Year 9 Handbook 2024

Year 9 at Shelford – Principal’s Welcome

Welcome to the next stage in the Learning and Innovation Continuum at Shelford – Year 9. I see Year 9 as a wonderful opportunity to continue to build solid academic foundations – content knowledge and academic skills – whilst also having a range of opportunities to be hands on, inquiring, working collaboratively and creatively, thinking critically, exercising choice, working on real world problems and issues and getting out of the traditional classroom. We offer a rich Year 9 experience at Shelford, second to none, that we are very excited about delivering.

Our classroom teachers, Wellbeing Mentors and Year Level Coordinator, will all work closely with your daughter to ensure that they are well, safe and connected, so that they can continue to grow and extend themselves in all areas. The extraordinary care that is a hallmark of a Shelford education continues through this important developmental period and is extended to our students and to their families, who we see as playing a pivotal role. We provide information, support and education programs which assist you in your role as parents and enables us to truly partner in the education of your daughters.

We look forward to working with you all, on what is an exciting time in your daughter’s life.

Katrina Brennan Principal

Year 9 Year Level Coordinator

According to researcher and policy analyst Peter Cole, from PTR Consulting: ‘Year 9 is seen to be the year where the purpose of schooling is least clear and the goal of engaging all students is the most challenging.’

To negate this occurrence, the Year 9 curriculum at Shelford incorporates seven week-long programs, known as the Year 9 Challenge Program. These weeks provide our students with learning opportunities that exist outside the classroom. Students develop a wide variety of life skills, combined with a unique pedagogical delivery of different aspects of the curriculum.

These weeks encourage our young women to pique interest in their own learning journeys by; developing creative solutions to local and global issues, learn by experience and cultivate individual growth through engaging exploration, collaboration and practical application.

I love working with students at this age and stage, as they are curious, energetic and are increasingly finding their own voice. I love supporting them as they lean into their passions and interests and develop and grow. I look forward to working with you all as your daughters enter Year 9 and getting to know you as the year unfolds.

Monique Sheehy Year 9 Coordinator

The Quærite Wellbeing Program

At Shelford, student wellbeing is central to all that we do. Our approach to wellbeing focuses on the five main aspects of physical, emotional, social, spiritual and intellectual wellbeing. The Quaerite Wellbeing Program is our P–12 sequential program that is delivered to all students in a dedicated lesson each week. Our program is evidence-based, data-driven and bespoke, responding to the specific needs of each cohort. Our program is upstream and preventative in nature and focuses on providing support for the individual transition points in our students’ learning continuum. The Shelford values of respect, passion, creativity and integrity are at the heart of the design and delivery of our program.

Service Learning

Service Learning is the shared relationship between the giving of time and energy to improve a situation and the learning that is gained by that experience. It provides an opportunity to think critically and creatively as students work with each other and community partners. Reflection activities help to measure students’ understanding, allowing them a chance to share their feelings, grow emotionally, internalise new concepts and evaluate the impact of the activities. The learning is planned and through hands-on experience embeds itself deeply in the recipient and provokes reflection and further action.

Service Learning activities allow our students to be courageous, constructive and compassionate world citizens with a will to contribute. The Year 9–10 Service Learning program links specific learning outcomes with genuine opportunities for service in the community.

The focus of our Service Learning is varied and changes as new opportunities are investigated. Examples of some current learning initiatives include:

• Community Service Committee

• Youth in Philanthropy program

• Shelford Winter Appeal.

Students are encouraged to identify and carry out independent Service Learning experiences that align with and develop their own skills and interests. Examples of age-appropriate opportunities include:

• The Nappy Collective

• St Kilda Mums

• The Smith Family – Student2Student reading program

• RCD Foundation

• Fareshare

• Oaktree

• Local Opportunity Shops

• Improving our natural environment through wilderness conservation activity, locally and interstate, including physical work and active research.

Service Learning is embedded in the School's curriculum and in special programs such as our Year 9 Australia Books for Children of Africa (ABCA) program. Students apply their classroom knowledge to the planning and implementation of service activities. The experiential nature of these activities encourages the learner to make cross-curricular connections; strengthening her skills and understanding while building relationships with her peers, staff and community partners.

