Year 9 Course Selection Booklet - Irymple Year 9 C… · Web viewYear 9 Course Selection Booklet....

Students undertaking Year 9 in 2017 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 Monday 12th September 2016. 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, Careers and Pathways staff 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

2017

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Parents should be aware that higher cost electives, camps and swimming program attract a compulsory payment. 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 7th

September, 2016.For parents of current year 8 students this will commence at 6:00pm

in the Irymple Secondary College Library.

BYOD @ ISC 2017Research shows that there are benefits to students having computer access available to them both within and outside of school in order to support their learning. As our society becomes increasingly reliant on digital technology, it is important that students develop their digital literacy skills.

From 2016, Irymple Secondary College has offered a BYOD (Bring Your Own Device) program to support students in having increased access to technology. We will continue to offer access to netbook and desktop computers in 2017 to all students within the school. The BYOD program will operate alongside this and will allow students to bring their own, privately owned devices to school to use to support their learning.

To support the BYOD program, the College will provide to all students: Onsite wireless network connection Email facilities

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Intranet facilities (through Xuno) to allow parents to communicate with staff, book parent teacher interview timeslots, view attendance, view news items and view due dates for homework and assessment tasks.

Access to eduSTAR software on BYOD devices at no cost to students Specialist computer labs and netbooks that can be booked by staff for specific classes All BYOD devices will be set up to allow remote access to our school’s internal system. This

means that the experience for users will be consistent regardless of the device being used – although there will be some variation for iPad and tablet users. Students will not need to provide a high powered expensive device in order to access the school network.

Connecting My DeviceBefore any device can be connected to the College network, the Acceptable Use Agreement must be signed and returned. The device must also be protected against viruses. If antivirus software is required, the IT staff may install the DEECD antivirus solution. IT staff will also arrange access to the eduSTAR suite of software, free of charge.

Students are expected to charge devices overnight and to bring them to school, fully charged, each day.

Support is offered through the College IT technicians:

Supported Not Supported

Installation of remote desktop to allow access to the College systems and eduSTAR software

Troubleshoot issues accessing the College’s system

The repair of hardware or reinstallation of operating system software

Removal of viruses: we can recommend local companies that can fix these types of issues.

Minimum Requirement:Windows 7 or above.Wireless Capable device.

Unsupported DevicesWhile BYOD allows students and parents to select a device that they feel best suits their needs, there are some devices that will not be supported. This is due to either technical or educational limitations.

Due to technical issues, we are currently unable to support Android devices. eReaders, gaming consoles, iPod touch and Smartphones will not be supported as they are

unsuitable for use in many classroom learning activities.

Features to consider when purchasing a device: Ensure that the device is portable enough for students to easily manage taking it to school and to

move between classes. Ensure that the device is not an unsupported device (see list above) Ensure that the device has a screen size of 10” or larger If purchasing a tablet, look for one with a dockable keyboard option. Keep in mind that printing

directly from the device will not be possible at school That the device has a warranty period of 2 years or more If possible, arrange for accidental damage cover The battery has a life of at least 6 hours The device has a solid state hard drive for fast start up, low weight and shock resistance

Using technology to support learning:

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Students involved in the BYOD program will be able to use their own device to access a range of resources to support their learning both inside and outside of school. These resources are available to all students.

Oliver – Oliver is the school library system. It can be accessed by students to view available books and resources and to renew their current loans. A range of ebooks are available for download and we will be continuing to add to this collection. Students can visit the library for a password to access the Oliver system.

Echo Education – Students can access a range of online media, including newspaper articles, and view newspaper archives. Students can visit the library for a password to access this service.

College website – The College website (www.irysec.vic.edu.au) has a range of resources for students, including homework tasks and links to teacher created webpages.

eBooks – A range of eBooks can be accessed online through the library system, including some of our English class texts. We will be continuing to further develop this collection in future.

Digital textbooks – Students are able to access digital textbooks for a range of curriculum areas, either alongside or in place of hard copies. Further details are available on the booklist.

Internet usageAppropriate use of the internet service within the school network is closely monitored by a filtering system. This does not apply to use of devices outside of the school network. Parents are responsible for monitoring usage at home.

