The Knox School · 2020. 12. 16. · and learning.” Our Vision The Knox School is a secular,...

The Knox SchoolCO-EDUCATIONAL | ELC TO VCE

Year 9 Subject Selection Handbook2021

Our Mission“The Knox School enhances and develops the aspiring mind with a passion for life long, local and global discovery and learning.”

Our VisionThe Knox School is a secular, coeducational, Early Learning to Year 12 School committed to excellence in education. Our School has an environment which promotes learning as a means of discovery and enjoyment and where enthusiasm and diversity are the central tenets of the program. Each student is encouraged to aim high, to improve daily, to take pride in his or her achievements and to develop effective and worthy ethical values.

School ValuesIt is expected that members of our community will do their best to implement the desired modelling of the values within the total life of the School.

Achievement

Accomplishing a ‘personal best’ in the world of work, education or personal development.

Care & Empathy

Being emotionally & physically supported, helping others and understanding their perspectives.

Resilience

The mental/psychological skill to properly adapt to stress and adversity.

Responsibility

Being personally accountable for and able to make decisions influencing a course of action.

Respect

Honour or regard for the worth of others.

ContentsF

From the Head of Middle School Page 4

Our Philosophy Page 5

Core Program Page 14

Elective Program Page 29

Assessment & Reporting Page 43

Subject Selection Process Page 44

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FromThe Head of Middle SchoolThe Middle School Program is a purposefully designed learning experience that engages students in a challenging academic program within a positive and nurturing environment. The program promotes the development of confident students who are able to problem solve, collaborate and communicate effectively, preparing them for the pace and complexity of the demands of their contemporary context.

The unique components of the Year 9 program are designed to create a holistic, engaging and relevant experience for all students. The opportunities allow for students to pursue their passions and interests while developing critical thinking, creativity and character to excel in life beyond school.

Students are encouraged to give of their best and are encouraged to engage actively in the rich and varied opportunities on offer. In addition to building confidence and essential skills, the Program fosters sound values of respect and resilience, and an enthusiasm for pursuing opportunities. Leadership, team-building, and social and cultural awareness are further components for exploration within the program.

The Middle School teachers look forward to guiding and supporting your child on the exciting learning journey.

Mrs Toni-Ann Bright

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Middle SchoolOur PhilosophyAt The Knox School, Year 9 provides an opportunity for students to increasingly pursue their curiosity and challenge themselves by stepping forth into the world. The Year 9 program thus represents the culmination of the Middle Years: An opportunity to lead, to reflect and to celebrate. It also represents the commencement of the next phase in their lives as emerging independent learners defining a vision for their future that they will then nurture through the senior years.

Our curriculum at Year 9 invites students to use their minds deliberately and respond thoughtfully to personal and community challenges. Year 9 offers rich and varied opportunities for learning grounded in the determination to:

• Connect students to each other and the world around them

• Shape their thinking and their values towards making responsible decisions

• Provoke their curiosity and the limits of their horizons

• Position them as emerging independent learners for the senior years

Our programs are built on a philosophy of providing choice, academic and personal challenge, within an exceptional environment of student wellbeing.

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Community Learning

Developing student agency and an expectation for students to connect to the community is an effective means of developing awareness of self and of others. The School value of Care and Empathy is demonstrated by the student’s participation in service that gives of their time to others. In Year 9, students engage in community learning as part of the Year 9 Camp program and as part of their own sourced learning outside of school hours, promoting wellbeing and contributing to the total development of the student.

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ConnectReal learning is grounded in relationships.

Year 9 is an opportunity to consolidate friendships, to explore our place in the broader community and the world, and through our emerging independence consider how our actions influence the lives of others.

Camps

Camps provide the ideal opportunity for students to connect with their peers and their teachers outside of the usual learning environment. The sharing of new experiences and adventures fosters the establishment of a relationship that complements the nurturing environment provided by the School. Communication is key to the success of teamwork and, when combined with aspects of leadership, students develop strong sense of connection and belonging with their peers.

Connect

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ShapeSuccessful learning requires expert teaching.

The craft of teaching is the wedding of skill with context; matching the need of the learner at the stage of readiness. Teaching changes with the age of the learner. The blended learning environment is one that understands the modern world as an integration of face-to-face and digital learning.

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Year 9 Electives

The Year 9 Elective program seeks to transform the learning experience and is designed through the principles of purpose of learning, transdisciplinary learning and complex skill development. Term length units of work offer numerous opportunities to experience a range of interest areas across the more traditional disciplines of knowledge. Providing scope and diversity, the electives shape the thinking of students and provide an insight into possible pathways to follow at the VCE level.

Year 9 LINK Classes

Technology is present at all levels of education and we are committed to ensuring that online learning occurs in developmentally appropriate and purposeful ways. Contemporary curriculum structures and innovative approaches facilitate programs that encourage students to be digital learners, such as the Year 9 Chinese LINK class. A partnership with Hangzhou Entel Foreign Language School sees students engage and collaborate via video link in Mandarin, enhancing their language skills and shaping them to be digital learners.

