solutions for a technologies specialisation; for example, architecture, electronics, graphics technologies or fashion.

Year 9 Elective Subject

Pathways This subject prepares students for Design and Industrial Technology Skills that begin in Term 4. A course of study in Design and Technologies will establish students for future studies in varied fields such as Industrial Design, Trades, Interior Design, architecture, digital media design, fashion design, graphic design, landscape architecture.

Objectives During this course students will: • • • • •

investigating and defining generating and designing producing and implementing evaluating collaborating and managing.

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Structure Year 9 Term 1

Eco Lamp: In this unit, students explore light and how it can create space and define areas. Students develop skills in sketching computer aided design, laser cutting and traditional construction techniques in the creation of a LED strip lamp.

Term 2

21st Century Game Design: In this unit students redesign a tradition board game for a 21st audience using laser cutting, 3D printing, electronics and traditional manufacturing techniques.

Term 3

Term 4

21st Century Game Design: In this unit students redesign a tradition board game for a 21st audience using laser cutting, 3D printing, electronics and traditional manufacturing techniques.

Assessment In Year 9 students complete two summative assessments. Assessment types include projects and folios. Students will receive an overall subject result (A–E).

Pathways Map

Subjects offered

Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Design General

Industrial Technology Skills Applied

Design General

Design Technology Materials 9 Australian Curriculum

Design Technology Materials 10 Australian Curriculum

Design Technology Engineering 9 Australian Curriculum

Design Technology Engineering 10 Australian Curriculum

Engineering General

Design Technology Food 9 Australian Curriculum

Design Technology Food 10 Australian Curriculum

Hospitality Practices Applied

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Year 9 Design and Technologies Engineering (Engineering Principles and Systems Focus) Design and Technologies enables students to become creative and responsive designers. Design and Technologies 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. Engineering principles and systems is focused on how forces can be used to create light, sound, heat, movement, control or support in systems. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions. Students need to understand how sustainable engineered products, services and environments can be designed and produced as resources diminish. Students will progressively develop knowledge and understanding of how forces and the properties of materials affect the behaviour and performance of designed engineering solutions.

Year 9 Elective Subject

Pathways This subject prepares students for Engineering that begin in Term 4. A course of study Engineering will establish students for future studies in varied fields such as Civil Engineering, Electronic Engineering and Mechanical Engineering.

Objectives During this course students will: • • • • •

investigating and defining generating and designing producing and implementing evaluating collaborating and managing.

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Structure Year 9 Term 1

Term 2

Term 3

Term 4

Skylap (Aeronautics): The Skylap project introduces students to aeronautical engineering concepts. Skylap challenges students to understand the concepts of flight through the design, making, testing and modification of a model aircraft.

Speedboat: The Speedboat project introduces the theories involved in Naval Architecture. Students create a model remote controlled speed boat to be tested on the school lake.

Assessment In Year 9 students complete two summative assessments. Assessment types include projects and folios. Students will receive an overall subject result (A–E).

Pathways Map

Subjects offered

Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Design General

Industrial Technology Skills Applied

Design General

Design Technology Materials 9 Australian Curriculum

Design Technology Materials 10 Australian Curriculum

Design Technology Engineering 9 Australian Curriculum

Design Technology Engineering 10 Australian Curriculum

Engineering General

Design Technology Food 9 Australian Curriculum

Design Technology Food 10 Australian Curriculum

Hospitality Practices Applied

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Year 9 Design and Technologies – Food (Food Specialisations Focus) Design and Technologies enables students to become creative and responsive designers. Design and Technologies 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. Food specialisations includes the application of nutrition principles (as described in Health and Physical Education) and knowledge about the characteristics and properties of food to food selection and preparation; and contemporary technology-related food issues. There are increasing community concerns about food issues, including the nutritional quality of food and the environmental impact of food manufacturing processes. Students need to understand the importance of a variety of foods, sound nutrition principles and food preparation skills when making food decisions to help better prepare them for their future lives. Students will progressively develop knowledge and understanding about the nature of food and food safety, and how to make informed and appropriate food preparation choices when experimenting with and preparing food in a sustainable manner.

Year 9 Elective Subject

Pathways This subject prepares students for Hospitality that begin in Term 4. A course of study in Hospitality will establish students for future studies in varied fields such as food and beverage, catering, accommodation and entertainment.

Objectives During this course students will: • • • • •

investigating and defining generating and designing producing and implementing evaluating collaborating and managing.