Home internet connection is not supplied by the College or the Department of Education and Early Childhood Development. Configuring access to home internet is the responsibility of students and parents.

The student portal, parent portal and website are accessible at any time from any location with internet access.

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http://www.irysec.vic.edu.au/

Year 9 Core and Elective SubjectsPage Page

SECTION ONE:CORE SUBJECTS

SECTION THREE:PHYSICAL, PERSONAL ANDSOCIAL STRAND ELECTIVES

7 Humanities8 English HEALTH & PE9 Mathematics10 Science 36 Sport Science11 Health/Physical Education 37 Outdoor Education

SECTION TWO: SECTION FOUR:DISCIPLINE BASED LEARNING STRAND ELECTIVES

INTERDISCIPLINARY LEARNING STRAND ELECTIVES

LITERATURE14 Literature

SCIENCE DESIGN, CREATIVITY &TECHNOLOGY

16 Agricultural Science17 Robotics 40 Metalwork

41 WoodHUMANITIES 42 Integrated Materials

43 Electronics19 Global Communities 44 Food

45 Textiles and FashionLANGUAGES 46 Information Technology

21 Indonesian SECTION FIVE:2223

ItalianVSL

VET in SCHOOLS

ARTS 48 VET Certificate II in Retail49 VETiS Eligibility Criteria

25 Art26 Ceramics27 Visual Communication28 Drama29 Music VETiS/VSL Teacher Recommendation30 Media Studies Course Elective Selection Sheet – Retain31 Dance Course Elective Selection Sheet – Return

to ISC32 Photography BYOD 2017 Form – Return to ISC33 Printmaking

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CORE SUBJECTS

SECTION ONE:

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

SESSIONS PER FORTNIGHT - 7 In the Victorian Curriculum F–10, the Humanities includes Civics and Citizenship, Economics and Business, Geography and History.The Humanities provide a framework for students to examine the complex processes that have shaped the modern world and to investigate responses to different challenges including people’s interconnections with the environment.In Civics and Citizenship and Economics and Business, students explore the systems that shape society, with a specific focus on legal and economic systems. Students learn about Australia’s role in global systems, and are encouraged to appreciate democratic principles and to contribute as active, informed and responsible citizens.In History and Geography, students explore the processes that have shaped and which continue to shape different societies and cultures, to appreciate the common humanity shared across time and distance, and to evaluate the ways in which humans have faced and continue to face different challenges.

CONTENTHistory in Year 9 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 including the making of the modern world, the making of the Australian 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, for Australia and other areas of the world The capacity of the world’s environments to sustainably feed the projected future population The effects of people’s consumer choices on places, and the implications for the future of these

places and communities

Economics in Year 9 involves the students learning how to: describe how resources are allocated and distributed in the Australian economy and the way economic performance is measured; provide explanations for variations in economic performance and standards of living within and between economies; analyse the reasons why and how the work environment is changing; and discuss the implications this has for individuals, businesses and the economy.

Civics and Citizenship studies will involve the students comparing and evaluating the key features and values of systems of government, and analysing Australia’s global roles and responsibilities. They will analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy.

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

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

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Year 9 English - Core Subject*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 Victorian Curriculum 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


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 Victorian 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 $50.00(this covers compulsory swimming program and CSEF can be used for this program)


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, Futsal. Field games. Court games. Fitness Classes/Personal Training.

HEALTH Drugs and Substances. Sexuality and Relationships.

WORK AND LEARNING OUTCOMES 1. Personal, Social and Community Health.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. Sperm’s Journey Recount Task2. Email a Friend3. POOCH Task – Substances Scenario

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DISCIPLINE BASED LEARNING STRAND

ELECTIVES

SECTION TWO:

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Literature

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


ENGLISH IS THE ONLY SUBJECT THAT IS COMPULSORY TO STUDY IN YEARS 11 AND 12.THE STUDY OF LITERATURE WILL BE BENEFICIAL TO ALL STUDENTS WHO UNDERTAKE V.C.E OR V.C.A.L ENGLISH.

One semester only.