Data and Growth

One of the most powerful tools to inform, engage and create opportunities for students along their education journey, data helps make connections that shape insight and leads to further growth and improvement. It has the potential to transform education into a personalised experience that meets the needs of individual students, identifies gaps in learning and monitors progress over time. When students, parents and teachers have the right data and information to make decisions, students excel. Students are taught how to learn and how to continue to be learners. The willingness to take risks, an openness to new ideas, ability to identify what is not known and good organisation shapes the growth of a student.

Shape

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ProvokeLearning must be challenging.

The challenge in success learning is to position yourself on the cusp of the unknown, drawing on what you know to assist in the learning of new skills, knowledge and understanding. Moving ‘outside the comfort zone’ is part of the challenge of the path to adulthood and a feature at Year 9.

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Provoke

Year 9 KEEP

Year 9 KEEP is a trilogy of programs designed to provoke students’ sense of known travel experiences as part of the desire to position and shape the students ready for life experiences. A City, Coast and Country program aims to develop the student’s independence, providing new experiences that encourage critical and creative thinking, present challenging group work scenarios and employ collaboration and negotiation skills. Our Year 9 students handled these experiences within the KEEP program with confidence and ease.

Year 9 Camp

The Year 9 camp completes the KEEP trilogy as the Country component, designed as a team-based, personal and leadership development learning experience for students. It is a positive learning experience intended to provoke students who are both experienced and inexperienced in outdoor environments. The camp builds on the community learning, providing personal, social and leadership development opportunities. Students play a key role in the planning and organisation of the camp, collaborating with their peers and guided by their Tutor.

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Year 9 Careers Development

Solid academic skills of literacy, numeracy and good knowledge base remain foundational elements of a good education but equally so is the positioning of students for a chosen pathway at VCE level. A full time Career’s Practitioner, the Tutor and specific wellbeing program assist students in making choices that are appropriate for their future and equip them with the skills needed to achieve the desired future outcomes.

Developing a skillset

Students need to build self-awareness, independence and resilience, and this is woven into all programs within the school. By taking responsibility for their own learning and interacting with teachers collaboratively, students are equipped to respond positively to challenges and high expectations, and cultivates a desire to achieve their personal best. The Year 9 curriculum develops a skillset in communication, critical thinking, collaboration and creativity, positioning students favourably with the competencies identified as crucial for the 21st century.

PositionLearning must have purpose.

The purpose of learning is to improve ourselves. At Year 9 we may not know what our adult lives will bring, but we can begin to position ourselves to be responsive to our changing world and alert to opportunity.

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Position

Year 9 Tutor

The wellbeing of The Knox School students underpins their academic success. A holistic approach to knowing each student is vital in providing the support and encouragement needed to succeed. The positive relationships between staff, students and parents are critical to positive outcomes, and the role of the Tutor is central to this partnership. As the first point of contact, the Tutor is aware of the academic and social needs of each student in their group. Delivering a wellbeing curriculum that is contemporary and responsive to the needs of adolescents, students are positioned to be strong, independent learners who are eager to pursue opportunities.

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CURRICULUMCORE ProgramThe core academic program in Year 9 at The Knox School is studied by all students and provides for instruction in the key skills of literacy and numeracy as well as Science, the Humanities of History and Geography, and Health and Physical Education.

ENGLISH

MATHEMATICS

GEOGRAPHY

SCIENCE

HEALTH & PHYSICAL EDUCATION

HISTORY

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EnglishSubject Description

In Year 9 English, a variety of activities will be undertaken to develop the students’ ability to write for a range of purposes and audiences as well as engage within group discussions and deliver presentations. Students will study a selection of texts types and respond in various creative, informative and persuasive forms. Ongoing work using the English skills workbook will also focus the students learning on grammar, punctuation and literacy skills.

Areas of study

Analytical text response

The power of words: persuasive language and speeches

Creating and presenting: novel and poetry

Assessment

• Text response

• Poetry analysis

• Oral presentation

• Spelling and grammar sheets

• English skills workbook

• Examinations

Resources

Texts for study and English skills workbook as per booklist

Pathway to future study

English is a compulsory subject for all Year 9 students.

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MathematicsSubject Description

As in Years 7 and 8, the Year 9 Mathematics course continues to apply a personalised learning model, but using a textbook as the primary resource alongside more formal teacher instruction. Students study the same topic at the same time, but with pre-testing used to determine their starting point. Based on the pre-test, students will receive instruction and complete work suitable to their prior knowledge and skills. Students undertake a common test at the end of each topic, although students progressing into Year 10 concepts within the topic can also be assessed on this supplementary material.

In Year 9, students continue to develop their proficiency in understanding, fluency, problem solving and reasoning within three content strands: Number and Algebra, Measurement and Reasoning, and Statistics and Probability. Students apply their knowledge in the above areas to analyse, investigate and solve problems in a variety of situations. They also learn to communicate mathematical ideas and make effective use of technology.

Areas of study

Number and Algebra

Measurement and Geometry

Statistics and Probability

Assessment

• Written tests

• Rich learning activities

Resources

Texts and materials to be purchased as per the booklist

TI Nspire CAS calculator


This subject continues to develop students’ mathematical skills on a path to study VCE Mathematics.

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ScienceSubject Description

Students explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components for ecosystems. They will examine electricity and the transfer of energy through an electric circuit. Students are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how elements are arranged in the Periodic Table. They learn that atoms combine in different ways to form compounds and how these compounds can be altered due to different chemical reactions. They will examine the electromagnetic spectrum, and develop an understanding of wavelength and frequency.

