Students undertaking Year 9 in 2015 should study this booklet carefully. In it, we have provided an outline of subjects available and details of these subjects and an outline of course descriptions.

ADVICE TO STUDENTS WHEN SELECTING SUBJECTS

Two (2) student Elective Selection Forms are provided. After discussion with your parents, appropriate counsel from teachers, year level coordinators, and the careers and pathways staff, please write your semester preference on the Elective Selection Form.

One of these forms must be returned to the General Office by Wednesday 17th September 2014. The other sheet should be retained by you as a record of your preferences.

Final selection of subjects should be made after considering the following important points:

We encourage students to choose widely in their electives.

Pathway to future study should be considered.

Students should consult with teachers, year level coordinators, junior and middle school co-ordinators and the Assistant Principal to ensure the suitability of elective choices.

SPECIAL NOTE

Every effort will be made to accommodate your son’s/daughter’s elective choice, however, they cannot be guaranteed. The number of students selecting a particular subject and availability of staff will be deciding factors in determining which electives are offered.

Year 9

2015

1

Parents should be aware that higher cost electives have an expected cost. Lower cost programs have a voluntary cost. Expected costs cover expensive project work and activities. If expected costs are not paid then alternative basic projects will be provided.

Note: All electives are 7 sessions per fortnight.

PLEASE NOTE: Subject costs indicated are accurate at time of publication; however prices are subject to change.

Students and Parents are invited to anInformation Evening that will take place on Wednesday 10th

September, 2014.For parents of current year 8 students this will commence at 6:00pm

in the Irymple Secondary College Library.

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Year 9 Core and Elective Subjects4 SECTION ONE:

CORE SUBJECTS29 SECTION THREE:

PHYSICAL, PERSONAL ANDSOCIAL STRAND ELECTIVES

5 Humanities6 English 30 HEALTH & PE7 Mathematics8 Science 31 Sport Science9 Health/Physical Education 32 Outdoor Education

10 SECTION TWO: 33 SECTION FOUR:DISCIPLINE BASED LEARNING STRAND ELECTIVES

INTERDISCIPLINARY LEARNING STRAND ELECTIVES

11 SCIENCE 34 DESIGN, CREATIVITY &TECHNOLOGY

12 Agricultural Science13 Robotics 35 Metalwork

36 Wood14 HUMANITIES 37 Integrated Materials

38 Electronics15 Global Communities 39 Food

40 Textiles16 LANGUAGES 41 Information Technology

17 Indonesian 42 SECTION FIVE:18 Italian V.E.T. IN SCHOOLS

19 ARTS 43 V.E.T. Certificate II in Retail44 V.E.T.is Eligibility Criteria

20 Art21 Ceramics22 Visual Communication 45 EXTRA CURRICULAR ACTIVIES23 Drama

46 V.E.T.is Teacher Recommendation24 Music 48 Course Elective Selection Sheet – Retain25 Media Studies 50 Course Elective Selection Sheet – Return

to ISC26 Dance27 Photography28 Printmaking

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CORE SUBJECTS

SECTION ONE:

4

Year 9 Humanities – Core Subject*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7 The Year 9 Humanities course consists of topics from AusVELS History & Geography and VELS Economics.

Humanities involve the study of human societies and environments, people and their cultures in the past and the present. It provides unique ways to understand how and why groups of people have settled where they have, organised their societies, developed means of generating and distributing wealth, developed codes, laws and belief systems, related to other groups of people and interacted with their physical environment. Students learn to plan an investigation and ask key questions. They question and analyse a range of data and sources including artefacts, photographs, maps, stories, special events, interviews, site visits and electronic media forming conclusions supported by evidence and present information in a variety of ways.

CONTENTIn Year 9, History covers the period 1750-1918 and looks at the emergence of a modern society with the advent of the Industrial Revolution and the consequences of this around the globe. It includes the following depth studies:

Making a Better World? (ONE of Progressive ideas and movements, The IndustrialRevolution, Movement of peoples)

Australia and Asia (ONE of Asia and the world, Making a nation) and World War I

Geography in Year 9 focuses on Biomes and Food Security and Interconnections between people and the built and natural environments.

Investigations will include: The challenges to food production, including land and water degradation, shortage of fresh

water, competing land uses, and climate change, for Australia and other areas of the world The capacity of the world’s environments to sustainably feed the projected future population to

achieve food security for Australia and the world The effects of the production and consumption of goods on places and environments throughout

the world and including a country from North−East Asia The effects of people’s travel, recreational, cultural or leisure choices on places, and the

implications for the future of these places

In Year 9, the Economics unit will focus on extending students’ personal financial literacy skills and understanding about the role of savings and investment. Students will examine vocational pathways and education and training requirements, considering possible work and career options. They will develop skills and strategies for transition to employment and further education and training, including job seeking, job application and interview skills.

ASSESSMENT TASKSSome of the assessment tasks students will be expected to complete will include:

Research Reports (individual and group) Mapping tasks Job seeking portfolio Analytical essays Fieldwork

Year 9 English - Core Subject

5

*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 9

AIMS

Students will learn to appreciate, enjoy and use language and develop a sense of its richness and its power to evoke feelings, to form and convey ideas, to inform, to discuss, to persuade, to entertain and to argue.

COURSE STRUCTURE

English at Year 9 will be offered at three levels - Advanced English, Mainstream English, and Support English. Students will be counselled as to the level which is most appropriate for them.Advanced English is designed to challenge and extend students whose pathway leads to studies at year 12 and beyond. The expectation of performance and the complexity of text studies and writing folio work will be greater than that in English Mainstream. English Support will concentrate on developing basic literacy skills; it aims to improve student confidence and the ability to work effectively and efficiently with language.

COURSE CONTENT Aligned to the new AUSVELS standards for Australian schools

Speaking and listening

Students will develop their understanding of the formal and informal ways oral language is used to convey meaning. It includes studying purpose, audience and occasion, body language and voice. It also involves the development of active-listening strategies.

Reading

Students are engaged in understanding, interpreting, critically analysing, reflecting upon and enjoying written and visual, print and non-print texts. Students will develop strategies for effective reading of texts, and will develop their understanding of the importance of the context in which the text was created.

Writing

Students will be engaged in conceiving, planning, composing, editing and publishing a range of texts. They will develop their sense of audience and purpose.

ASSESSMENT TASKS PER SEMESTER1. Writing Folio – a collection of pieces written for a variety of purposes and audiences.2. Two extended text responses, including an essay.3. One formal oral presentation.4. One extended issue analysis essay or media study project.

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Year 9 Mathematics - Core Subject*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT – 9

Mathematics at Year 9 is divided into 3 areas.

1. Advanced Mathematics2. General Mathematics3. Support Mathematics

Our program allows students to work at a level and pace best suited to their needs. We offer smaller classes for students who require extra help. Placement of students in advanced or support classes is based on the recommendation of the student’s Year 8 Mathematics teacher. Parents are invited to consult with their student’s teacher during the selection process. Teachers will inform students of their recommendation.

AIMS 1. To develop each student's mathematical ability to its fullest capacity.2. To relate the classroom theory to the real world.3. To encourage students to think creatively and logically when solving mathematical problems.