AIMS

1. To enhance the enjoyment of all students in the study of Literature, catering for all levels of reading ability.

2. To encourage students to read widely and gain confidence discussing their opinions.3. To provide students with a greater understanding of the use of literary devices such as

symbolism, allegorical meaning, metaphor, simile, personification, alliteration, rhyme etc.4. To encourage an interest in Literature as a study which gives us insight into the human condition

and the societies we create.5. To consider author’s purpose in creating the text.6. To expose students to a wide range of texts, both written and visual.

CONTENT

Students will be required to produce a range of responses to texts which may include:

Short stories Novels Films Plays Poetry Reviews

COURSE OUTCOMES

1. Reading in depth a range of texts and providing personal responses.2. Discussing the influence of context (time and place) on construction of texts.3. Analysing techniques used by authors to shape audience reaction.4. Presenting a variety of written and spoken responses to set texts.

PATHWAY OPTIONSFURTHER STUDIES: Year 10 Literature, V.C.E. Literature 1, 2, 3 & 4.CAREERS: Journalist, Teacher, Writer, Librarian, Editor, Film and TV Critic

ASSESSMENT TASKS: A variety of assessment task options are available to cater for different

ability levels and interests of the individual students, including creative responses (e.g. mind maps, posters, recounts, re-imaginings, dramatic presentations, power points). Group tasks are also an option.

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Science

Pictures courtesy of google images

Agricultural ScienceRobotics

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


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


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 Community – what is a community and is the concept of it changing? Home - how people populate and use the natural resources of our planet and what that means

for its future. Rising Sea levels in the Pacific – what does this mean for our Pacific neighbours and should we

do something about it? Food Security – are ancient seeds the answer to securing our future food security? Fair Trade – should consumers be concerned about the environmental impact or the working

and pay conditions of the workers creating the goods and services they buy? Community Citizenship – students choose, in consultation with their teacher, a local community

group to research and come up with a plan of action to assist that group with a current problem/issue/challenge.

Issues in the News – what issues are currently in the news at a local, national and international scale?

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.

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Languages


IndonesianItalianVSL

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

SESSIONS PER FORTNIGHT - 7AIM

To encourage students to continue learning a Language. To highlight the importance of Indonesia in relation to Australia, in regard to economics, trade

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

options available to them if they learn a Language. 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.

LEARNING IN INDONESIAN-Communicating-Understanding-Systems of Language-Intercultural Capabilities

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.

# Indonesian may be offered by Distance Education through the Victorian School of Languages (VSL) if a minimum class size is not met.

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


AIM 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.

LEARNING IN ITALIAN-Communicating-Understanding-Systems of Language-Intercultural Capabilities

ASSESSMENT TASKS include: Preparation of, and active participation in, listening, speaking, reading and writing tasks and

assignments. Cultural projects and presentations. Grammar exercises. Develop a better understanding of Intercultural Knowledge and Language Awareness. Topic Tests.

WHERE DOES THIS SUBJECT LEAD TO? Year 10 Italian. V.C.E. Italian - students who complete a Language 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.

# Italian may be offered by Distance Education through the Victorian School of Languages (VSL) if a minimum class size is not met.

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Year 9 VSL Distance Education Elective : Victorian School of Languages

(Cost approx $180 - this payment is required before the course commences)


This is an alternate pathway in Languages if a student has a high level of ability at Year 8 level in another language and demonstrates a strong commitment to independent learning. The student must display strong self-discipline and management skills, and a demonstrated past history of submitting work on time. The teacher recommendation form on page 50 must be fully completed.

WHERE DOES THIS SUBJECT LEAD TO? Year 10 Language. V.C.E. Language - students who complete a Language 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.

Language 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.

For further information on languages offered you can visit the Victorian School of Languages website at:

www.vsl. vic .edu.au

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http://www.vsl.vic.edu.au/

The Arts

ArtCeramicsVisual CommunicationsDramaMusicMedia StudiesDancePhotographyPrint Making

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Year 9 Art – Elective Payment Required $35.00

(this payment is required before course commences)


AIMIn 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 Victorian Curriculum and includes the following:

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

LEARNING IN ART-Explore and Express Ideas – Students explore the visual arts practices and styles as inspiration to develop a personal style, express ideas, concepts and themes in art works. They explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works.-Visual Arts Practice – Students select and manipulate materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes. They plan and design art work that express ideas, concepts and artistic intention.-Presenting and Performing - Students create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience.-Respond and Interpret - Students analyse and interpret artworks to explore different forms of expression, intentions and viewpoints. They will analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary context to explore differing viewpoints.