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Structure Year 9 Term 1 Nutrition and Diet Related Diseases: This unit will provide the opportunity for students to investigate food nutrition and diet related diseases. Students will prepare a range of foods and develop skills in food selection, preparation and the serving of food.

Term 2

Beauty in the Bake: In this unit students utilise their skills in decorating and design to create a 2 tiered cake. Student build upon their knowledge of the functional properties of food to problem solve whilst cooking.

Term 3

Term 4

Nutrition and Diet Related Diseases: This unit will provide the opportunity for students to investigate food nutrition and diet related diseases. Students will prepare a range of foods and develop skills in food selection, preparation and the serving of food.

Assessment In Year 9 students complete two summative assessments. Assessment types include projects and folios. Students will receive an overall subject result (A–E).

Pathways Map

Subjects offered

Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Design General

Industrial Technology Skills Applied

Design General

Design Technology Materials 9 Australian Curriculum

Design Technology Materials 10 Australian Curriculum

Design Technology Engineering 9 Australian Curriculum

Design Technology Engineering 10 Australian Curriculum

Engineering General

Design Technology Food 9 Australian Curriculum

Design Technology Food 10 Australian Curriculum

Hospitality Practices Applied

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Year 9 Digital Technologies Digital Technologies more specifically aims to develop the knowledge, understanding and skillsto ensure that, individually and collaboratively, students: •

•

design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.

Year 9 Elective Subject

Pathways This subject prepares students for Information Communication Technology that begin in Term 4. A course of study in Digital Technologies will establish students for future studies in varied fields such as Gaming Design, Animation, 3D Modelling, Website Design, App Design.

Objectives During this course students will: • • • • •

investigating and defining generating and designing producing and implementing evaluating collaborating and managing.

Solutions may be developed using combinations of readily available hardware and software applications, and/or specific instructions provided through programming. Some examples of solutions are instructions for a robot, an adventure game, products featuring interactive multimedia including digital stories, animations and websites.

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Structure Year 9 Term 1

Game Design: This unit explores skills in Game Design. Students will also develop skills in coding and graphics creation.

Term 2

Website Design: This unit explores skills in Website Design. Students will have the opportunity to create their own website.

Term 3

Game Design: This unit explores skills in Game Design. Students will also develop skills in coding and graphics creation.

Term 4

Website Design: This unit explores skills in Website Design. Students will have the opportunity to create their own website.

Assessment In Year 9 students complete two summative assessments. Assessment types include projects and folios. Students will receive an overall subject result (A–E).

Subjects offered

Pathways Map Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Digital Technologies 9 Australian Curriculum

Digital Technologies 10 Australian Curriculum

Information & Communication Technology Applied

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Year 11 Term 1-3

Year 12 Unit 3-4

Information & Communication Technology Applied

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Year 9 Elective Subject

Dance Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities. Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication. Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.

Pathways A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research, and science and technology.

Objectives In Dance, students: • • • • • • •

• •

• • •

build on their awareness of the body and how it is used in particular dance styles extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions extend the combinations of fundamental movement skills to include dance style-specific movement skills extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection draw on dances from a range of cultures, times and locations as they experience dance explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified through the style of their choreography learn about sustainability through the arts and sustainability of practices in the arts explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance evaluate dancers’ success in expressing the choreographers’ intentions and the use of expressive skills in dances they view and perform understand that safe dance practices underlie all experiences in the study of dance perform within their own body capabilities and work safely in groups.

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Structure Year 9 Term 1

Razzle Dazzle Musical Theatre Students will explore the genre of Musical theatre and Jazz through performance and choreography Performance: performing a teacher-devised dance piece.

Term 2

Term 3

Popular Dance Hip Hop Students will explore through the genre of Hip Hop the social impact dance has on the world.

Razzle Dazzle Musical Theatre • Students will explore the genre of Musical theatre and Jazz through performance and choreography

Choreography: individually creating a movement of dance.

Performance: performing a teacherdevised dance piece.

Responding: critiquing a dance work through a response.

Term 4

Popular Dance Hip Hop • Students will explore through the genre of Hip Hop the social impact dance has on the world. Choreography: individually creating a movement of dance. Responding: critiquing a dance work through a response.

Assessment

In year 9, students will engage with making, responding and performing tasks across the units of study.