CONTENT Advanced

Surds Pythagoras Statistics Indices Financial Arithmetic Linear Algebra Trigonometry Linear Equations and Graphs Quadratic Equations and Graphs Congruence and Similarity Probability

Students in the Support Mathematics program will concentrate on basic skills that emphasise real life mathematics. Students in the Advanced Mathematics Program may participate in the Australian Maths Competition and are encouraged to enter in the Maths Challenge for Young Australians.

EXPECTATION FOR A SATISFACTORY RESULT1. Maintain a workbook of set class work.2. Demonstrate a satisfactory grasp of the skills and concepts covered in each topic.3. Complete projects and problem solving exercises to a satisfactory standard.4. Complete weekly homework sheets.

ASSESSMENT TASKS 1. Topic tests.2. Investigative projects.3. Problem solving exercises.4. Technology Activities.

General/Support* Pythagoras Financial Mathematics Measurement Statistics Linear Expressions and Equations Linear Relations Geometry Indices Trigonometry Probability

*Modified to suit each student’s needs

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Year 9 Science - Core Subject*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

Science is a core subject but students have a choice of -Advanced Science, General Science or Support Science.

Most students will study General Science. Students who achieve above average results in Year 8 and have demonstrated good work habits will be recommended by their teachers to undertake Advanced Science. Parent input is invited in this process. Students intending to take Physics or Chemistry at VCE level will need to do Advanced Science.

AIM Through learning science students will -

Acquire scientific skills and conceptual knowledge. Acquire and use the skills of scientific investigation, reasoning and analysis to ask questions and

seek solutions. Develop scientific attributes such as flexibility, curiosity, critical reflection, respect for evidence

and ethical considerations. Recognise and understand the strengths and limitations of science. Be able to interpret and communicate scientific ideas effectively. Appreciate the dynamic role of science in social and technological change.

CONTENT All streams of Australian Curriculum Science cover the following topics however the advanced students are expected to reach a more sophisticated understanding of the concepts involved. These topics cover the strands science understanding, science as a Human Endeavour and science Enquiry skills.

Ecology – (including photosynthesis and respiration). Chemistry - types of reactions, acid and bases, chemical equations and atoms. Human Endeavour – uses and influences of science to our daily lives. Light, colour and sound - physics of colour and the electromagnetic spectrum. Earth Structure - plate tectonics, earthquakes and volcanoes. Coordination – Nerves and hormonal control of the body. Infectious diseases and immunity Electricity – circuits, electrical safety, types of electricity.

EXPECTATION FOR A SATISFACTORY RESULT

Student’s level of achievement and understanding of the Science standards will be gauged through their completion of a variety of assessment tasks which include: Topic tests. Practical work – demonstrating safe and accurate techniques, and report writing. Assignments – including writing scientific reports, power points and other multimedia

presentations. Making working models.

Students must reach a minimum standard in these tasks as well as complete the majority of the class work to achieve a satisfactory result in this subject.

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Year 9 Health/Physical Education - Core SubjectPayment Required $60.00(this cost covers entry fees, and travel costs to outside providers)

SESSIONS PER FORTNIGHT - 7

AIM To develop an understanding of physical activity and movement, health, safety, growth and development and human relationships.

CONTENT

PHYSICAL EDUCATION Fitness Testing. SEPEP, Volleyball, European Handball, Netball, Soccer. Field games. Court games. Fitness Classes/Personal Training.

HEALTH Drugs and substances. Independence and sexual relationships.

WORK AND LEARNING OUTCOMES 1. Health knowledge and promotion.2. Movement and physical activity.3. Personal Learning.4. Interpersonal Learning.

ASSESSMENT TASKS PHYSICAL EDUCATION 1. Participation and fitness. 2. Skill Progression & Development.3. Field court and ball sports. (SEPEP Program)4. Fitness Testing Program.

ASSESSMENT TASKS HEALTH 1. Persuasive Writing Task or Risk Scenario.2. Researched Writing Task..

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DISCIPLINE BASED LEARNING STRAND

ELECTIVES

SECTION

10

Science

Agricultural ScienceRobotics

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12

Year 9 Agricultural Science – Elective*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIMS

1. To give students a wide variety of experiences in the Agricultural Science Field.2. To demonstrate to students the diversity of many Agricultural practices.3. To give students practical skills to utilize in later studies and beyond.4. To demonstrate the need for sustainable use of the land.

CONTENT

Agriculture in focus - what is Agriculture, Modern Agriculture, Agriculture in the Australian economy.

Agriculture in Australia - History of Agriculture in Australia, Agriculture production areas in Australia, Marketing.

Australian Agriculture products. Interactions and farm enterprises - climate, soil, chemicals technology. Plant production enterprises - vegetable crops, greenhouse crops. Animal production enterprises - Animal husbandry and poultry. Practical poultry rearing and garden maintenance.

EXPECTATION FOR A SATISFACTORY RESULT

1. Students will learn to analyse the appropriateness of using a variety of seed/seedlings and fertiliser and to design, prepare and maintain a market garden using correct materials and analyse the effectiveness of their choices.

2. To determine that the students have met this outcome, the following criteria will have to be met:

Maintaining a workbook, to include at least 80% of class activities. Participating in practical activities. Satisfactory completion of project work.

ASSESSMENT TASKS1. Topic test.2. Project.3. Vegetable assignment.

PATHWAY OPTIONS:

SUBJECTS: Year ten Agriculture, VCE Agriculture / Horticulture, University Agricultural Science.CAREERS: Park Ranger, Environmental Scientist, Botanist, Plant Production Manager, Agriculturalistagronomist, chemical sales, etc.

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Year 9 Robotics – Elective*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7(ONE SEMESTER)

PRE-REQUISITES

Students will need good passes in Maths, Science, English and a creative subject. (Art, Music, Technology, etc.).

AIM

The course is designed to immerse students in an Interdisciplinary approach to learning. The course focuses on ways of thinking, problem solving, creating, designing, evaluating and communicating. Knowledge and skills from a wide range of curriculum areas, Science, Maths, Technology, Information Technology and the Arts are integrated into units that aim to develop students as independent learners for our modern world.

CONTENT

Robotics is an integrated course covering the important areas of Science, Technology, Engineering and Maths curricula. Students get to grip with techniques that are used in the real world of science, engineering and design.

They design, build and program and evaluate fully functional robotic models. Students work in teams to solve challenge problems. They learn to behave as scientists, carrying out investigations using data loggers, calculating and

measuring data and recording and presenting their results. They research the history of robotics and their uses in today’s world.

INTER-DISCIPLINARY LEARNING strand – DESIGN, CREATIVITY AND TECHNOLOGY

Students will have to complete a series of problem solving challenges. Some of these will be graded.

1. A research project on the history of robotics and their use today.2. Knowledge of programming in the Lego environment will be built up and tested.3. Be able to use the scientific method to design and investigate using data loggers.4. A series of research projects will be graded.

ASSESSMENT TASKS include: Design and programming of robots. Design, investigation and evaluation project.