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

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:

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$45.00 (this payment is required before course commences)


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

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

LEARNING IN CERAMICS-Explore and Express Ideas – Students explore the visual arts practices and styles as inspiration to develop a personal style, express ideas, concepts and themes in art works. They explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works.-Visual Arts Practice – Students select and manipulate materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes. They plan and design art work that express ideas, concepts and artistic intention.-Presenting and Performing - Students create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience.-Respond and Interpret - Students analyse and interpret artworks to explore different forms of expression, intentions and viewpoints. They will analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary context to explore differing viewpoints.

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) 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 Art

CAREERS: Artist, Potter, Ceramics/Art Teacher, Industrial Ceramics Industry, Sculptor, Gallery Owner, Animator and other related fields

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


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

CONTENTThis course is aligned to the Victorian 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.

LEARNING IN VISUAL COMMUNICATIONS-Explore and Represent Ideas-Visual Communications Design Practices-Present and Perform-Respond and Interpret

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

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


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 Victorian 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.

LEARNING IN DRAMA-Explore and Express Ideas-Drama Practices-Present and Perform-Respond and Interpret

ASSESSMENT TASKS include: Group Performances Scriptwriting Stagecraft exercises 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.

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


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


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.

LEARNING IN MUSIC-Explore and Express Ideas-Music Practices-Present and Perform-Respond and Interpret

ASSESSMENT TASKS include: Composition Individual and/or Group Performance Movie Soundtrack Advertising Jingle Cultural Music Assignment / Rock Styles Analysis Theory Task

PATHWAY OPTIONS:

SUBJECTS: Year 10 Music, Instrumental Music lessons, VCE Music, VET Music and further studies

CAREERS: 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 – Elective*Included in Essential Education Items Material Charge

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AIM1. 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.


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.

LEARNING IN MEDIA STUDIES-Explore and Express Ideas-Media Studies Practices-Present and Perform-Respond and Interpret

ASSESSMENT TASKS include: Film production Stop Motion Animation TV Advertisement Film Analysis Research Task

PATHWAY OPTIONS:

SUBJECTS: Year 10 Media, VCE Media, tertiary and further studies

CAREERS: 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*Included in Essential Education Items Material Charge

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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 Victorian Curriculum.

LEARNING IN DANCE-Explore and Express Ideas-Dance Practices-Present and Perform-Respond and Interpret

ASSESSMENT TASKS include: Group devised dance Ensemble dance Overall class work, attendance and performance. Dance Composition Task Performance Analysis (Dance Journal) Main Dance Dance Genre Warm-Up Task Assignment

PATHWAY OPTIONS:

SUBJECTS: VCE Dance, Tertiary and further studies

CAREERS: 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 $35.00



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.


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.

LEARNING IN PHOTOGRAPHY-Explore and Express Ideas-Photography Practices-Present and Perform-Respond and Interpret

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 studies

CAREERS: 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 $35.00(this payment is required before course commencement) 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.


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

LEARNING IN PRINTMAKING-Explore and Express Ideas-Printmaking Practices-Present and Perform-Respond and Interpret

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


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 – muscular and skeletal systems.2. Physiology – chemical energy systems.3. Biomechanics.4. Game Analysis.5. Training Components.6. Technological Advancements.

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 biomechanics and how it relates to athlete performance.4. Analysis of an individual’s game play, focusing on intensity, skills, movement and fitness

components.5. Exploration of the fitness components, training principles and training methods.

ASSESSMENT TASKS1. Skeletal System Test.2. Muscular System Test.3. Biomechanics Project.4. Game Analysis Project.

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 $400.00

(includes the cost of the 3 day Surf Camp)


PREREQUISITES1. A good level of swimming expertise is needed to complete this course. (Please check with your

P.E. teacher).2. Students must select Outdoor Education at Year 10. This course is affiliated with Life Saving

Victoria.

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

CONTENT Practical

1. Surf Camp (cost included in course fees).2. Bronze Medallion swimming/lifesaving skills.

Theoretical1. Bronze Medallion – theory.2. Basic 1st Aid (Level 1 Resuscitation).3. Surfing knowledge and preparation.