This course allows students to understand the big ideas involved in current research of science as a whole as well as becoming scientifically literate independent learners.

Areas of study

Scientific enquiry skills

Materials

Reaction types

Body coordination

Ecosystems

Electricity

Electromagnetic radiation and light

Assessment

• Evaluating understanding involving key knowledge, scientific understanding, application of scientific concepts, analysis and evaluation of data

• Skills acquired through laboratory tasks, scientific communication, inquiry based learning, and creativity

Resources


Scientific calculator


This subject provides the range of knowledge and skills used in the specialised sciences available from Year 10 to VCE.

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Health and Physical EducationSubject Description

Year 9 Health and Physical Education is the combination of subjects of Health and Physical Education. Students will undertake a unique innovative program combining traditional and contemporary health and wellbeing topics with Physical Education and activity components. Topics relate to positive relationships, mental health and wellness, systems of the human body and preparation for Physical Education and Health and Human Development for future years.

Areas of study

How to take positive action to enhance their own and others’ health, safety and wellbeing

A focus on the human body systems including the skeletal and muscular system

A unit designed to prepare them for both senior Physical Education and Health and Human Development

A focus on fitness to determine strengths and areas for improvement

A variety of sports used to teach the skills of throwing, catching and kicking

Assessment

• Individual Projects

• Practical Assessment

• Interactive assignment, topic reflections and presentations will provide variety and a clear indication of student progress.

Resources

Year 9 & 10 Fit for Life, Health and Physical Education for the Australian Curriculum


Health and Physical Education leads to Year 10 Health and Physical Education, Year 10 Sports Science, VCE Physical Education and VCE Health and Human Development.

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Geography – Global ImpactSubject Description

Students’ conceptual thinking is developed through two sub-strands:

• Biomes and food security

• Geographies of interconnections

Areas of study

Biomes and food security investigates the role of the biotic environment and its role in food and fibre production.

Geographies of interconnections investigates how people are connected to places throughout the world and how these connections help to make and change places and their environments.

Assessment

Skills Based Assessment of the following 6 key Geography skills:

• Skill 1: Making future predictions

• Skill 2: Identifying and explaining spatial distributions

• Skill 3: Analysing Interconnections

• Skill 4: Data collection

• Skill 5: Graphic representation of Data

• Skill 6: Evaluating data and drawing conclusions

Resources



This subject leads to Year 10 Geography.

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History – Making the Modern World Subject Description

Students study the Making of the Modern World from 1750 to 1918. It covers the period of industrialisation and rapid change in the ways people lived, worked and thought, the era of nationalism and imperialism, and the colonisation of Australia which was part of the expansion of European power. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.

Areas of study

The Industrial Revolution

Making Australia

World War I

Assessment

Skills Based Assessment of the following 6 key History skills:

• Skill 1: Chronological sequencing

• Skill 2: Historical Inquiry and Referencing (Evaluate and reference useful and reliable sources of information)

• Skill 3: Source Analysis (Analysis of different perspectives and interpretations)

• Skill 4: Analysis of short and long term cause and effect

• Skill 5: Analysis and evaluation of patterns of continuity and change

• Skill 6: Evaluation of historical significance of key events / individuals / groups / ideas / places

Resources



This subject leads to Year 10 History and to VCE History Global Empires.

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Assisted LiteracyOffered by invitation only

Subject Description

This subject is provided for students who have an identified literacy difficulty and who require specialised assistance for developing their literacy skills. The Department of Differentiated Learning coordinates enrolment in this subject.

Areas of study

Reading – accuracy, fluency and comprehension

Writing – spelling, vocabulary, grammar, punctuation and writing for different purposes

Oral communication – discussions, debates and presentations

Assessment

• Classwork

Resources

Macmillan Education Complete English Basics by Sadler and Sadler as per the booklist


Assisted Literacy provides the opportunity for students to build literacy skills related to English. Assisted Literacy classes run sequentially for three years so students may automatically progress from Year 8 to Year 9 Assisted Literacy.

Please note: enrolment in this subject precludes a student from studying a language other than English (LOTE).

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Elective Program

ELECTIVE SUBJECTS

LANGUAGES

CAFÉ SKILLS

THE CUBE

Term Based

Electives

Yearly Subject

MUSIC

Selecting a Study Program at Year 9In selecting their study program for Year 9 at The Knox School students should fundamentally select studies in which they are interested. Every endeavour will be made to enable students to study their desired electives; however, in some instances, students may instead be offered one or more of their alternate selections. All electives are offered subject to the following constraints:

• student interest; classes which do not attract sufficient student interest will not proceed

• teacher availability; some classes may not be able to proceed if a suitable teacher is not available

• timetabling that might prevent students from studying certain combinations of subjects

• resource limitations; some subjects have a quota restriction due to limitations on the resources required e.g. Food Studies. It is important to note that no VCE subjects, at Years 10 or 11, require the completion of any specific subjects from the Year 9 elective program, except for the study of Languages.

Students select to continue their language from Year 8 and four (4) term based electives; or, eight (8) term based electives.