PATHWAY OPTIONS:

SUBJECTS: VCE Systems Engineering, VCE Information Technology.CAREERS: Machine programming, Computer Programming, assists with industry that uses robotics or computer controlled production. .

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Humanities

Global Communities

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Year 9 Global Communities – Elective*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

COURSE STRUCTUREThis subject aims to encourage students to see themselves as part of a global community as much as part of their local community. As individuals in the world are brought closer together through improvements in communication, travel and trade, it is important that our students are given opportunities to examine what this means for their future. More and more it is likely they will travel or work overseas or for multinational organisations. This is an opportunity to look more closely at other parts of the world as well as make local connections to global issues. A major focus of this subject is community involvement, and students undertaking this subject will investigate ways of actively participating and contributing to the communities in which they are a part.AIMSStudents will be given the opportunity to:

Examine the concept of community and community involvement. Appreciate the similarities between people everywhere, while also learning the value of diversity

between and within communities. Understand how they are part of a global community. Develop skills to enable them to combat injustice, prejudice and discrimination. To participate in a meaningful way in their local community.

Skills encouraged include: critical thinking, questioning, interpreting geographical and historical data, presenting information to an audience and Participating in and assisting the community.

CONTENT Throughout the semester topics such as the following will be covered: Globalisation - what is globalisation and what affects does it have on society? Climate Change & Energy – this topic encourages the students to ask is climate change real and what is causing it: are some sources of energy better than others when it comes to greenhouse gas emissions? Fair Trade –the community as a source of consumers. This unit investigates the relationships between farmers, food supply companies, supermarkets and consumers and the concept of fair price.Sunraysia: A Place of Refuge – looking at Sunraysia’s increasing migrant population – why come to Sunraysia, what challenges do immigrants face, how could their transition in our community be helped? Community Citizenship – the student will get to choose, in consultation with their teacher, to research a local community group and devise a plan of action to assist the group with a current problem/issue/challenge.Issues in the News – students will analyse current issues and present their findings to the class on a regular basis.

ASSESSMENT TASKSResearch projects: class exercises and tasks; oral presentations and contribution to class discussion and debate; major individual action plan, including evidence of participation.

PATHWAY OPTIONS: Those interested in history, geography, law, politics, journalism and current affairs will most likely enjoy and learn from this subject.

16

Languages

IndonesianItalian

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Year 9 Indonesian – Elective – Languages Other Than English (LOTE)*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7AIMS

1. To encourage students to continue learning a Language Other Than English (LOTE).2. To highlight the importance of Indonesia in relation to Australia, in regard to economics, trade

and business, politics and personal relationships.3. To increase students’ awareness of the many different career opportunities, and further study

options available to them if they learn a LOTE.4. To develop students’ skills in the areas of listening, reading, writing and speaking. Providing a

basis for communicative interaction on everyday activities.CONTENT

Indonesian language study, through a variety of activities including story writing, cartoons, topic based role plays, designing brochures and advertisements.

Developing a travel plan to Indonesia, covering areas such as flight, accommodation, places of interest, day trip - hire of transport, shopping, health precautions etc.

Comparison of sports popular in Indonesia and Australia. Ability to discuss weather and environment. Describing housing. Students will learn about housing, arts, geography and history of Indonesia and be required to

complete an assignment per semester on a selected topic or an oral presentation on a topic of their choice.

Use Information and Communication Technology (ICT) to present information and to enrich language learning.

DISCIPLINE-BASED LEARNING – LANGUAGES OTHER THAN ENGLISH (LOTE)

1. Demonstrate understanding of information through: Solving problems, making decisions.

2. Participate in discussions and presentations which: Inform, Compare, Explain opinions, Explain processes

3. Extract key information from texts, such as - Main characters, Events, Ideas, Descriptions.

4. Write a short piece on a simple topic.5. Develop an understanding of cultural similarities and differences.

ASSESSMENT TASKS1. Assessment of reading and writing, listening and speaking activities and tasks.2. End of unit tests.3. Research assignment and/or oral presentations.

WHERE DOES THIS SUBJECT LEAD TO?

Year 10 and V.C.E. Indonesian. Indonesian studies at university. Students who complete a LOTE at V.C.E. units 3 and 4 (Yr. 12)

and receive at least a grade average of “D” will have bonus points added to their final scores for entry into most tertiary courses.

Career opportunities, including teaching, interpreting, translating, flight attendant, medicine, social work, public service, government agencies and the media.

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Year 9 Italian – Elective – Languages Other Than English (LOTE)*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIMS 1. To broaden students' understanding and awareness of their own and other cultures.2. To develop student's communication skills (reading, writing, listening and speaking).3. To increase students' understanding of the way language is constructed.4. To develop students' language and learning skills.5. To explore the advantage of being multi-lingual, both personally and in relation to employment.6. To prepare students for future careers, also possible future overseas trips.

CONTENT The study of Italian language through a variety of activities, including conversations, role plays,

listening comprehensions, writing tasks and reading Italian texts for a range of purposes. Students will develop their cultural knowledge of Italy (history, geography, the arts, politics,

customs and daily life and phrases). The study of grammar to support the development of reading, writing, listening and speaking. Use of Information and Communication Technology (ICT) to present information and to enrich

the language learning.

DISCIPLINE-BASED LEARNING – LANGUAGES OTHER THAN ENGLISH (LOTE)

1. LISTENING - DISCUSSION, summary, expressing opinions, presenting information.2. SPEAKING - Conversation, requesting information, expressing viewpoints.3. READING - Understanding opinions, events, themes and cultural perspectives and developing

responses.4. WRITING -Developing and conveying ideas and opinions.

ASSESSMENT TASKS1. Preparation of, and active participation in, listening, speaking, reading and writing tasks and

assignments.2. Cultural projects and presentations.3. Grammar exercises.4. Develop a better understanding of Intercultural Knowledge and Language Awareness.

WHERE DOES THIS SUBJECT LEAD TO? Year 10 Italian. V.C.E. Italian - students who complete a LOTE at V.C.E. units 3 and 4 (year 12) and receive at least

a grade average of "D" will have bonus points added to their final scores for entry into most tertiary courses.

Italian studies at university. Career opportunities include hospitality, travel, tourism, teaching, translating, interpreting,

business and trade, social work, the arts, public service, government agencies and the media.

19

Arts

ArtCeramicsVisual CommunicationsDramaMusicMedia StudiesDancePhotographyPrint Making

20

Year 9 Art – Elective Payment Required $30.00

(this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7

AIM

In Art, students learn ways of experiencing, developing, representing and understanding ideas, emotions, values and cultural beliefs. They learn to take risks, be imaginative, question prevailing values and explore alternatives.

CONTENTThis course is aligned to the Australian Curriculum and includes the following:

Assignments Workbook/Sketchbook activities Gallery visit (s) Pop Art Unit – Painting, Drawing and Ink Wash Drawing - outdoor sketching Printmaking

DISCIPLINE-BASED LEARNING strand - THE ARTS

1. CREATING AND MAKING - Ideas, skill, techniques and processes

Students make and present art works, which explore themes, issues and ideas. Structure and present artwork appropriate to chosen styles and forms.