Peer Support Leaders

At the end of Year 9, all students undertake a Peer Support training day. Interested students are then encouraged to apply to be Peer Support Leaders in Year 10. This entails running sessions with the Year 7 students. Acting as mentors to the Year 7 students, the Peer Support Leader program provides an authentic leadership opportunity. Peer Support Leaders also run several sessions throughout the year with their Year 7 groups on developing friendships at Shelford.

Future Pathways and Careers Program

This program aims to ensure senior students are aware of the many different courses and paths available after they leave school.

The Career 4Sight Program was introduced in 2021 and outlines the development of each student’s career knowledge and skills throughout their Year 7–12 journey. It will assist students in making informed decisions about their study, training and career options. The program has been aligned with Future Ready the National Career Education Strategy.

The program is named 4Sight as it encompasses four main areas as can be seen in the infographic below. Students will move through the four areas of the program as they move through each year at school. Participating in opportunities to explore different career paths, engaging with potential employers, training providers and alumni and creating an individual Career Pathway Plan, will be the main focus for Years 9–12.

Year 10 students will participate in Morrisby Career Profile testing and a feedback interview on Morrisby which will assist students in subject selection for VCE. They will also participate in a range of career exploration activities which will include exposure to common workplace expectations and experiences. This opportunity is designed to expand their horizons into possible workplace options.

It is important for students to become effective managers of their own careers, where they can negotiate the changes and challenges they may encounter as they move from school to further study and the everchanging world of work.

The Challenge Program

The Challenge Program is designed by Shelford staff especially for our Year 9 students; it is appropriate for their developmental stage and emerging sense of independence, identity and a desire to know more about the world. The Challenge Program, comprising four themed experiences and is tailored to cater for a range of individual differences and interests and to be an engaging and challenging central ‘spine’ to the Year 9 program at Shelford.

During the year, students have the opportunity to deepen their knowledge and skills, under the direction of teachers, focusing on particular areas and activities. The emphasis is on project and inquiry-based learning, largely experiential (or hands on) learning and entails students being able to develop important capabilities. Days are spent off-site in each of the Challenge Programs providing students with opportunities to develop their navigational skills and confidence using public transportation into Melbourne.

The Victorian Curriculum includes reference to the following capabilities that are central to this Challenge Program:

• Critical and Creative Thinking

• Ethical Understanding

• Intercultural Understanding

• Personal and Social Capability

The Challenge Program provides opportunities for students to develop these capacities as well as knowledge and skills in other the cross-curriculum areas.

In addition, the learning areas in the Victorian Curriculum and in our School are represented in the different Challenge Programs and the Heads of Faculty and Year 9 teachers, contribute to the curriculum content and design; having input into the tasks, assignments and nature of the feedback provided to the students.

The Challenge Program offers a dynamic and memorable learning experience which encourages greater responsibility for independent learning and reflection, development of team work strategies, a sense of belonging and promotes an increased awareness of diversity within our community.

The Challenge Program provides new experiences and leadership opportunities. The skills developed during these weeks can be applied to all aspects of your daughter’s life. Some of these skills include; problemsolving, collaboration, financial and digital literacy, critical thinking and presentation skills.

Spanning across the year, the four areas of activity provide students with learning opportunities outside of the usual constraints of the classroom each term. The program includes challenge weeks from the list below:

City Challenge

Students have the opportunity to immerse themselves in the bustling heart of Melbourne. In groups, students are responsible for evaluating the Melbourne City Council Goals or the UN Sustainable Development Goals by developing their own questions and paving a path of inquiry, before presenting their outcomes to the rest of the cohort at a special presentation afternoon.

Students begin the week by being introduced to the City of Melbourne through competing in the Amazing Race which is facilitated by Urban Quest. As a year level, they visit significant locations such as the Shrine of Remembrance, the Melbourne Museum and NGV Gallery. Students also design their own visits to other prominent locations to research their inquiry question.

Inquiry-based learning emphasises their role in the learning process and asks students to engage with an idea or topic in an active way, rather than by sitting and listening to a teacher. The overall goal of an inquiry-based approach is for each student to make meaning of what they are learning about and to understand how a concept works in a real-world context.

Outdoor Education Expedition Challenge

Outdoor Education plays an important part in the development of the human spirit. Shelford recognises the positive educational and recreational experiences that outdoor education provides and thus creates the opportunity for students to participate in an outdoor education program each year from Years 7–10. Our compulsory program is sequential in skill and concept development and has strong links with curriculum.