Students will select their study program for Semester One only and then select again towards the end of Term Two for Semester Two.

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LanguagesSubject Description

The course aims to consolidate the material covered in the previous two years, and to further develop the four language skills of speaking, listening, reading and writing. Grammar and language structure continue to increase in complexity and the cultural content of the course continues to be an integral part.

Resources



This is a two semester elective course and should be taken by all students aiming to continue with Languages in Year 10 and beyond. This study leads sequentially to VCE Languages in Years 11 and Year 12.

The study of a language requires continuity; as such, students considering undertaking the study of a language in Years 11 and 12 are required to study this language throughout Years 9 and 10. Students are not able to change languages at Year 9.

Areas of study - German

Places in a town

Street names

Summer and winter sports

Transport and directions

Typical German café food

Higher numbers

Clothes and fashion

Prices, shopping and sales

Describing people

Weather forecasts and making plans

Areas of study - French

Household tasks

Daily routines

Holidays

Working

Weekends

Leisure

Outings

Health

Fitness

Past events

Areas of study – Chinese

My studies

School life

How to get to…

Leisure life

Each has its own merits

Traveling

I am sick

A birthday party

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Music - Offered in Semester One Elective #1 Music Essentials Building Blocks For SuccessPre-requisite – to take this subject, you must be having lessons on a musical instrument

Do you love playing your instrument? Want to understand more about how Music works? With a focus on hands-on learning experiences coupled with a deep-dive into essential theoretical tools, this elective is designed for musicians who wish to broaden the horizons of their musical understanding. Underpinned by the Live Concert Experience excursions, the course combines the learning of fundamental theory concepts with their practical applications and offers students the opportunity to explore and create music in both solo performance and group performance settings.

• Live Concert Experiences – excursions to evening concerts in Melbourne’s CBD

• Group performance – arranging music for members of the class ensemble to perform

• Solo Performance – analysis and performance of a solo piece, chosen in collaboration with your own instrumental teacher

• Musicianship and AMEB Music Theory – personalised program appropriate to individual levels

• Musicology – analysis and historical research of music heard at live concerts

01

02

03

04

01

02

03

04

Live Concert ExperienceFilm Music Analysis

Film Composition techniques

Solo Performance

Group Performance

Listening Analysis

Musicianship and AMEB Theory

Arranging for the Class Ensemble

Group Performance - Class Ensemble

Solo Performance Skills

Music Theory - AMEB Grades

Musicology

Year 10andVCE Music

Year 10andVCE Music

Year 10andVCE Music

Year 10andVCE Music

Year 9 Music Electives

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Music - Offered in Semester One Elective #2 Connecting the Dots Soundtrack to SuccessPre-requisite – students must have completed Elective #1 – Academic Music Essentials

Now that you have all the essentials, have you ever wondered what makes film music so effective? Would you like to refine and improve your instrumental practice routines? Building on the foundation skills learned in Elective #1 students will apply their knowledge to increasingly sophisticated tasks, including creating a film score to accompany a movie scene and designing a personal technique boot-camp program to supercharge their instrumental technique, as well as continued development of theory, aural and music analysis skills. With a focus on hands-on skill building through independent and small-group tasks, there is certainly scope for significant extension in this unit.

• Film scene analysis: what makes this scene effective?

• Film composition techniques

• Solo performance and personal practice techniques

• Group performance

• Listening analysis – the elements of music

• Musicianship and AMEB Music Theory

01

02

03

04

01

02

03

04

Live Concert ExperienceFilm Music Analysis

Film Composition techniques

Solo Performance

Group Performance

Listening Analysis

Musicianship and AMEB Theory

Arranging for the Class Ensemble

Group Performance - Class Ensemble

Solo Performance Skills

Music Theory - AMEB Grades

Musicology

Year 10andVCE Music

Year 10andVCE Music

Year 10andVCE Music

Year 10andVCE Music

Year 9 Music Electives

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Cafe Skills - Offered in Semester One and Two Subject Description

Students will develop an understanding of the running of a café from both a business and a financial perspective, as well as from a practical and managerial perspective. They will develop and extend their practical skills in the kitchen, through the cooking and preparation of a variety of café foods and beverages. Students will learn about the practicalities and advantages of successfully running a small business such as a cafe, as well as marketing and budgeting strategies.

Areas of Study

Food Technology: the development of cookery skills required in the preparation of a range of café style foods.

Commerce and finance and the financial knowledge required in the running of a small business.

Assessment

• Student’s performance assessment of working at the School Café

• Development of publicity for small business

• Portfolio Presentation

Resources

Food For You - Middle Secondary Book 2

Food For You - Middle Secondary Book 2 - Student Workbook Pathway to future study

Year 9 Café Skills leads to VCE VET Hospitality in Years 10 to 12.


Year 9 Café Skills leads to VCE VET Hospitality in Years 10 to 12.

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The CubeThe Cube is the name provided for the Year 9 elective program: a visionary program that seeks to transform the learning experience for students. The Cube is designed through a number of principles:

• The experience of learning (Experience)

• Trans-disciplinary learning (Subject Areas)

• Complex skill development (Skill)

Some 20 electives are provided for students to choose from as part of the study program at Year 9; each one term in duration. Units provide different opportunities to experience both breadth and depth in a range of areas of interest that bridge the divide between what might traditionally be considered the disciplines of knowledge. Each subject is designed through a 3 x 3 matrix ensuring scope and diversity through the Cube.