WORK AND LEARNING OUTCOMES

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

ASSESSMENT TASKS1. Unit test (Bronze Medallion Theory Assessment)2. Bronze Medallion practical assessment.3. PALAC (Surfing Assignment).

PATHWAY OPTIONS: 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

LEARNING STRAND ELECTIVES

SECTION FOUR:

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Design, Creativity & Technology

MetalworkWoodIntegrated Materials ElectronicsFoodTextiles & FashionInformation Technology

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Year 9 Metalwork – Elective Payment Required $70.00


SESSIONS PER FORTNIGHT - 7MATERIALS TECHNOLOGY

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

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

and hand tools. 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.

LEARNING IN METALWORK-Technologies Contexts-Engineering Principles-Materials and Technologies Specialisations-Creating Designed Solutions

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.41

Year 9 Wood – Elective Payment Required $80.00



MATERIALS TECHNOLOGY

AIMS To provide opportunities for the student to develop competence in the basic techniques and

skills related to woodwork. To involve the students in activities, which will enable them to solve related problems and apply

their knowledge and skills to some practical situations. To encourage students to become safety conscious when working with tools and machinery.

CONTENTStudents 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

LEARNING IN WOOD-Technologies Contexts-Materials and Technologies Specialisations-Creating Designed Solutions

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 $70.00



MATERIALS TECHNOLGY (Wood, metals & plastics)

AIMThe Integrated Technology program’s aim is to:

Design and construct useful items from a range of materials. Develop planning skills. Develop an ability to work co-operatively in structured groups. Develop strategies in self -management. Develop skills in problem solving methods and solutions. 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.

LEARNING IN INTEGRATED MATERIALS-Technologies Contexts-Engineering Principles-Materials and Technologies Specialisations-Creating Designed Solutions

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

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SYSTEMS TECHNOLOGY (Only safe, direct current applications studied)

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

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

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

LEARNING IN ELECTRONICS-Technologies Contexts-Engineering Principles-Materials and Technologies Specialisations-Creating Designed Solutions

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.

EQUIPMENT Plastic folder. Pens, pencils and a ruler.

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 $80.00



MATERIALS TECHNOLOGY

AIM Students explore a range of factors that affect the consumer in their choice of food, including

function, aesthetics, social, environmental and economic factors. They prepare detailed design proposals for practical lessons using the appropriate language. They select techniques and equipment to suit particular activities and work with the foods to a

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

CONTENTThe 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.

LEARNING IN FOOD-Technologies Contexts-Food Specialisations-Creating Designed Solutions

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

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 & Fashion – Elective Payment Required 45

$30.00(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 item Machine sewn item New Life garment Class Hand knitted blanket (Donated to Oasis Aged Care)

LEARNING IN TEXTILES & FASHION-Technologies Contexts-Clothing and Fabric Specialisations-Creating Designed Solutions

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 or Bag 5. Articulate how they have improved or extended skills.6. Produce a portfolio outlining new skills and reflecting on these.

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

ASSESSMENT TASKS include: Know your stitches Machine sewing – Personalised equipment bag or cushion Following commercial pattern – sleepwear/basic item Op Shop recreation Community Project (Knitted Blanket) Portfolio including storyboards.

PATHWAY OPTIONS:

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


AIM To introduce students to the components of a computer system and to some of the terminology

used in computing. To give students the opportunity to work with a variety of computing software including word

processing, spread sheets, database, desktop publishing and drawing. To make use of Information Technology to search for appropriate information for project work. To introduce students to programming with Visual BASIC.

CONTENTTo 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.

LEARNING IN INFORMATION TECHNOLOGY-Data Systems-Data and Information-Creating Digital Solutions

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 Services– Elective Payment Required $ 50.00 (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 Richies 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 Richies 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 50 for more information. Payment for this course is due by the 14th of December 2016.

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

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 “G” 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” ().