ASSESSMENT TASKS include: Linocut Printing/T-shirt printing • Class Joint Task Pop Art Unit • Sketch book/activities Folio of Drawings Picasso Cube

2. EXPLORING AND RESPONDING - Criticism, aesthetics and contexts

Students analyse and interpret the content, structure and aesthetic qualities of artworks. Analyse the characteristics and role of art in different cultural contexts.

ASSESSMENT TASKS include: Pop Art – Written Assignment

PATHWAY OPTIONS:SUBJECTS: Year 10 Art, VCE Art, VCE Studio Arts: Drawing, Tertiary and further studies.

CAREERS: Artist, Painter, Teacher, Graphic Designer, Animator, Architecture, T-Shirt Designer, Interior Designer, Art Gallery Owner, Sculptor, Make-Up Artist, Florist, Illustrator, Comic Book Artist, and other related fields

Year 9 Ceramics – Elective Payment required: 21

$30.00 (this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7AIM

To introduce students to ceramic materials and increase their knowledge and skills in the use and production of clay objects.

CONTENT

Students develop hand building skills, wheelwork, mosaicing, knowledge of slip casting and decorative techniques by completing a number of assessment tasks.This course is aligned to the Australian Curriculum.

DISCIPLINE-BASED LEARNING strand – THE ARTS

1. CREATING AND MAKING

Throughout the semester students will develop skills and techniques in hand building clay construction. They will develop their technical understanding through the manipulation of clay, completing the assessment tasks as stated below:

ASSESSMENT TASKS include: Cultural Mask Slab Task Mosaic Box Drape Bowl/Mould Slip Cast Ceramics using moulds(Teacher to choose 3 assessment tasks for the semester)

2. EXPLORING AND RESPONDING

Students focus on primitive and ancient times to gain an awareness of the history of clay. Through research students will identify, analyse and interpret ceramic pieces clarifying their aesthetic preferences.

ASSESSMENT TASKS include: Written Assignment Completion of documentation into Ceramic Assessment Booklet. Ceramics Test on the pottery process and ceramic terminology.

PATHWAY OPTIONS:

SUBJECTS: Year 10 Ceramics, VCE Art, tertiary studies in ArtCAREERS: Artist, Potter, Ceramics/Art Teacher, Industrial Ceramics Industry, Sculptor, Gallery Owner, Animator and other related fields

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Year 9 Visual Communication – Elective*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIM

The aim of the Visual Communication course is to provide the students with an understanding of the role Graphics plays in society both at an individual level and in the commercial field using computer aided drawing and photo applications.

CONTENT

This course is aligned to the Australian Curriculum and students use freehand and computer aided drawing applications, develop skills and knowledge in:

2 dimensional drawing/orthogonal drawing. 3 dimensional drawing/paraline and perspective. Computer generated images.

DISCIPLINE-BASED LEARNING strand – THE ARTS

1. CREATING AND MAKING - Ideas, skills, techniques and processes Students make and present visual communications that explore themes, issues and ideas. They develop work using computers, plan and modify ideas and document their progress.

ASSESSMENT TASKS includes: Computer image - supermarket product. Packaging design Flag design. Calligraphy Arts Practice - Perspective. Timetable. Bistro Menu.

2. EXPLORING AND RESPONDING - Criticism, aesthetics and contexts Students will identify and evaluate the purpose of different visual communications and describe design practices and principles.

ASSESSMENT TASKS include: Class Notes Design Elements Assignment

PATHWAY OPTIONS:

SUBJECTS: Year 10 Visual Communication, VCE Visual Communication & Design and VCE Art and VCE Studio Art, Tertiary and further studies. CAREERS: Artist, Graphic Design, Architecture, Teacher, Sign Writer, T-shirt Designer, Book Illustrator, Cartoonist, Advertising Designer, Web Designer, Landscape Designer, Product Designer, Automotive Designer, Fashion Designer, Printer, Finished Artist and other related fields.

23

Year 9 Drama – Elective*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT – 7

AIMThe main aim for this unit is to develop students’ skills in acting, public speaking and improvisation. This subject seeks to increase the student’s knowledge and understanding of the anatomy of dramatic performance and a deeper appreciation of various aspects and elements of drama.

Students also - Improve performance skills. Further develop improvisational skills and the ability to think and act in the moment. Increase self-confidence. Maintain a journal containing observations and assessment of work done in class, other

performances and life experiences. Attend workshops & excursions to consolidate the content (dependant on availability).

CONTENTThis course is aligned to the Australian Curriculum and the students learn:

To manipulate scripts for various audiences. Explore the concept of theatre as an educational tool. Examine conflict as a requirement for the progression of dramatic performance. Participate in improvisations based around themes and class - devised situations. Create and present a community performance. Investigate the possibilities of varying performance styles.

DISCIPLINE-BASED LEARNING strand - THE ARTS1. CREATING AND MAKING

Students create and participate in improvised performances. They demonstrate knowledge of stagecraft techniques. Students show understanding and practical application of stage setting, characterisation and performance skills.

ASSESSMENT TASKS include: Group Performances Scriptwriting Stagecraft exercises

2. EXPLORING AND RESPONDING Students analyse and develop critiques of performances produced by themselves and others. They use appropriate terminology and structure in the production of reviews and reports.

ASSESSMENT TASKS include: Journal and review writing

PATHWAYS OPTIONS:SUBJECTS: Year 10 Drama, VCE Drama, Tertiary and further studies. The language, communication, problem solving and research skills will also assist students in Humanities subjects. CAREERS: Performing Artist, Stage Manager, Theatre Mechanist, Drama Teacher, Film Critic, Costume Designer, Fashion Designer, Make-up Artist, Actor, Choreographer, Advertiser, Promoter, Set Designer, Casting Director and other related fields.

24

Year 9 Music – Elective*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIMS

1. To foster an understanding of the structure of music.2. To research set periods in the history of music.3. To develop aural comprehension skills.4. To develop skills in and an awareness of music technology.

CONTENTThis course is aligned to the Australian Curriculum and includes the following:

Music Theory – an ongoing study of the language of music Music in Film – A study of music used in film soundtracks. Advertising Music – use of jingles in advertising. Performance – students perform both individually and in groups. Cultural Music – a study of music of culture and the influence of pop music. Rock Music Styles – an analysis of styles of popular music.

DISCIPLINED BASED LEARNING strand – THE ARTS

1. CREATING AND MAKING Students create and participate in various performances. They demonstrate knowledge of composition techniques and the use of music in media.

Assessment tasks include: Composition Individual/Group Performance Movie Soundtrack Advertising Jingle

2. EXPLORING AND RESPONDING Students learn, develop and understand the language of music. They also explore music through the ages.

Assessment tasks include: Rock Styles Analysis Cultural Music Assignment Theory Task

PATHWAY OPTIONS:

SUBJECTS: Year 10 Music, Instrumental Music lessons, VCE Music, VET Music and further studiesCAREERS: Performing Musician, Music Therapist, Music Teacher, Sound Designer, Sound Engineer, Music Producer, Songwriter, Record Producer, Music Composer, Music Journalist, Booking Agent, Concert Promoter, Disc Jockey, Tour Manager and other related fields.