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Experience

Integral to learning is the purpose of the undertaking. Electives are designed to engage students in purposeful learning that invites them to shape their new understanding, skills and knowledge by applying their learning through a series of formats.

Some types of assessment in each subject might include:

Essay

• Written work in which students try out ideas and arguments, supported by evidence.

Poster presentation

• Posters can be used for assessment of parts of students’ work and, at the same time, introduce the idea of academic conference posters. Posters can be a good way for individual students or groups to display designs, or the results of an investigative project.

Written report

• Methodically written account of a project or investigation

Case studies

• Describes a scenario and asks students to respond as the scene changes

Practicum

• Assessment of practical skills in an authentic setting

Project

• In-depth exploration of a topic or field

Reflective journal or blog

• As methods of developing an awareness of processes, reflective journals and blogs serve a very useful purpose and reveal a wealth of student knowledge and skills not detected by other methods, especially those that concentrate on outcomes. These tasks need to be carefully designed as they can be very time consuming to grade.

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Subject Areas

The traditional subject areas provide the body of knowledge from which each elective unit is designed, offering the chance to explore the depths of a particular area or to explore the application of skills and knowledge across disciplines.

• English

Includes Literature

• Mathematics

• Science

Includes Biology, Chemistry, Physics, Psychology

• Humanities

Includes Geography, History, Business Management, Accounting, Economics, Legal Studies and Politics

• Health & Physical Education

Includes Outdoor Education

• Technology Art & Design

Includes Computing, Software Development, Art, Visual Communication & Design, Media and Food Studies

• Music and Performing Arts

HPE

TAD

CO

MA

SC

HU

EN English

Science

Humanities

Health & Physical Education

Technology, Art & Design

Mathematics

MP Music & Performing Arts

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Skill

The skillset of the 21st century requires the nurturing of skills that require the integration of the ‘what’ with the ‘how’: knowledge alone is no longer sufficient, nor are skills in isolation. Effective skills now require the integration of ‘what we know’ with ‘how we demonstrate’. Electives in the Cube will be structured and assessed through the lens of the 6Cs:

• Collaboration

The capacity to work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective management of team dynamics, making substantive decisions together, and learning from contributing to the learning of others.

• Character

Qualities of the individual essential for being personally effective in a complex world including: grit, ethics, reliability and, integrity.

• Contribution

Thinking as global citizens and being prepared to act locally in the consideration of global issues based on a deep understanding of diverse values with genuine interest in engaging with others to solves complex problems that impact human and environmental sustainability.

• Creativity

Having an ‘entrepreneurial or innovative eye for economic, social, artistic and other opportunities, asking the right questions to generate new ideas, and demonstrate leadership to pursue those ideas into practice.

• Communication

Mastery of fluencies such as digital, writing, human cues and speaking tailored for a range of audiences.

• Critical Thinking

Able to critically evaluate information and arguments, seeing patterns and connections, construction of meaningful knowledge and applying it in the real world.

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Year 9 Cube Elective Subjects - Term One

HU

PU

CT

EV

CL

TAD

CN

MA

AN

HU

PU

CV

EV

CL

TAD

CM

TAD

CR

EN

RE

CM

AN

CV

SC

CL

MA

CR

Market Disruption & Getting Rich Slowly

Subject Description

Milton Friedman coined the term ‘creative destruction’, which is what drives market capitalist economies to better living standards for society. We will explore the effect of Netflix, Uber, Apple, Airtasker, AirBNB and other disrupting business models on modern society and industry, and focus on capitalism, including perils, affluence and sustainability.

Experience: Analyse, Evaluate, Publish

Subject Areas/Pathways: Humanities, Mathematics, Technology, Art & Design

6C’s: Collaboration, Contribution, Critical Thinking

Art or Crime?

Subject Description

Melbourne is considered one of the great graffiti capitals of the world, yet community can be divided about its place and merit. This subject explores the different ways in which people engage with the public expression of their art.

Someone scribbles their nickname in texta on public transport. Someone else paints a political slogan on a wall to protest a government policy. Another crafts an exquisite piece of art along a train line. Just what are the motivations, boundaries and justifications for these activities? And is there any overlap?

Students will explore the history of street art through key artists from around the world and will undertake a series of lessons to learn various stencil and graffiti techniques. They will create a series of artworks demonstrating their skills and interests which will be recorded and projection mapped for a public outcome.

Experience: Create, Evaluate, Publish

Subject Areas/Pathways: Humanities, Technology, Art & Design

6C’s: Collaboration, Communication, Creativity

Dungeons & Dragons, Deconstructed

Subject Description

The core of D&D is storytelling. Teacher & students tell a story together, guiding their heroes through quests for treasure, battles with deadly foes, daring rescues, courtly intrigue, and much more. Students will experience an opportunity to exercise and model creativity, passion, problem-solving, and the courage to re-author their personal and institutional narratives. Armed with these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school as a legendary epic for the ages, and perhaps save the world along the way. Whether they experience the nuances of character development or try their hand at Dungeon Mastering and running their own stories to be played, there is something for everyone. Imagination and a sense of adventure required.