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 Wednesday 14th of December 2016.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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VETiS Teacher Recommendation Form

Student name: _____________________________ Form Group: ________

VETiS subject/s sought for 2017: ________________________________________________

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 2016: ____________________________Is this student recommended for Year 11 studies in 2017: 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 2016: ____________________________Is this student recommended for a trade-related VETiS subject in 2017: Yes / NoTeacher explanation: _________________________________________________________

Signed: _______________________________

Student signature: ________________________ Date: __________________

Parent name and signature: ________________________________________________

VSL Distance Education Teacher Recommendation Form

Student name: _____________________________ Form Group: ________

Language studied in 2016: ______ VSL language sought for 2017: _____________

Student rationale: Explain why you wish to undertake this study next year:

______________________________________________________________________________

Language teacher recommendation: Name of Language teacher in 2016: ______________Is this student recommended for VSL in 2017 ?Teacher explanation: _________________________________________________________

Signed: _______________________________

Student signature: ________________________ Date: ___________________

Parent name and signature: _________________________________________________

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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 or VSL 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 Learning Area

SCIENCE HUMANITIES LANGUAGES ARTS HEALTH / P.E. TECHNOLOGY ENGLISH

Electives Electives Electives Electives Electives Electives Elective Agricultural Science Robotics

Global Communities Indonesian Italian VSL

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

Sports Science Outdoor Education

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

Literature

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

4. 5. 6.

53

7. 8.

54

Irymple Secondary College YEAR 9 - Elective Selection Sheet Please Return to the Office by September 12

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 or VSL 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 Learning Area

SCIENCE HUMANITIES LANGUAGES ARTS HEALTH / P.E. TECHNOLOGY ENGLISH

Electives Electives Electives Electives Electives Electives Elective Agricultural Science Robotics

Global Communities Indonesian Italian VSL

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

Sports Science Outdoor Education

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

Literature

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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BYOD @ ISC 2017Expression of Intention Form

PLEASE COMPLETE BOTH SIDES OF THIS FORM AND RETURN TO THE COLLEGE TO SUPPORT OUR PLANNING FOR 2017.

My student (name): _____________________________________________________ will be attending Year _________ at Irymple Secondary College in 2017 and will:

Please tickOption A Bring a device that they own or will purchase to use at school

(complete evaluation checklist below)Option B Not bring a home owned device to school and use the current netbook /

desktop system provided by the school.

If you have selected Option A, please read through the following information and complete the Evaluation Checklist to ensure that your device is suitable.

The BYOD program is being offered to all students from Year 7-10. Students will continue to have access to school devices, including netbooks and desktop computers, as well as having the option to bring their own privately owned device.

When using the device at school, students will be subject to following the terms in the Acceptable Use Agreement.

The school bears no responsibility for required repairs or for damage. It is recommended that all BYOD devices are covered under Home and Contents insurance and that warranties are valid.

Evaluation Checklist:

Please complete the following checklist to ensure that your BYOD device will be appropriate for use on the school network.

Hardware RequirementsRequired Recommended Please tick

Processor 1.5GHz or higherMonitor 10 inch or larger (not for

tablets)Keyboard For tabletsMouse For tabletsCarry Bag Protective sleeve Bag with carry strap /

handlePlease note: Android devices are not supported.

Software RequirementsRequired Recommended Please tick

Operating system Windows 7 or 8Anti-virus software Microsoft securitySubject based software Edustar – access to be

arranged by the College.Access to be arranged by the College.

If you have any questions please contact Karen Francis on 50245407 or via email at [email protected]

Students planning to be involved with the BYOD program will need to bring their computers to school to be formatted. This will occur within the first few weeks of Term One, 2017.

mailto:[email protected]

Acknowledgment and Agreement:

I will be / not be involved with the BYOD program in 2017 (please circle).

I understand that: All students are expected to follow the guidelines set out in the Acceptable Use

Agreement All students will have the opportunity to access both netbook and desktop computers

when required at school Parents of students with BYOD devices are responsible for ensuring that the device is

covered under their insurance The school does not provide insurance for student / parent owned devices and does

not take responsibility for loss or damage of these devices. Students of BYOD devices are responsible for bringing their device, fully charged, to

school each day. Students of BYOD devices are responsible for the security of their device while at

school by using a suitable protective sleeve / carry bag and providing a lock for their locker.

Student Signature: ___________________________________________________________________________

Parent/Guardian Signature: ___________________________________________________________________________

Date: ___________________________________________

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