Year 9 students learn outdoor skills for an adventurous life. This is four-day program where students experience a range of activities including hiking, abseiling, and cycling. This program is designed to challenge students further, as they camp out in the bush and take an active role in their own navigation and meal preparation and camp maintenance.

Year 9 course information

The year 9 course consists of the following components:

• Seven core subjects

• Three elective placements for Semester 1

• Three elective placements for Semester 2

• Two Reserve subjects

Core subjects

Core subjects must be undertaken by all Year 9 students. They include:

• English

• Humanities (Incorporating Economics and Civics & Citizenship, Geography and History)

• Language: French or Japanese (or external language)

• Mathematics Pathways Year 9 to 12

• Physical Education

• Quærite Wellbeing Program

• Science

Languages

Students will select either one or two languages to study as part of their Year 9 course.

• The language chosen in Year 9 must be the same language that was studied in Year 8.

• Students who study two languages in Year 8 may continue with both, or just select one

• Students wishing to study a language through an external provider (VSL) must indicate this in the subject selection portal and email the YLC with proof of enrolment once completed.

• Languages will be studied for the whole year.

• Students wishing to study a language in year 10, must study the corresponding language in year 9.

Summary of elective choices

Year 9 students undertake 3 elective subjects each semester. Students are also required to select 2 reserve options during subject selection. Students who continue with 2 languages will select 2 elective subjects each semester.

Year 9 electives

Electives are studied for one semester

• Art

• Dance: Exploring Movement and Expression

• Drama

• Food Studies

• Forensic Science

• Media: Film

• Media: Photography

• Music

• Robotics and Technology

• The Human Body in Action

• Visual Communication Design

• World of Writing

Subject descriptions: core subjects

The Victorian Curriculum defines the common and core set of knowledge and skills that are required both for life-long learning and active and informed citizenship

English

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs balance and integrate all three strands. 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. In Year 9, students interact with peers, teachers, individuals, and groups to experience learning in familiar and unfamiliar contexts, including local community and global contexts. All Shelford students are encouraged to participate in debating opportunities and speaking and writing competitions, designed to inspire a love of learning in the English classroom.

Students engage with a variety of texts for enjoyment and analysis. They interpret, create, evaluate, discuss and perform a wide range of literary texts as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non- fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving more complex ideas and higher order reasoning. Students develop a critical understanding of contemporary media, and the differences between media texts. Literary texts that support and extend students in Year 9 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Students create a range of imaginative, informative and persuasive texts, with focus on the conventions of the English language, including accuracy in spelling and grammar and increased complexity of paragraph structures.

Overview

Reading and viewing

By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images; vocabulary choices and language features distinguish the work of individual authors. The students evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience.

Writing

Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. The students create comparative texts that respond to issues interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Speaking and listening

The Year 9 students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. Students understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues, interpreting and integrating ideas from texts. The students make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.

Humanities

The Year 9 Humanities course is specifically designed to cater for the diversity of student interest and personal learning styles. The program includes an emphasis on self-directed, inquiry-based learning with a variety of ICT skills taught. By studying past and future perspectives students develop an understanding of democratic processes, social justice, enterprise and ecological sustainability. The course will focus on the interaction of people with the environment at a local, national and global scale, enabling them to participate as active and informed citizens in our global community.

Economics and, Civics and Citizenship

In this unit of work, students will learn about the economic and political implications of decisions made by the government. In Civics students will evaluate features of Australia’s political system. They will explore a range of factors that sustain democratic societies and analyse ways they can be active and informed citizens in different contexts, taking into account multiple perspectives and ambiguities. In Economics, students will learn about the different types of economies, both past and present. They will also investigate the factors that affect our economy which include producers, financial institutions, consumers and the government as well as GDP, unemployment and exchange rates.

Geography

Students will investigate the characteristics of biomes which are essential to providing food and fibres on which our lifestyles reply. The influence of technology on how we produce food, such as irrigation and improvement of seed, will be studied along with negative environmental effects such as land degradation and loss of biodiversity. A second unit will investigate how an increased use of technology has enabled the world to become more interconnected through the movement of services, information and people. In particular students will study the impacts of the globalisation of production and the growth of tourism and its likely effects on the environment and economy of a holiday destination.

Assessment is based on class work, mapping skills, research reports and tests.