Experience: Create, Analyse, Reflect

Subject Areas/Pathways: English, Mathematics, Science

6C’s: Creativity, Collaboration, Communication

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Year 9 Cube Elective Subjects - Term One

EN

PR

CV

EV

CL

MA

CM

HU

CR

Masters of Money, Marketing & the Underworld

Subject Description

A focus of who controls money, makes money, and the future of money. Students will study the social construct of money, the economics of market power and how monopolies and oligopolies control you and your family. A final exploration of how some markets are amoral - disregarding laws resulting in the ‘black markets’ that exist locally and overseas. The intention is to take a journey into the world of crime, power and money – through the lens of economics.

Students will develop a real-world understanding of the money and market-based activity and will experience money, monopolies and mobsters in a way that brings into question the purpose and morality of the society in which they live.

Experience: Create, Evaluate, Predict

Subject Areas/Pathways: English, Humanities, Mathematics


EN

PU

CV

CR

CL

SC

CM

TAD

AN

Engineering Challenge – Biomimicry

Subject Description

Biomimicry: using biology to inspire design solutions for real-world problems. Over millions of years, plants and animals have evolved adaptations to help them thrive and survive. Students will examine different plant and animal adaptations and then use one as an inspiration for designing a product; whether it is a more comfortable chair or a more streamlined car or better insulation for a house, the design choices are endless!

Students will research and design their product, and if possible, build it. Students will then create a marketing campaign to convince the public that their product is a solution to a real-world problem.

Experience: Analyse, Create, Publish

Subject Areas/Pathways: English, Technology, Art & Design, Science


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TAD

RE

CV

PU

CT

TAD

CM

EN

CR

Behind Those Eyes

Subject Description

How can we communicate without using words? What insights into an individual can be captured by a lens?

Students will be introduced to the ways in which photographers have used their practice to get to know and portray the character of their different subjects. They will learn basic principles of photography and move on to critically analyse the elements and principles of their photographs, to expand their critical, creative practice. They will consider and design approaches to photoshoots to best reflect the elements they want to capture before attempting to draw out the essence of their subject for their final creative portrait. They will explore the different ways in which personality, emotion and story can be captured and presented through photography. By developing and applying interviewing techniques to elicit a story from their subject, students will form a biography, clarifying the essence of the person they are portraying. This will then be used to shape the photoshoot and ultimately support the story told in the final portrait.

Experience: Create, Publish, Reflect

Subject Areas/Pathways: English, Technology, Art & Design

6C’s: Critical Thinking, Communication, Creativity

Year 9 Cube Elective Subjects - Term Two

EN

PU

CN

HY

CH

TAD

CM

HU

CR

MA

PU

CT

EV

CH

TAD

CL

SC

CR

Sports Coaching & Leadership

Subject Description

Discover the characteristics of a great coach or world leader. Why do people listen, follow and act on the instruction of these influential figures? Investigate the impact a successful coach can have, and in contrast, the devastating damage an unsuitable leader can cause. Complete online modules and put theory into practice by coaching peers and junior school students.

Experience: Create, Hypothesise, Publish

Subject Areas/Pathways: English, Humanities, Technology, Art & Design

6C’s: Character, Communication, Contribution

Thinking like a Computer

Subject Description

Tackle problems using decomposition and abstraction, then learn to build and evaluate solutions making use of sequence, selection and iteration. Students will design and build an interface for a small business. It will encompass design thinking skills to research issues and define problems, and incorporate computational thinking to create testable solutions


Subject Areas/Pathways: Mathematics, Science, Technology, Art & Design

6C’s: Character, Collaboration, Critical Thinking

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Year 9 Cube Elective Subjects - Term Two

Chocolate - A Love Story

Subject Description

The study of the global chocolate industry; farming cocao beans, exploitation of children, fair trade intervention, the economics of chocolate. An immersion into the past, present and future of chocolate; studying the history of the global trade of chocolate and discovering the myths surrounding chocolate, both from an eastern and western world viewpoint. Students will examine the countries that have attained wealth, power and gained recognition as being “Nations of Status” in the world of Chocolate.

Students will have a choice in their final study of chocolate. In this inquiry students will be challenged to construct an investigation that extends their skills of research, critical thinking and communication.

Experience: Create, Evaluate, Predict

Subject Areas/Pathways: English, Humanities, Mathematics


Engineering Challenge – Sustainability

Subject Description

Sustainability: the capacity for human civilization to coexist with the natural world A sustainable future requires a greater adoption of renewable energy sources. Students will design, build and test different air or wind turbines in an attempt to discover which design produces the most electricity; is the shape of the turbine blade important or is the number of blades more important, or maybe it’s the material the blades are made from? Students will research, design, build and test their own air or wind turbines and measure the amount of electricity they produce. Students will then present their findings as a scientific poster.


Subject Areas/Pathways: Science, English, Technology, Art & Design

6C’s: Collaboration, Contribution, Critical Thinking

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Data Analytics & Big Data

Subject Description

Acquire, analyse and validate various types of data. Consider the vast quantities of data in our everyday lives, then learn a range of techniques to manipulate data to create visualisations for an audience.