Year 9 Media Studies – Elective25

*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIM

1. To provide students with the opportunity to expand their knowledge and understanding of different types of media.

2. To gain skills using various technologies to edit and manipulate media.3. To gain an understanding of the influence of media on our society.4. To learn film making techniques.

CONTENTThis course is aligned to the Australian Curriculum and includes the following:

Students will gain knowledge of a range of media products. The students explore techniques to capture the attention of their target audience through sound.

Students will gain a working knowledge of iMovie through the creation of an advertisement. Students will demonstrate knowledge of different film and television genres. Students will learn how to make storyboards and adapt these for film.

DISCIPLINE-BASED LEARNING strand - THE ARTS

1. CREATING AND MAKING

Students will develop and demonstrate understanding of content, skills, techniques and processes used in media productions. They will prepare and produce media productions that demonstrate an understanding of the use and capacities of equipment.

ASSESSMENT TASKS include: Film production Stop Motion Animation TV Advertisement

2. EXPLORING AND RESPONDING

Students will demonstrate the ability to analyse and interpret structure, content and aesthetics of various media text.

ASSESSMENT TASKS include: Film Analysis Research Task

PATHWAY OPTIONS:

SUBJECTS: Year 10 Media, VCE Media, tertiary and further studiesCAREERS: Journalism, Media Technician, Teacher, Film Director, Set Designer, Publicist, Advertiser, Camera Operator, Actor, Communications Officer, Reporter, Animator, Boom Operator, Broadcast Operator, Dubbing Mixer, Editor and other related fields

Year 9 Dance – Elective

26

*Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIMSFor students to be able to use starting points to generate and expressively develop ideas when creating and presenting dances.To be able to describe how the selection, organisation and performance of Dance communicate ideas and feelings.1. To encourage students to develop their performance quality in front of various audiences i.e.)

Eisteddfod, Irymple Under the Stars, College Assemblies.

CONTENTThis course is aligned to the Australian Curriculum.

DISCIPLINE-BASED LEARNING strand - THE ARTS

CREATING AND MAKING1. Through Dance, students will explore real, imaginary and abstract ideas. Students will experiment with, concepts, emotions, imagination and perception to plan and create dance works.2. Students will create dance works independently and make significant contributions to group work. Students will manipulate arts elements and use skills, techniques and processes in an increasingly competent manner. In the presentation of work they will be able to contribute to the choice of time, space, materials, equipment and presentation forms and show an understanding of the concepts of intent and audience.

ASSESSMENT TASKS include: Group devised dance Ensemble dance Overall class work, attendance and performance. Dance Composition Task

EXPLORING AND RESPONDINGStudents will develop skills in comparing, contrasting and discussing qualities of works. Students will make choices about arts language and terminology when making, describing and writing about dance works. Students are taught to identify and discuss features of the works of particular artists over time, their role in society and possible change in their work. Teachers help students to understand ways in which social and cultural contexts can affect the work of artists, including their own work. They also learn about ways in which arts works can reflect and construct or change cultural meaning and values.

ASSESSMENT TASKS include: Performance Analysis (Dance Journal) • Main Dance Dance Genre Warm-Up Task Assignment • Assessment Task

PATHWAY OPTIONS:SUBJECTS: Year 10 Dance, VCE Dance, Tertiary and further studiesCAREERS: Performing Artist, Dance Teacher, Choreographer, Stage Manager, Actor, Costume, Designer, Fashion Designer, Make-up Artist, Public Relations, Promoter, Casting Director, Pilates Instructor, Dance Therapist and other related field.

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Year 9 Photography – Elective Payment Required $30.00

(this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7

AIMS 1. To provide students with an understanding of the history and basic principles of photography. 2. To develop techniques in taking better photographs using a digital camera.3. To develop skills in adjusting different functions in a digital camera.4. To develop advanced skills in enhancing digital images using Adobe Photoshop.5. To understand and appreciate the impact of photographic images in our daily life.6. To develop photographic skills which may lead students to pursue studies at V.C.E. and tertiary

institutions.

CONTENTThis course is aligned to the Australian Curriculum and includes the following:

What is photography? Light: How images form Learn camera basics like: Shutter Speed, Aperture and Depth of Field. Types of films Digital cameras Photo composition Digital image manipulation - Using Photoshop Finishing and presenting work - Mounting, matt-cutting, framing and presenting photographs in a

folio or an album.

DISCIPLINE-BASED LEARNING strand - THE ARTS

CREATING AND MAKING1. Students will develop and demonstrate an understanding of skills, processes and techniques used in photography.

EXPLORING AND RESPONDING

Students will develop an understanding of their own and other artist’s works, expressing personal and informed judgements of these works.

ASSESSMENT TASKS include: Photoshop Tasks Folio of Photographic Works Artist Analysis Photography Test

PATHWAY OPTIONS:

SUBJECTS: Year 10 Photography, VCE Photography, VCE Art, Tertiary and further studiesCAREERS: Photographic Artist, Graphic Design, Teacher, Fashion Photographer, Web Designer, Art Gallery Owner, Magazine Photographer, Marketing Communications, Studio Manager, Wedding Photographer, Food Stylist and Photographer, Photographing Assistant, Photo Re-toucher and other related fields.

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Year 9 Printmaking – Elective Payment Required $30.00*Included in Essential Education Items Material Charge SESSIONS PER FORTNIGHT - 7

AIMIn Printmaking, students learn ways of experiencing, developing, representing and understanding ideas, emotions, values and cultural beliefs. They learn to take risks, be imaginative, question prevailing values, and explore alternatives.

CONTENTThis course is aligned to the Australian Curriculum and includes the following:

Lino Cut Silk Screen Print Mono Print Fabric Printing T-Shirt Printing Workbook/Sketchbook activities Gallery visit Stencil Spray Painting

DISCIPLINE-BASED LEARNING strand - THE ARTS

CREATING AND MAKING – Ideas, skill, techniques and processesStudents make and present art works which explore themes, issues, and ideas. Structure and present art work appropriate to chosen styles and forms.

EXPLORING AND RESPONDINGStudents will develop an understanding of their own and other artist’s works, expressing personal and informed judgements of these works.

ASSESSMENT TASKS include: Lino Cut Silk Screen Print Mono Print Fabric Printing T-Shirt Printing Research Assignment Development Work

EXPLORING AND RESPONDING – Criticism, aesthetics and contentsStudents analyse and interpret the content, structure and aesthetic qualities of art works. Analyse the characteristics and role of art in different cultural contexts.

ASSESSMENT TASKS include: Print Making – Written Assignment

PATHWAY OPTIONS:SUBJECTS: Year 10 Art, VCE Art, Photography, VCE Studio Arts: Drawing.CAREERS: Artist, Painter, Teacher, Graphic Design, Animator, Architecture, T-Shirt Designer, Interior Designer, Art Gallery Owner, Sculptor, Make-Up Artist, Florist, Illustrator, Comic Book Artist.