History

Students investigate Australia from 1750 –1918, with an in-depth focus on the effects of European contact and British settlement on Aboriginal and Torres Strait Islander people. A depth study then focuses on the emerging nation as Australia moves from Federation to World War I and its aftermath. This study asks students to consider the role of Australia as part of the British Empire. Questions to investigate include the reasons for Australia’s participation in World War I, emphasising the Gallipoli and Western Front experiences, the ‘Anzac Spirit’ and the impact of the war on the nation.

Students will collate, summarise and present information using a range of primary and secondary written and visual sources. Assessment is based on class work, analysis exercises and thinking routines, research tasks, essay and a test.

Please note: Year 8 French is a prerequisite for Year 9 French. Students who want to continue French in Year 10 must complete both semesters of Year 9 French.

The aim of this course is to enhance students’ ability to communicate using French, by further development of speaking, listening, reading and writing skills. Comprehension, error analysis and dictionary use are practised and developed. Additional grammar is revised and introduced using a grammar-specific textbook. By the end of Year 9, students are able to express ideas in oral and written form on topics in past, present and future time frames.

Semester 1

Vocabulary, grammar concepts and culture elements are integrated through the topics of the textbook: Holidays, Camping and French Poetry

Semester 2

Vocabulary enrichment is related to topics such as Health, Transport and Shopping. Students consolidate their understanding of basic grammar and progress to more advanced concepts.

Assessment

Assessment is based on regular written, oral, aural and reading comprehension activities and tests, as well as on participation and the use of French in class. There are 3 Common Assessment Tasks per semester, covering the key skills of Speaking, Comprehension and Writing.

All students are entered in a poetry competition organised annually by the Alliance Française de Melbourne.

Japanese

The Year 9 course aims to connect students to the language and culture of Japanese in engaging ways that develop and further enhance their ability to understand, speak, read and write in Japanese.

Through the study of a variety of topics chosen to tap into the lives and interests of young people in Japan and Australia, students are introduced to a wide range of fundamental grammatical patterns and vocabulary. They will also become more proficient in the use of both the phonetic Katakana script and the Kanji script.

The study of Japanese contributes to student personal development in a range of areas including communication skills, intercultural understanding, cognitive development, literacy and general knowledge. It provides students with a direct means of access to the rich traditional and popular cultures of Japan. Japan and the Japanese-speaking communities have an increasing influence in Victoria through innovations in science, technology, design, retail, fashion, cuisine, sport and the arts.

Please note:

• Students selecting Year 9 Japanese must have completed Year 8 Japanese

• Students who want to continue their Japanese studies in Year 10 must complete both semesters of Year 9 Japanese

Semester 1

Students continue to build their vocabulary and linguistic base through the study of topics including Hobbies, Anime and Manga, and Japanese Festivals.

Semester 2

Students further consolidate their understanding of basic grammar and essential vocabulary through the study of topics such as Personal Milestones, Cultural Identity and Language, and Healthy Food

Assessment

Assessment is continuous and is based on participation in class oral and aural activities, homework exercises and regular tests. There are 3 Common Assessment Tasks per semester, covering the key skills of Speaking, Comprehension and Writing.

Mathematics Pathways Year 9 to 12

In Year 9, students develop familiarity with a broader range of non-linear and linear functions and relations, and related algebra and graphs.

Many individual differences are addressed within the framework of our Mathematics curricula. This is achieved through the provision of open-ended mathematical investigations and challenging problems. These problems can be undertaken using simple numerical techniques or by the combination of mathematical concepts to develop new more sophisticated concepts. In each case, students build upon and extend their present mathematical knowledge. There are tests at the end of each topic. In some cases, it is more appropriate to design an individual program for a student.

Students will be organised into Mainstream and Advanced classes in consultation with the Head of Mathematics, Teachers and Parents.

Topics include:

• Measurement and Geometry – scientific notation, Pythagoras theorem, trigonometry, length, area and volume of shapes, similar triangles and congruent triangles.

• Number and Algebra – manipulation of algebraic expressions, solving linear equations, graphing linear functions, solving simultaneous equations, index laws and simple operations with surds, factorising and graphing quadratic functions, ratios, percentage increase and decrease.