Subjects offered

Pathways Map Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Dance Australian Curriculum

Dance General

Hillcrest Christian College – Senior Learning Community Learning Opportunities

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Drama Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and expressive potential. Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them. Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations. They are excited by exploring their imagination and taking risks in storytelling through role and dramatic action. Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures.

Objectives

Year 9 Elective Subject

In Drama, students: • • • •

• • • •

•

• • •

refine and extend their understanding and use of role, character, relationships and situation extend the use of voice and movement to sustain belief in character maintain focus and manipulate space and time, language, ideas and dramatic action experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify production elements to suit different audiences draw on drama from a range of cultures, times and locations as they experience drama explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies learn that over time there has been further development of different traditional and contemporary styles of drama and that dramatists can be identified through the style of their work, as they explore drama forms explore meaning and interpretation, forms and elements, and social, cultural and historical influences of drama as they make and respond to drama evaluate actors’ success in expressing the directors’ intentions and the use of expressive skills in drama they view and perform maintain safety in drama and in interaction with other actors build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.

Pathways A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.

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Structure Year 9 Term 1

Term 2

Term 3

From Page to Stage

Clowning

Scripted Drama

Physical Theatre

Skills of Drama – acting Working as an ensemble Reading and using Scripted Drama Directing blocking and dramatic action Performing

Skills of Drama – devising and acting Physical Theatre – actor/ audience relationship Working as an ensemble Directing blocking and dramatic action and meaning Performing

Presenting: Performance of a group script

From Page to StageScripted Drama Skills of Drama – acting Working as an ensemble Reading and using Scripted Drama Directing blocking and dramatic action Performing Presenting: Performance of a group script

Responding: Multimodal analysis of a professional clown act

Term 4

Clowning Physical Theatre Skills of Drama – devising and acting Physical Theatre – actor/ audience relationship Working as an ensemble Directing blocking and dramatic action and meaning Performing Responding: Multimodal analysis of a professional clown act

Making: Forming – Group devising task to create a script

Assessment In Year 9, students will engage with making, responding and performing tasks across the units of study.

Subjects offered

Pathways Map Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Drama Australian Curriculum

Drama General

Hillcrest Christian College – Senior Learning Community Learning Opportunities

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Media Arts Media Arts involves creating representations of the world and telling stories through communications technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty-first century, media arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices. Students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and of themselves. They learn to interpret, analyse and develop media practices through their media arts making experiences. They are inspired to imagine, collaborate and take on responsibilities in planning, designing and producing media artworks. Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that shape contemporary communication through media technologies and globally networked communications.

Pathways

A course of study in Media Arts can establish a basis for further education and employment in the fields of information technologies, creative industries, cultural institutions, and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, film and television, and public relations.

Year 9 Elective Subject Objectives In Media Arts, students: •

• • • • • • •

•

• • • • •

refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions extend the use of time, space, sound, movement and lighting as they use technologies analyse the way in which audiences make meaning and how audiences interact with and share media artworks draw on media arts from a range of cultures, times and locations as they experience media arts explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies learn that over time there has been further development of different traditional and contemporary styles as they explore media forms explore the representation of relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia and how these may influence their own artistic intentions in making media artworks explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as they make and respond to media artworks consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks evaluate the social and ethical implications of media arts maintain safety in use of technologies and in interaction with others, including the use of images and works of others maintain ethical practices and consider regulatory issues when using technology build on their understanding from previous bands of the roles of artists and audiences as students engage with more diverse media artworks.

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Structure Year 9 Term 1

Audio Production Podcasting This unit explores how audio has been used as a mass communication tool in the past (including radio), through to the present (with a focus on streaming platforms and podcasting).

Term 2

Term 3

Television Genres This unit investigates the narrative and technical codes and conventions of various television genre, such as medical drama, crime drama, sitcom, superhero, fantasy, science fiction, sport and sketch comedy.

Term 4

Assessment In year 9, students will engage with making, responding and presenting tasks across the units of study. Students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations andmeaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks. Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.

Subjects offered

Pathways Map Year 9 Term 1-4

Year 10 Term 1-3

Media Arts Australian Curriculum

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Film, Television & New Media General

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Music Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and define these sounds as music. Music exists distinctively in every culture and is a basic expression of human experience. Students’ active participation in Music fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music learning, students listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to varied music repertoire, students have access to knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation. Learning to read and write music in traditional, graphic and digital forms enables students to access a wide range of music as independent learners. Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through participation in Music, allow students to manipulate, express and share as listeners, composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal competencies of students. As independent learners, students integrate listening, performing and composing activities. These activities, developed sequentially, enhance their capacity to perceive and understand music. As students’ progress through studying Music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In this way, students develop an aesthetic appreciation and enjoyment of music.