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PHYSICAL, PERSONAL &

SOCIAL LEARNING STRAND

ELECTIVES

SECTION THREE:

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Health & P.E

Sports Science

Outdoor Education

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Year 9 Sports Science – ElectiveIncluded in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIMS

1. To provide an insight and pathway into VCE Physical Education. 2. To enhance each student’s correlation between knowledge and actions in physical education,

hence promoting lifelong physical activity.

CONTENT

1. Anatomy – musculoskeletal, respiratory and cardiovascular systems.2. Physiology – chemical energy systems.3. Nutrition.4. Personal relationships with exercise.5. Training components, principles and methods. 6. Biomechanics.7. Technological advances.8. Injury prevention.9. Rehabilitation.10. Community and lifestyles.

WORK AND LEARNING OUTCOMES

1. Examination of the anatomical structure of the human body.2. Examination of the anatomical and physiological interplays between the body and various modes

of exercise. 3. Exploration of nutrition as it relates to various modes of exercise and recovery.4. Identification of personal behaviours that affect health status (VELS Level 5.5)5. Exploration of the fitness components, training principles and training methods.6. The planning, implementation and evaluation of a training program. 7. Selection of appropriate training methods for improving fitness for specific activities (VELS 5.5)8. Individual research and presentation of a separate area of interest from the VCE PE study design.

ASSESSMENT TASKS

1. Research and presentation task.2. Conduct a training session.3. Tests.

PATHWAY OPTIONS: VCE Health/PE Units 1-4, VCAL Personal Development.

CAREERS: Sports coaching, exercise physiology, myotherapy, physiotherapy, osteopathy, chiropractic, physical education, sports management, sport and recreation, sports marketing.

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Year 9 Outdoor Education – Elective Expected Payment $350.00

(includes the cost of the 3 day Surf Camp)

SESSIONS PER FORTNIGHT - 7

N.B. Students must select Outdoor Education at Year 10. Students must be aware that time will be required outside class time to complete the course. This course is affiliated with Life Saving Victoria.

PREREQUISITE

A good level of swimming expertise is needed to complete this course. (Please check with your P.E. teacher).

AIMS1. To develop first aid and lifesaving skills.2. To plan and participate in a camp involving surfing/surf lifesaving.

CONTENT: Practical

Surf Camp (cost included in course fees). Bronze Medallion swimming/lifesaving skills.

Theoretical Basic 1st Aid (Level 1 Resuscitation). Bronze Medallion – theory. Surfing knowledge and preparation.

WORK AND LEARNING OUTCOMES

1. Health, knowledge and promotion.2. Movement and physical activity.

ASSESSMENT TASKS1. Bronze Medallion practical assessment.2. Level 1 Resuscitation practical assessment.3. Unit test.4. PALAC (Surfing Assignment).

PATHWAY OPTIONS:

SUBJECTS: Year 10 Outdoor Education MUST be taken, Advanced lifesaving, VCE Outdoor and Environmental Studies.

CAREERS: Park Ranger, Recreation Officer, Sports Administration, Sports Coach.

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INTERDISCIPLINARY

SECTION FOUR:

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LEARNING STRAND

ELECTIVES

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Design, Creativity & Technology

MetalworkWoodIntegrated Materials ElectronicsFoodTextilesInformation Technology

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Year 9 Metalwork – Elective Payment Required $60.00

(this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7MATERIALS TECHNOLOGY

AIMS1. To develop skills in the engineering field and to introduce students to a variety of Design and

Metal Fabrication processes.2. To enable students to develop skills using Metal Inert Gas (M.I.G.) Welding, a variety of power

and hand tools. 3. To enable the students to become aware of the interesting avenues of work associated with

Engineering Workshop Practices.

CONTENTStudents learn to operate a variety of tools, which include:

Hand tools Power cutting and grinding tools MIG Welder Plasma Cutter To enable students to develop an awareness of the types of work and safety processes related to

Metals.Students develop skills and knowledge to design and plan work procedures and acquire skills related to the construction of one or more practical projects using Metal Fabrication equipment. Students will compile a folio of drawings using C.A.D (Computer Aided Drawing), procedures and evaluation.

INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY

1. Students will work independently and safely to produce five (5) key items for assessment.2. Students will be required to maintain a work book containing design briefs, drawings and

evaluation reports and may include photos of all completed work.3. Google sketchup.

ASSESSMENT TASKS include: Completion of the five production items. Written evaluation reports including photos of all production work. Completed drawings of all prospects using Google Sketchup. Produce work within a tolerance of 1mm.

PRE-REQUISITEFor students to gain full advantage from this subject they will need to be prepared to investigate and become fully committed to the tasks undertaken.

PATHWAY OPTIONS:

SUBJECTS: Year 10 Metals, VCE Design and Technology: Metals, VET Engineering, Apprenticeships e.g. Plumbing, Engineering and Sheet Metal.

CAREERS: Metals Industry, Building and Construction Industries, Welder, Plumber and other related fields

TRADE CENTRE: Certificate options, pathways.38

Year 9 Wood – Elective Payment Required $60.00

(this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7

MATERIALS TECHNOLOGY

AIMS

1. To provide opportunities for the student to develop competence in the basic techniques and skills related to woodwork.

2. To involve the students in activities, which will enable them to solve related problems and apply their knowledge and skills to some practical situations.

3. To encourage students to become safety conscious when working with tools and machinery.

CONTENT

Students will design and produce a pine coffee table as their first project.Exercises and lessons considered necessary to initiate, supplement or reinforce projects.Then select another project as a second choice. For example:

C.D. rack. Vinyl top stool. Chopping board. Carry box. Jewel box with hinged lid. Wood turning.

EQUIPMENT REQUIRED Plastic Display Folder 2x HB Pencil

INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY

Students will be required to:1. Produce working drawings for each project.2. Production of two or more projects for the semester.3. Workbook to contain design briefs, investigation reports, design drawings and evaluation

reports.4. Google sketchup.

ASSESSMENT TASKS include: Coffee Table. Design project - students make a project of their choice. Investigation and Evaluation reports.

PATHWAY OPTIONS:

SUBJECTS: Year 10 Wood, Year 10 Advance Wood, VCE Design and Technology: Wood, VET Cabinet Making, Apprenticeships e.g. Carpentry, Building, Cabinet Making, Furniture MakingCAREERS: Builder, Carpenter, Cabinet / Furniture MakerTRADE CENTRE: Certificate options, pathways.

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Year 9 Integrated Materials– Elective Payment Required $60.00

(this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7

MATERIALS TECHNOLGY (Wood, metals & plastics)

AIMS

The Integrated Technology program’s aim is to:

1. Design and construct useful items from a range of materials.2. Develop planning skills.3. Develop an ability to work co-operatively in structured groups.4. Develop strategies in self -management.5. Develop skills in problem solving methods and solutions.6. Develop a greater awareness of characteristics of different materials.

CONTENT

This study will be characterised by the use of a wide range of materials including metals, plastics, wood etc.

The use of materials, tools and machines will result in the production of student designed projects.

Students will be encouraged to solve design problems with creative solutions by using the Technology process.

INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY

Students will be required to:1. Produce working drawings for each project.2. Production of 2 or more projects for the semester.3. Display folio to contain working drawings and related information.