• Statistics and Probability – using Venn diagrams and tree diagrams to solve probability questions, an introduction to stem-and-leaf plots and box plots

Physical Education

Throughout the Years 7–9 Physical Education curriculum, students learn how to enhance their own and others’ health, wellbeing and physical activity, in varied contexts. The program offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable, and physically active.

In Year 9 Physical Education students participate in an exciting and extensive program that continues to promote leadership, teamwork and cooperation. We also aim to create an environment where students can discover new activities, develop healthy lifestyle habits and refine their skills. Students will analyse how physical activity and sport participation can influence and individual’s identity and explore the role participation plays in shaping cultures. The year 9 program includes games that will enable students to develop their skills and game sense while working in teams. Students will have the opportunity to participate in the following Units of work:

Game sense review

Students will complete a game sense review unit, which will revisit each of the game sense classifications. Using the game sense approach, lessons will focus on students developing tactical and strategical understandings that are transferable across all sports within the categories below. These tactical and strategical skills will be taught within modified games that replicate the foundations for the following sports:

• Invasion: Basketball, Netball, AFL, Rugby, Handball

• Net/Wall: Tennis, Volleyball, Badminton, Table Tennis

• Strike/Field: Softball, Tee Ball, Cricket, Baseball

• Target: Bowling, Frisbee Golf, Vortex Darts

Aerobics

Students will be instructed by an external competition Aerobics coach on the basic movement, transition patterns and counting concepts which will enable them to create and perform a group aerobics routine. While creating their routines, students will work collaboratively, developing appropriate social, emotional and physical skills in order to successfully choreograph and perform their routine.

Sports and games from around the world

Students participate in practical classes focused on sports and games from different countries and learn about the origins of each sport. Games may include traditional Aboriginal and Torres Strait Islander Games, Grid Iron, European Handball, Gaelic Football, Lacrosse and more.

Life long physical activities

This provides students with the opportunity to engage in recreational activities and to learn lifelong practical skills. Students learn about the importance of physical activity for their wellbeing, how to be active in their local community and practise applying strategies to maintain lifelong healthy habits. Activities may include Pilates, Yoga, Running and more

Create a game

Students will work in groups to design and create a modified game following a specific criterion. Each group will have the opportunity to teach a younger year level their game, encouraging students to build upon their leadership, as well as their understanding of appropriate developmental levels in physical education.

Students explore ways in which multi-cellular organisms rely on coordinated internal systems, in particular the nervous and endocrine system responses to change in the environment. They explain chemical processes and natural radioactivity in terms of sub-atomic particles and describe examples of important acid reactions. Students describe models of energy transfer and apply these to explain the phenomena of electricity and electromagnetism. They explain global features and events in terms of geological processes and timescales. Students analyse how ecological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. Students will establish an understanding of human defence mechanisms against disease. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.

Students investigate and collect data using a range of inquiry skills for subsequent analysis. They critique methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

Assessment

Demonstration of learning outcomes is based on students’ performance on a selection of assessment tasks. Assessment tasks may include:

• Student-designed and/or adapted and/or extended practical investigation:

• Practical activities or experiments

• Multimedia presentation

• Media response

• Annotated poster

• Data analysis

• Problem solving

• Tests and examinations involving multiple choice and/or short answer and/or extended response

Subject descriptions: elective subjects

Art

This course is designed to give students a deeper understanding and appreciation of learning about art and the artists’ world, while developing their visual arts skills and knowledge. Taking into consideration the ‘behind the scenes’ tales of selected artists anywhere from the Renaissance to the present, students learn about the contexts in which art has been made in order to then connect, explore and extend their ideas and skills and apply to their own arts practice.

Art will focus on building students’ visual literacy and appreciation in the aesthetics of art and the world around them. This exciting Year 9 course has two major components:

• The Folio – creating and making

• Exploring and responding/Art appreciation

Creating and making

Students will generate and develop ideas that explore concepts, techniques and issues when making arts works. They combine and manipulate arts elements, principles and conventions to represent and communicate ideas and develop imaginative solutions to a range of tasks. There is a strong focus on the technical development of appropriate skills and safety issues when using different equipment.

Exploring and responding

Students will examine the exciting life and times of selected artists and movements. Students will begin to use appropriate terminology when making, discussing and writing about art. They focus on the development of particular art forms, from a range of cultures. When responding to the arts, students examine the content and purpose of art works, including differences in styles, themes and aesthetic qualities in the artworks of selected artists, and between artists.