Develop techniques for acquiring, storing and validating data. Starting with a basic overview of spreadsheets and databases skills, students go on to test a range of data collection techniques in the classroom and their wider community. A survey is designed to collect quantitative data and a research project is conducted, collecting data through recorded interviews and focus groups. Students compile local population data from a range of sources and combine mapping data from multiple electronic data sets to build data visualisations.

Experience: Analyse, Evaluate, Hypothesise

Subject Areas/Pathways: Mathematics, Science, Technology, Art & Design

6C’s: Collaboration, Creativity, Critical Thinking

Board Games – Thinking Outside the Box

Subject Description

Playing board games is entertaining, but that is only one benefit of board game playing. There has been quite a resurgence in the popularity of board games as it brings people closer and strengthens relationships. Some other well researched benefits involve increased brain function, learning to set goals and be patient and reducing stress. Students will be introduced to different types and genres of boardgames, both adversarial and cooperative. They will then plan an outline for a new game design based on their experiences. The aim is to enhance their creativity and self-confidence, and yes, think outside the box.

Experience: Create, Analyse, Hypothesise

Subject Areas/Pathways: English, Humanities, TAD

6C’s: Communication, Critical Thinking, Collaboration

Year 9 Cube Elective Subjects - Term Three

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Moving Beyond the Frame - Protests & Politics

Subject Description

Modern society is full of images, visual and auditory texts. Are we equipped with the knowledge and skills required to fully appreciate how they shape and influence our lives? Students will examine how texts respond to the context in which they were created, and how artists use their creations to enact social, cultural and political change. We will analyse art forms as a tool of influence with a variety of texts, including song lyrics, art forms and multimedia texts. We will particularly examine texts from an Australian context within a global landscape, exploring how seemingly ‘everyday’ communication is integral towards defining themselves in society. Students will experience a range of choice and challenge in this course, as they will be able to bring texts of their choosing into the learning. Students will also have opportunity to create their own political art.

Experience: Analyse, Create, Reflect


6C’s: Communication, Creativity, Critical Thinking

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Design Thinking - Social Innovation

Subject Description

When looking around and reflecting on our environment and community, there are many challenges and opportunities which present themselves. In this unit, we will have a closer look around Knox, considering the issues faced by residents of various ages, as well as its institutions such as businesses, schools, clubs and parks. This collaborative, design thinking-based project will encourage and empower students to make an impact in their community. It will simultaneously nurture an empathetic approach to understanding problems, whilst fostering creative potential to conceptualise and develop innovative solutions. Working in teams to design a pitch, whether it be for a product or service, students will consider challenges through multiple lenses and from multiple perspectives. This deeper, more nuanced understanding of a problem will encourage more creative approaches as they consider design solutions. Researching and working with stakeholders in the community, this subject is all about how design thinking can be applied for making a genuine, positive change in society.


Subject Areas/Pathways: Humanities, Technology, Art & Design

6C’s: Contribution, Creativity, Critical Thinking

Year 9 Cube Elective Subjects - Term Three

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Behind the Curtain

Subject Description

Have you ever wondered what it REALLY takes to make a show run? Without a crew, the actors are lost! Sound, lighting, props, set, costume, hair, make-up... we’ve got it all! In this unit, students take a peek ‘behind the curtain’ at the hidden work that goes on for a theatrical performance before actors even take the stage. In this unit, students will interpret a script, bringing it to life. Using scripts as a base for our investigation, we will explore how meaning is created in a story by engaging with both technical and creative design skills. Students have opportunities to learn how to code and operate sound and lighting desks or develop and create their own imaginative costume, make-up, set or prop designs.

Experience: Analyse, Code, Create

Subject Areas/Pathways: English, Music and Performing Ats, Technology, Art & Design,

6C’s: Communication, Creativity, Critical Thinking

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Fake News!

Subject Description

How can you trust the information found on your news feed? What do you do when scientists and experts are ignored? In this subject, students will chose to explore a science-based conspiracy theory (such as climate change denial, anti-vaxxers, flat Earthers, anti-maskers etc), and examine the scientific evidence surrounding this issue. Based on this evidence, students will design an education campaign aimed at teenagers.


Subject Areas/Pathways: Science, Mathematics, Technology, Art & Design

6C’s: Character, Collaboration, Communication

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Bringing Cartoons to Life

Subject Description

What gives a few moving lines the ability to convey information, personality and emotion? Well before the 3D realism of Pixar, 12 principles of animation were developed which meant that simple lines could breathe life into characters that would see them jumping off the page, and exaggerated environments and actions informed by physics and design which would make them still perfectly believable.

Students will learn these 12 principles and explore how they can be implemented for a variety of practical outcomes using contemporary technologies. Moving from 2D to 3D, students will sketch then develop a character in clay, which they will then sculpt in a Virtual Reality space using Tiltbrush and Google blocks. Once characters have been developed, students will then work on creating a virtual environment for them to inhabit.


Subject Areas/Pathways: Technology, Art & Design

6C’s: Critical Thinking, Creativity, Collaboration

Year 9 Cube Elective Subjects - Term Four

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Truncated Conrad Challenge

Subject Description

There is no box. Come up with a new idea that addresses a local or global issue and create a product and/or service to address it. Use your entrepreneurial problem solving skills to address challenging social, scientific and societal issues through utilising your creativity and critical-thinking skills. Come up with a concept, a business plan, a marketing plan and then pitch it!