ASSESSMENT TASKS include: Plug and ring mould. Plastic sign. Metal framed timber top table/stool.

PATHWAY OPTIONS:

SUBJECTS: Year 10 Integrated Materials, VCE Design and Technology: Wood or Metals, VET Engineering

CAREERS: Carpentry, Building Industry and other related fields.

TRADE CENTRE: Certificate options, pathways.

Year 9 Electronics – Elective Payment Required $60.00

(this payment is required before course commences)

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SESSIONS PER FORTNIGHT - 7

SYSTEMS TECHNOLOGY (Only safe, direct current applications studied)

AIMS

The aim of students in this stream of technology is for them to:

1. Develop knowledge of the electrical distribution supply of Victoria.2. Understand the terms alternating current (A.C) and direct current (D.C) and the difference

between them.3. Be aware of all the safety aspects of electricity - earth conductors, and why they are needed.4. Be able to identify and work with low voltage electronic components.5. Use test equipment to check each of their completed models.6. Build at least two projects.

CONTENT

The student will develop an understanding of the state electrical distribution. Will be able to determine the difference between alternating and direct current by studying each

system. The study of electronics will assist students in understanding electronic circuitry, electronic

component terminology and the construction and testing of electronic projects.

EQUIPMENT Plastic folder. Pens, pencils and a ruler.

INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY

Students will be required to:1. Students will work independently and safely to produce two key items for assessment.2. A student workbook containing all design briefs, drawings and evaluation reports.3. Google sketchup.

ASSESSMENT TASKS include: A minimum of two electronic projects to be successfully completed. An investigation and evaluation report.

PATHWAY OPTIONS:

SUBJECTS: Year 10 Electronics, VCE Systems Engineering, VET Electro technology, Apprenticeships in ElectricalCAREERS: Building and Construction Industries, Electronics and other related fieldsTRADE CENTRE: Certificate options, pathways.

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Year 9 Food – Elective Payment Required $60.00

(this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7

MATERIALS TECHNOLOGY

AIMS

1. Students explore a range of factors that affect the consumer in their choice of food, including function, aesthetics, social, environmental and economic factors.

2. They prepare detailed design proposals for practical lessons using the appropriate language.3. They select techniques and equipment to suit particular activities and work with the foods to a

specified standard of safety, accuracy and precision.4. They prepare evaluation reports that assess productions according to set criteria.5. Students gain knowledge and understanding of recipes through research and application.6. Students understand the importance of cooking as a life skill and making healthy choices.

CONTENT

The five units of this course are:

Semester Log Book – (Summary of Skills, Terminology & Evaluations) Time and motion – (time management and efficiency in the kitchen). Recipe Book, menus and simple meals. Food labelling and packaging. Design and make gingerbread house.

INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY

ASSESSMENT TASKS include: Creation of Personal Recipe Book. Completion of a ‘Time and Motion study’. Production - students produce a decorated Ginger Bread House to a set design brief. Food handling – students explore the role, quality and control standards relevant to safe

handling of food. Design and label packaging for biscuits prepared in class.

PATHWAY OPTIONS:

SUBJECTS: Year 10 Australian Food Trends and Cake Decorating, VCE VET Hospitality

CAREERS: Hospitality Industry, Food Technology Teacher, Chef and other related fields.

TRADE CENTRE: Certificate options, Hospitality, Kitchen Operations.

Year 9 Textiles – Elective Payment Required $30.00

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(this payment is required before course commences)

SESSIONS PER FORTNIGHT - 7MATERIALS TECHNOLOGY

CONTENT

This is an opportunity for students to extend the skills gained in Year 8 Textiles. Students with beginning skills are welcome to elect this subject, and students with advanced skills will be extended. Each production task is designed to develop skills which are needed for working independently on projects. Projects include:

A hand sewn felt item Fabric painted or applique’ bag or cushion Teddy Bear Machine sewn item Christmas tree decoration Small sewn gifts Hand knitting and crochet

INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY

Students will be required to:1. Gain an understanding on the design process and develop creative awareness.2. Develop independence to confidently use the machines, overlocker, equipment and tools

relevant to textiles.3. Develop knowledge and skills in handling woven and knit fabrics, and to experience a range of

construction techniques applicable to products made from a variety of fabrics.4. Foster the ability to follow written instructions, from commercial patterns in the production of a

Garment/Bag or Teddy Bear.5. Articulate how they have improved or extended skills.6. Keep a journal outline new skills and reflecting on these.

Once skills have been acquired students then purchase fabric and pattern to produce an article of sleepwear, bear, bag or other simple garment.

ASSESSMENT TASKS include: Hand sewing - felt accessory. Machine sewing - appliquéd equipment bag, cushion or teddy bear. Following commercial pattern - boxer shorts. Sleepwear - own choice. Journal. Folio including storyboard.

PATHWAY OPTIONS:

SUBJECTS: Year 10 Textiles, VCE Design and Technology: Textiles, Tertiary studies in textiles

CAREERS: Clothing Industry, Teaching, Fashion & Design and other related fields.

TRADE CENTRE: Certificate options, pathways.

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Year 9 Information Technology – Elective *Included in Essential Education Items Material Charge

SESSIONS PER FORTNIGHT - 7

AIMS

1. To introduce students to the components of a computer system and to some of the terminology used in computing.

2. To give students the opportunity to work with a variety of computing software including word processing, spread sheets, database, desktop publishing and drawing.

3. To make use of Information Technology to search for appropriate information for project work.4. To introduce students to programming with Visual BASIC.

CONTENT

To give students practical skills in using a variety of software. Students will also investigate problems, devise and produce solutions and evaluate the impact of Information Technology on their lives.

INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY

Students will be required to complete:1. Word Processing Folio.2. Desktop Publishing Project.3. Spread sheet Problem Solving Tasks.4. Web page publishing.5. Database Project.6. Visual BASIC programming tasks.

ASSESSMENT: Based on the completion of a number of projects which demonstrate competence with

particular software features or library research. Topic Test(s).

PATHWAY OPTIONS:

SUBJECTS: Year 10/ VCE Information Technology: Application or Programming, ARIES (Computer Technician Course at MSC), Tertiary Studies in Information Technology

CAREERS: Computer Technician, Computer Programming, Administration, Gaming,

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V.E.T. IN SCHOOLS

SECTION FIVE:

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Year 9/10 V.E.T Certificate II in Retail – Elective Payment Required $ 35.00 (per semester)(this payment is required before course commences)

SESSIONS PER FORTNIGHT – 7 Subject runs Semester 2 of Year 9 and Semester 1 of Year 10 – 12 month course

In Partnership with Fishers IGA Supermarkets we are delivering a Certificate II in Retail Course. Students have the opportunity to complete a nationally recognised Certificate.

This course is suitable for students looking for casual or part-time work whilst they are at school or those looking to become sales assistants or retail related positions including careers in Management.

The course will be delivered at school with a workplace learning component included where students 20 hours of work placements at Fishers supermarkets in either Red Cliffs, Mildura or Irymple stores one day a week, for 2 hours, over a 10 week period.

This course provides the potential opportunity for casual work to be obtained and allows for our students to partake in a course which links their learning to real life experiences.