Learning focus

• Elements and Principles of Art – Exploration tasks

• Appraising artworks by different artists and placing them in historical context

Exploration of two of the following:

• Fundamental drawing skills - Using pencil and charcoal

• Printmaking – mono/lino printing methods

• Extension drawings – pencil gradients, lyra graphite and pastel

• Painting – acrylic and watercolour paint

• Ceramics – hand building and craftsmanship

Assessment

Students are given criteria that they use as a base for the completion of each task. These criteria will vary according to each task but will consist of the students being able to achieve the following outcomes:

• Workbooks – students will include the development of each project, annotation of ideas and documentation of processes

• Folio – presentation of final resolved works

• Extended responses – written analysis and interpretation of content, structure and aesthetic qualities of art works

Dance: Exploring Movement and Expression

Overview

Dance is a distinct form of artistic expression that has enriched human culture for thousands of years. In this Year 9 elective, students will embark on an exciting journey to explore the fundamentals of dance and develop their understanding of movement as a means of communication.

The course will provide a solid foundation in various dance styles, techniques, and choreographic principles. Students will delve into group and individual movement explorations, gradually developing their choreographic skills. Additionally, they will build a comprehensive understanding of dance terminology, enabling them to effectively communicate and analyse dance elements, techniques and themes. Throughout the semester, students will come to appreciate dance as a distinct art form that embraces cultural diversity, historical significance, and the power of storytelling through movement.

Assessment

• Duo/trio choreographed performance showcasing a choreographer's influence

• Group choreographed performance based on a given expressive intention

• Dance review, analysing a renowned dance work and effectively communicating ideas and themes

Drama

Drama in Year 9 is an elective subject and aims to extend students’ knowledge of performance styles and production areas and develop their performance and expressive skills. They are introduced to conventions and techniques employed in both naturalistic and eclectic theatre to devise original group and ensemble works and realise scripted drama.

Students improvise with, perform and evaluate the elements of drama and narrative structure to develop ideas and explore subtext to shape their devised and scripted drama. Students are encouraged to collaborate to manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles. Students practice and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including the exploration of those developed by Aboriginal and Torres Strait Islander dramatists. Students are also encouraged to structure drama to engage an audience through the manipulation of dramatic action, forms and performance styles and by using design elements.

Students also use appropriate drama terminology to critically analyse and evaluate the development and realisation of their own and others’ work. They research and explore a variety of performance styles and where possible throughout the year, students will attend and analyse professional theatre productions.

Assessment

Students will be assessed in a variety of ways over the year via the following tasks:

• Scripted ensemble performance

• Eclectic theatre group performance

• Performance analysis

• Performance style research project

• Devised ensemble performance

Food Studies

World on a Plate

Food plays an important role in the cultural lives of people around the world. This semester’s unit will give students the opportunity to prepare food considered traditionally Australian and prepare foods from a variety of international cuisines. Through this experience students will gain an understanding of the properties of different food ingredients and become competent in the use of a range of processes and equipment. This unit also enables students to investigate the historical, social and cultural beliefs and customs of specific cultures and the relationship to food. The students work through the design process to select a country and traditional dish to prepare and share with the class during our international banquet.

Assessment

Assessment is continuous and based on a combination of practical tasks and theory-based exercise. The major assessment consists of a research task relating to a cuisine of your choice and includes both a written and practical component.

Forensic Science

Students will learn specific skills and techniques and apply them in problem solving fictional scenarios. They will apply principles from Chemistry, Biology, Physics and Mathematics to investigate and analyse real word issues with the aid of current technology. Students will also examine the limitations of scientific analysis when making inferences from practical work. Specific skills will include:

• Distinguish between direct and physical evidence

• Distinguish between class and individual evidence

• Analysis of trace fibres, natural and synthetic

• Analysis and separation of mixtures by chromatography

• Analysis and separation of mixtures by gel electrophoresis

• Analysis of DNA

• Analysis of blood (properties and genetics) and blood splatter

• Analysis of forensic toxicology

• Analysis of bodily samples including fingerprints

• Analysis of soil samples

Assessment

Assessment includes Topic Tests and Research Project.