Pathways

Year 9 Elective Subject

A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

Objectives In Music, students: • •

• •

• • •

• •

• • •

continue to develop their aural skills as they build on their understanding and use of the elements of music extend their understanding and use of more complex rhythms and diversity of pitch, alongside incorporation of technical and expression skills within different forms and genres extend their use of and identification of timbre to discriminate between different instruments and different voice types build on their understanding of their role within an ensemble as they control tone and volume in a range of styles using instrumental and/or vocal techniques draw on music from a range of cultures, times and places as they experience varied music repertoire explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region learn that over time there have been further development of different traditional and contemporary genres as they explore music forms and styles reflect on the development of traditional and contemporary styles of music and how musicians can be identified through the style of their music explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of music as they make and respond to music evaluate performers’ success in expressing the composers’ intentions and expressive skills in music they listen to and perform maintain safety, correct posture and technique in using instruments and technologies build on their understanding of the roles of artists and audiences as they engage with more diverse music repertoire.

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Structure Year 9 Term 1

Term 2

Term 3

Film and Media Music

This unit is designed to develop students’ understanding of the role of music in film and media.

Film and Media Music This unit is designed to develop students’ understanding of the role of music in film and media.

Term 4

Film and Media Music This unit is designed to develop students’ understanding of the role of music in film and media.

Assessment In Year 9, students will engage with making, responding and performing tasks across the units of study. Students analyse different music scores and performances aurally and visually. They evaluate the use of musical elements and defining characteristics from different musical styles and genres. Students use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions. Students rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. Students use aural skills and use knowledge of the elements of music, style and notation to compose, document and share their music.

Pathways Map

Subjects offered

Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4 Music General Music Extension

Music Australian Curriculum

Music General

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Music General

Specialisation in - Composition, or - Musicology, orb - Performance

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Visual Art Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world and other worlds. They learn about the role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative industries. Similarly with the other art forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking. Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by using visual techniques, technologies, practices and processes. Learning in the Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic, and appreciate and value that of others. Visual Arts supports students to view the world through various lenses and contexts. Students recognise the significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks. They apply visual arts knowledge to make critical judgements about their own importance as artists and audiences. Learning in the Visual Arts helps students to develop understanding of world culture and their responsibilities as global citizens.

Objectives In Visual Arts, students: •

• •

•

• • • • •

•

Pathways Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.

Year 9 Elective Subject

• •

build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience identify and explain, using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes across a range of forms, styles, practices and viewpoints adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-media or cross-form draw on artworks from a range of cultures, times and locations as they experience visual arts explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks as they explore different forms in visual arts identify the social relationships that have developed between Aboriginal and Torres Strait Islander people and other cultures in Australia, and explore how these are reflected in developments of forms and styles in visual arts use historical and conceptual explanations to critically reflect on the contribution of visual arts practitioners as they make and respond to visual artworks adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies build on their experience from the previous band to develop their understanding of the roles of artists and audiences

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Structure Year 9 Term 1

Term 2

Term 3

Term 4

Sense of Place Sculpture Ceramic and/or cane/fibre Mixed Media Visual Diary planning pages Photography Landscape composition Drawing Line, shape texture, form Planning and experimenting with ideas and display

Sense of Place Painting Acrylic on Canvas Landscape composition, transferring image ad enlarging Total underpainting using wash Colour theory, layering and texture Tonal colour mixing using complementary colours Tints and shades Colour palate harmony, subduing colour, neutral background

Sense of PlaceSculpture Ceramic and/or cane/fibre Mixed Media Visual Diary planning pages Photography Landscape composition Drawing Line, shape texture, form Planning and experimenting with ideas and display

Assessment In year 9, students will engage with making, responding and presenting tasks across the units ofstudy. Students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that representtheir own and others’ ideas. They identify influences of other artists on their own artworks. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.

Subjects offered

Pathways Map Year 9 Term 1-4

Year 10 Term 1-3

Year 10 Term 4

Year 11 Term 1-3

Year 12 Unit 3-4

Visual Art Australian Curriculum

Visual Art General

Hillcrest Christian College – Senior Learning Community Learning Opportunities

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