ELIGIBILITY AND PAYMENT REQUIREMENTSStudents undertaking V.E.T. studies at Irymple Secondary College must demonstrate sound reading comprehension capabilities, consistent school attendance and maturity and self-discipline. A teacher recommendation must be provided – see Page 46 for more information. Payment for this course is due by the 17th of December 2014.

CONTENT:Students will complete comprehensive theory modules on the topics below. There is also a compulsory online training component to be completed.

Work effectively in a customer service environment

Communicate in the workplace to support team and customer outcomes

Interact with customers Merchandise Products Apply point of sale handling Balance point of sale terminal Operate retail technology

Apply safe working practices Organise and maintain work areas Minimise loss Perform stock control procedures Sell products and services Advise on products and services Follow workplace hygiene procedures Promote loyalty programs

WHAT OPPORTUNITIES FOR FURTHER STUDIES WILL I HAVE?You will be able to continue your studies with the Certificate III in Retail offered at many Registered Training Organisations (RTO’s) and TAFE Institutes.

WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL?

VCEYou will be eligible for block credit recognition of up to five VCE VET units towards their VCE: three units at Unit 1-2.

VCALThe VCE VET Retail program (either partial or full completion) may contribute at the Foundation, Intermediate or Senior levels.

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VET in Schools (VETiS) Eligibility Criteria

Students in Year 9 and 10 at Irymple Secondary College have the opportunity to undertake Year 11 subjects. However, it is important that students realise that entry into a Unit 1 and 2 sequence is not automatic. Students must have clearly demonstrated the following:

Aptitude throughout their current studies – this includes demonstrated literacy capabilities appropriate to completing the theory-based written module work of all VETiS subjects (around an “S” average or higher in Mainstream English is recommended)

Good Work Habits – students be should regularly receiving a minimum of ‘good’ in this criteria on reports

Maturity and self-discipline – including positive classroom behaviour, regularly completing homework and meeting due dates

Consistent school attendance

All students who undertake a Year 11 - VETiS subject will be reviewed at the end of the first term of study. It is expected that students will have passed all course requirements in their Year 11 - VETiS subject to be allowed to continue. There is no benefit for students to complete a Unit 1 and 2 sequence in Year 9 or 10 unless they are able to achieve strong results in that subject without jeopardising their other subjects and overall schooling success.

Students wishing to undertake Year 11 subjects must obtain a written recommendation from the relevant staff member (current teacher of that subject or Curriculum Area Coordinator) using the “Recommendation Form” (Page 47).

Additional VETiS Payment Requirements

Students undertaking a VET study incur additional course costs. These costs must be paid for before the student commences Year 9.The date this payment is required stands as 17th of December 2014.Any students who do not meet the above payment dates will be withdrawn from the course before its commencement and placed into an alternative, lower cost elective.

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Year 9 & 10 Extra - Curricular Activities

Extra - Curricular activities available during Year 9 and Year 10 include -

Tournament of Minds

Music groups

Instrumental music

Sporting groups

Sportslink program

Eisteddfod

The Beat

Debating/Public speaking

Camps – City Culture Trip and Snow Trip

Work Experience

Youth Pathways Program

S.R.C

School/House Captains

Maths Challenge competition and Maths competitions

English/Science competitions

LOTE competitions

Writers’ Workshops

Career Taster Programs

Chess

Alpine School

VETiS Teacher Recommendation Form48

Student name: _____________________________ Form Group: ________

VETiS subject/s sought for 2015: ___________________________________________

___________________________________________________________________________

Student rationale: Explain why you wish to undertake this subject/s next year:

______________________________________________________________________________

______________________________________________________________________________

_________________________________________________________________________

English teacher recommendation: all VETiS subjects require demonstrated literacy capabilities. Name of English teacher in 2014: ____________________________

Is this student recommended for Year 11 studies in 2015: Yes / NoTeacher explanation: _________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Signed: _______________________________

For trade-related VETiS subjects (e.g. Building and Construction, Hospitality, Integrated Technologies, Automotive, Engineering, Plumbing), trade teacher recommendation is also required. Name of trade teacher in 2014: ____________________________

Is this student recommended for a trade-related VETiS subject in 2015: Yes / NoTeacher explanation: _________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Signed: _______________________________

Student signature: ________________________

Parent name and signature: ________________________________________________

Date: ___________________

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Irymple Secondary College YEAR 9 - Elective Selection Sheet Please retain as your copy

Name____________________________ Parent Signature______________________Form____________________________

Current School ___________________ Form Teacher________________________

CORE SUBJECTS: English - 9 Maths - 9 Science - 7 Health/PE – 7 Humanities – 7Learning Area Electives - (Each elective runs for 7 sessions per fortnight).

Eight (8) electives are to be initially chosen for the year. Following counselling & parent input, six electives will be finalised for each students’ learning program for the academic year.All electives run for a semester except Indonesian & Italian which run for the whole year. (If selecting one of these electives please complete two spaces in the boxes below). Students must select at least one study from the Arts and Technology areas.

Learning Area Learning Area Learning Area Learning Area Learning Area Learning Area

SCIENCE HUMANITIES LANGUAGES ARTS HEALTH / P.E. TECHNOLOGY

Electives Electives Electives Electives Electives Electives Agricultural Science Robotics

Global Communities

Indonesian Italian

Art Ceramics Visual Communication Drama Music Media Studies Dance▪ Photography ▪ Print Making

Sports Science Outdoor Education

Metalwork Wood Integrated Materials Electronics Food Textiles Info Tech Certificate II in Retail

STUDENT ELECTIVE SELECTIONS:Please select in order, your elective choices for the year. 1.(The Arts) 2. (Technology) 3.

4. 5. 6.

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7. 8.

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Irymple Secondary College YEAR 9 - Elective Selection Sheet Please Return to the Office by by 17th Sept 2014

Name____________________________ Parent Signature______________________Form____________________________

Current School ___________________ Form Teacher________________________

CORE SUBJECTS: English - 9 Maths - 9 Science - 7 Health/PE – 7 Humanities – 7Learning Area Electives - (Each elective runs for 7 sessions per fortnight).

Eight (8) electives are to be initially chosen for the year. Following counselling & parent input, six electives will be finalised for each students’ learning program for the academic year.All electives run for a semester except Indonesian & Italian which run for the whole year. (If selecting one of these electives please complete two spaces in the boxes below). Students must select at least one study from the Arts and Technology areas.

Learning Area Learning Area Learning Area Learning Area Learning Area Learning Area

SCIENCE HUMANITIES LANGUAGES ARTS HEALTH / P.E. TECHNOLOGY

Electives Electives Electives Electives Electives Electives Agricultural Science Robotics

Global Communities

Indonesian Italian

Art Ceramics Visual Communication Drama Music Media Studies Dance▪ Photography ▪ Print Making

Sports Science Outdoor Education

Metalwork Wood Integrated Materials Electronics Food Textiles Info Tech Certificate II in Retail

STUDENT ELECTIVE SELECTIONS:Please select in order, your elective choices for the year. 1.(The Arts) 2. (Technology) 3.

4. 5. 6.

7. 8.

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