Media: Film

Film has the power to raise awareness and educate audiences about issues in their world, and as such, has long been a vehicle for social activism, used to disseminate propaganda and influence society – for better and for worse. Documentary films provide insight into different cultures and worlds, expose the new, reveal the hidden, and have the potential to forge profound connections between audiences and stories. With the democratisation of filmmaking and the advent of social networking tools, anyone can be an agent of social change.

In this subject, students will study the documentary genre and key structures, features and conventions. Students will identify and analyse the social and ethical responsibilities of documentary filmmakers and employ production processes, equipment and technologies in the making of their own documentary.

Assessment

• Review and analyse documentaries

• Plan, Prepare and make own documentary

Media: Photography

This exciting course covers both film (analogue) and digital photography.

Media Art Practices

Students will develop an understanding of film (analogue) and digital photography. They learn how to use the camera to apply aperture, shutter speed and ISO for creative and intentional effect. They learn how to use frameworks and lines in image compositions. Traditional techniques will be covered in the dark room to develop film and print film images. Adobe Lightroom and Photoshop will be explored to develop, refine and edit digital images.

Exploring and Representing Ideas

Students will explore and analyse how issues, themes and concepts are explored by photo-media artists. Students will develop media production skills to integrate and shape the technical and symbolic elements in images to represent a story, purpose or meaning. They plan photoshoots showing detailed planning to demonstrate an understanding of the production capacities of their equipment and application of camera functions, colour and composition to convey mood.

The Media: Photography course in Year 9 encourages students to experiment with:

• Function and technical operation of Digital and Analogue SLR cameras

• Process of taking, developing and printing black and white images

• Understanding and using computer software such as Lightroom and Photoshop

• Creative exploration of composition and camera settings to convey mood.

Assessment

Students are given criteria that they use as a base for the completion of each task. These criteria will vary according to each task but will consist of the students being able to achieve the following outcomes:

• Workbooks – they will include the development and technical details of each project, annotation of ideas and documentation of processes

• Folio

Presentation of final resolved works

• Test and Extended responses – Knowledge of technical elements of camera craft and photography and analysis and interpretation of artworks

Music

This subject aims to develop and refine the skills acquired in Years 7 and 8 Music. As a prerequisite for this subject it would be expected that students are having instrumental lessons on an instrument, either at school or outside with a private teacher. Students continue to develop a personal style and become more independent in their approach to creating and making, exploring and responding to music. Students continue to build their solo performance skill. Throughout the year there will be opportunities for them to perform. Specialised ensembles are created in class according to the skills and interests of the students, these will be dependent on the students in the class and may not take the form of a conventional group. Music theory and aural comprehension skills are extended over the year.

Assessment

Assessment areas include: solo and ensemble performance, unprepared performance (imitation, improvisation), aural comprehension and theory.

All students will work towards sitting an AMEB Theory of Music exam in August. Students are also encouraged to sit an AMEB exam on their chosen instrument as well.

Robotics and Technology

Students will be introduced to writing computer sequence code using Lego Mindstorm EV3 Robots. They will examine the differences in communication used when giving instructions to a human compared to a computer. They will investigate and problem solve the multitude of ways to program a robot to complete unique tasks and simulation objectives. Students will explore computational thinking to the application of coding skills and the use of robotic technology to help solve current human problems or environmental issues on earth and beyond.

This elective promotes teamwork and creative thinking. Students maintain a logbook of their projects and the missions they undertake during each class which will lead them to their final project ‘Dance Robots’. Students will choreograph and code their Lego Mindstorm EV3 Robot to dance in time to music. Students who undertake this elective can take part in the statewide competition ‘RoboCup Junior’.

Assessment

Assessment includes ongoing preparation of logbooks, coding tasks and a 3D design project of a theoretical robot.

The Human Body in Action

Jump into the Human Body in Action elective to uncover how your skeletal and muscular systems interact during physical activity. Discover how your body transports oxygen from our environment through your cardiorespiratory system to breakdown energy for muscle movement. Understand how the latest technological advances in sports equipment, competition suits and shoes allow athletes that extra winning edge. Decide whether both legal and illegal performance enhancements like altitude training, protein supplements or anabolic steroids are ethical. Using the knowledge that you gain in class, you will engage in practical classes both in the gym and on the sports field.