Experience: Create, Evaluate, Reflect

Subject Areas/Pathways: Humanities, Science, Technology, Art & Design

6C’s: Communication, Contribution, Creativity

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The Great Outdoors

Subject Description

The great outdoors explores some unique opportunities to connect to the world around us, appreciating the wonders of our natural environment while challenging our physical and mental strength through outdoor adventures. Students will experience a range of activities like Orienteering, Bushwalking, High Ropes Elements and Rock Climbing. They will also be involved in camp planning and coordination in preparation for the Year 9 Camp.

Experience: Create, Predict, Reflect

Subject Areas/Pathways: English, Health & Physical Education, Humanities

6C’s: Character, Collaboration, Communication

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It’s Your Cue!

Subject Description

Lights, Camera, Action!

Take a dive into the world of the actor and director. In this unit, students explore what matters to them as they research real world issues and events to use as the base of their own devised ensemble performances. Together, we move through the production process, experimenting with a range of theatrical and performance styles to create, rehearse and showcase short plays. Students are given the opportunity to utilise all areas of production to enhance their performance such as sound, lighting, costume, make-up, set and props. They can also elect to perform to a wider audience at the Middle School Performance Night held towards the end of term 4.

Experience: Create, Publish, Reflect

Subject Areas/Pathways: English, Humanities, Music and Performing Arts

6C’s: Collaboration, Communication, Contribution


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Social Media - Connected or Disconnected

Subject Description

With a vast array of platforms, young people, in particular, are targeted users of social media as a means of communicating with others around the world. These platforms have given everyone a voice and a ready-made audience, but is that always a good thing? Students will examine the role of global connectedness and the impact of social media in shaping identities and attitudes around the globe. We will examine the ways in which interest groups can influence decision making processes and empower social change, through the various social media platforms.

Students will have the opportunity to reflect on their own use of social media and the ways in which they can participate as citizens in an inter-connected world.

Experience: Analyse, Evaluate, Reflect


6C’s: Character, Communication, Critical Thinking

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Germs and You

Subject Description

How effective are hand sanitisers at stopping the spread of germs? Is soap and water better? Do masks actually do anything? Should we take antibiotics if we have a viral infection? What about bleach? Does it kill germs, and should we inject it if we’re sick? In this subject, students will design and conduct a series of experiments exploring the effects of different sanitation techniques on the spread of germs. Students will also examine the Hygiene Hypothesis and the human microbiome and answer the question “is being too clean and hygienic actually making us sick?” Students will then work in teams to produce an entertainment product (e.g. a comic book, music video, board game etc) to help spread their learning to the wider community.

Experience: Hypothesise, Predict, Publish

Subject Areas/Pathways: Science, Mathematics, Technology, Art & Design

6C’s: Collaboration, Communication, Critical Thinking


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Assessment and Reporting – Year 9 Core Program

Grades in Year 9 are awarded according to the following standards. Students are assessed on their performance against the objectives and assessment criteria established for each task.

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APPENDIX ASUBJECT SELECTION PROCESS FOR MIDDLE SCHOOL This guide is designed to assist in using Web Preferences to select and submit your preferences for subjects.

For any queries please contact [email protected]

This user guide contains the following sections:

Step 1 – Logging on to Web Preferences

Step 2 – Adding subject preferences

Year 8

Year 9

Step 3 – Confirming subject preferences

Step 4 – Printing your confirmation

Step 1 – Logging on to Web Preferences

After students have decided on their subjects of choice, they may log on to Web Preferences via the link emailed to their School email account.

Click on “Log In” to proceed.

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Step 2 – Adding subject preferences

After reading through the information provided, click on “Add New Preferences”.

Rules for subject selection:

Students need to select their electives based in preference order, with the exception of languages that is offered in preference 1. A language is optional, and runs for the entire year.

All other electives run for one semester.

All students will undertake 6 electives in total, and as a language runs for the entire year it will count as 2. This means that if a student wishes to study a language they will only need to select electives in preferences 2-5 (plus two reserves) on top of their language and for those students not wishing to undertake a language they must select an option for preferences 2-7 (plus two reserves).

Once subjects have been selected, click on “Proceed”.

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Step 3 – Confirming subject preferences

A screen that lists all of the preferences selected will be displayed. If a mistake has been made click “Cancel” to begin the selection process again; however, if the display is correct you may click “Submit Valid Preferences” to continue. To change the order or preferences, click on “Reorder preferences”.

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Step 4 – Printing your confirmation

Finally students must print their subject preferences for parents to sign. To print, first click on “Open Print View”.

In the window that opens click “Print Receipt”.

The subject preference form, signed by both the student and parent/guardian, is to be placed in the box located in the Middle School Office. The forms are kept on file.

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220 Burwood Highway, Wantirna SouthP: 03 8805 3800 – E: [email protected]

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www.knox.vic.edu.au

The Knox SchoolCO-EDUCATIONAL | ELC TO VCE

The Knox School · 2020. 12. 16. · and learning.” Our Vision The Knox School is a secular,...

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Transcript of The Knox School · 2020. 12. 16. · and learning.” Our Vision The Knox School is a secular,...