Assessment

• Structured questions

• Research CATS

Visual Communication Design

Did you know that 90% of what we read is visual? That is why communication designers play such an important role in presenting and conveying information in an inclusive, engaging and clear manner

In the Year 9 VCD course, students will build their awareness of how designers communicate ideas to a target audience. They will explore the three design fields known as communication design, industrial design and environmental design. Visual literacy, aesthetic appreciation and technical principles of what we see lie at the core of this subject. From interior design to packaging design, students learn how to apply the design process and develop a unique aesthetic for an intended audience. Students will generate, develop and refine visual communication presentations in response to a brief.

Design projects will include:

Communication Design

• Digital user Interface design (web/mobile) and motion graphics

• Branding and visual identity design

Industrial Design

• Product, furniture and packaging design

Environmental Design

• Architecture and interior design

Design thinking and analysis

• Creative, critical and reflective thinking to solve design problems

• Design movement analysis

• Sustainable, social, cultural, historical design analysis

Visual Communication Design practices

The following methods and media will be used throughout the course:

Digital methods and media

• 2D digital drawing programs such as Adobe Illustrator

• Photo editing, collage, motion graphics programs such as Photoshop

• 3D graphic programs such as Sketchup

Manual Freehand and instrumental drawing

• Manual Ink, pencil rendering and drawing

• Instrumental drawing: Orthogonal, Isometric and perspective drawing

Assessment

Students will be given criteria that they use for the completion of each task

• Design Folio – They will include drawing and manual model making of annotation of ideas and documentation of design process

• Design presentations – Presentation of final resolved design projects

• Written responses – Students will analyse aesthetic and functional design feature

World of Writing

World of Writing focuses on extending students’ reading strategies and personal responses to literature. It has been designed for those students who enjoy reading and discussing literature and are seeking an enriched exposure to literature and enhancement of their writing skills.

This course aims to:

• Encourage independent and critical thinking which will assist students in all their academic study, in particular English and Literature Units 1 and 2

• Increase students’ understanding and appreciation of major literary forms

• Increase students’ use and control of complex linguistic structures and features in the creative writing process

• Introduce selected theoretical and critical frameworks used in discussing literature.

The course is based on texts selected from novels, plays, short stories, poetry, biographies and films. Students will experience writers from a variety of countries and time periods.

The course focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. They will write in the style of the different authors they study. Students will study a mixture of past and contemporary texts in a variety of forms including short stories, poetry and a novel. Students will also consider the complexity of language and start to recognise the influence of contexts and form.

There is an emphasis on engaging students in discussion, workshopping, performance and meeting and working with practicing writers.

Assessment

Assessment is continuous and based on participation in class, oral and written tasks. Students will write in a variety of forms: reviews, close text analyses, creative short stories, poetry and biographies.

External study

Shelford adopts a flexible and supportive approach to constructing student programs. Most students will select a program from the subject offerings taught at Shelford. In some instances, students may elect to complete a language outside of Shelford. Students completing an external language will have study periods and be required to commit to self-directed study. This can prove to be quite challenging for students and as such, it must be considered carefully as a viable option.

Situation Policy Costs

Student wishes to study a language not offered as part of the Shelford subject offerings

Contacts

Shelford can assist with the enrolment of the student at the VSL (if available). All student enrolments must be finalised prior to the commencement of the school year.

• Year 9 Coordinator - Monique Sheehy msheehy@shelford.vic.edu.au

The parent/guardian is responsible for all costs.

• Careers and Future Pathways Coordinator – Catherine Freney cfreney@shelford.vic.edu.au

• Director of Curriculum and Innovation – Emma Young eyoung@shelford.vic.edu.au

• Deputy Principal, Staff, Teaching and Learning – Karen Whelan kwhelan@shelford.vic.edu.au

Appendix A: Glossary of Terms

1. Common Assessment task

A task set by the teacher to assess students’ achievements of outcomes for Schoolbased assessments. These tasks are undertaken by all students in the subject.

2. Authentication

The process of ensuring that the work submitted by students for assessment is their own.

3. Breach of rules

Students are expected to abide by the rules set out in the Academic Integrity and Plagiarism Policy 7-10. If the rules are not adhered to in any way a variety of penalties are applied, depending upon the situation.

4. Prerequisites

Subjects which must be completed for admission to subsequent courses.

5. Redemption

Providing a student with an opportunity to complete a further assessment task in an area where their performance was previously unsatisfactory.

6. Semester

Equivalent to half a school year or two terms.