2019 Year 9 Curriculum Handbook final · 1 Introduction This handbook contains details of the Year 9 curriculum offerings to assist students and their families as they make important

Contents

Introduction ______________________________________________________1

Choosing your subjects ………………………………………………………………………………. 1

Guidelines …………….…………………………………………………………………………………1

Year 9 Curriculum Pathways _______________________________________ 2

Communication .......................................................................................................................... 2

English …………………………………………………………………………………………………………………………… 2

Health & Physical Education ...................................................................................................... 3

Health & Movement Studies ....................................................................................................................................... 3

Exercise & Sports Science ..….……………………………………………………………………………………………..... 4

Health Education ..……………………………………………………………………………………………………………... 5

Humanities ................................................................................................................................. 6

WWI and Global Interconnections ................................................................................................. 6

Business Studies .………………………………………………………………………………………………………………. 7

Geography ……………………………………………………………………………………………………………………… 8

Global Citizens and Leadership ……………………………………………………………………………………………... . 9

Japanese ………………………………………………………………………………………………………………………. 10

Justice Studies ………………………………………………………………………………………………………………... 11

Innovation Technology & Interactive Learning ........................................................................ 12

Design & TEDex ........................................................................................................................................................ 12

Graphics ………………............................................................................................................................................. 13

Industry Skills (Wood & Metalwork) ........................................................................................................................... 14

Introduction to Hospitality ……………………………………………………………………………………………………. 15

Robotics and Engineering ……………………………………………………………………………………………………. 16

Mathematics ............................................................................................................................ 17

Mathematics ...………………………………………………………………………………………………………………… 17

Science .................................................................................................................................... 18

Science ...................................................................................................................................................................... 18

Stem .......................................................................................................................................................................... 19

Year 9 subject guide v1.1 June 2018

Ormeau Woods State High School

Year 9 Curriculum Pathways continued

The Arts .................................................................................................................................. 20

Academy of Dance Industries ………………………………………………………………………………………………… 20

Dance ......................................................................................................................................................................... 21

Digital Media …………………………………………………………………………………………………………………… 22

Drama ………………………………………………………………………………………………………………………….. 23

Excellence in Digital (Digi X) (Application only) ...…………………………………………………………………………. 24

Film Studies …………................................................................................................................................................. 25

Music ......................................................................................................................................................................... 26

Studio of Fine Art (SoFA) (Application only) .............................................................................................................. 27

Visual Art ................................................................................................................................................................... 28

Further Information ______________________________________________ 29



1

Introduction This handbook contains details of the Year 9 curriculum offerings to assist students and their

families as they make important choices regarding future learning pathways. While choosing

subjects is a personal decision, advice and information should be sought from sources such

as: subject teachers, Heads of Department, the Guidance Officer, educational websites and

family members. Subject recommendations will be made for every student in English and

Mathematics. These recommendations are made after a thorough review of each students

progress and achievement over Year 7 and Year 8, allowing each student a pathway for

success.

Choosing your subjects

As an overall plan, it is suggested that you choose subjects which:

• You enjoy • You have enjoyed some success in • Will develop skills, knowledge and attitudes useful throughout your life • Will help you achieve your chosen career goals or keep your career options open

GUIDELINES

• Keep your options open

At the moment you may not know exactly what you want to do when you finish school. This is

normal at this stage of your life and means that it’s important for you to explore many options.

It is wise to keep your options open. This means choosing a selection of subjects that makes

it possible for you to continue exploring your career options before making more specific

decisions in the future.

• Make a decision about a combination of subjects that suits you

You are an individual, and your particular study needs and requirements may be quite

different from those of other students. This means that it is unwise to either take or avoid a

subject because someone told you that you will like or dislike it, your friends are or are not

taking it or you like or dislike the teacher.

Be honest about your abilities and realistic with your occupational ideas. There is little to be

gained by continuing with subjects that have proved very difficult even after you have put in

your best effort. Also, if your career choices require the study of certain subjects, do you have

the ability and determination to work hard enough to achieve the results required?

• Be prepared to ask for help/listen to good advice

• Before making your selections it is recommended that you have spoken to: Head of

Department who is responsible for teaching or delivering the subject, the Guidance Officer,

your Futures Teacher, the Year 9 Deputy Principal and your Parents.



2

ASSUMED KNOWLEDGE: Learning in English builds on concepts, skills and processes

developed in earlier years, and teachers will revisit and strengthen these as needed.

COURSE DESCRIPTION AND CONTENT The English curriculum is built around the

three interrelated strands of language,

literature and literacy. Together, the strands

focus on developing students’ knowledge,

understanding and skills in listening, reading,

viewing, speaking, writing and creating. In Year 9, students interact with peers,

teachers, individuals, groups and community

members in a range of face-to-face and

online/virtual environments. They experience

learning in familiar and unfamiliar contexts,

including local community, vocational and

global contexts. The range of literary texts in the Year 9

course of study is broad and engaging. It is

designed to extend students as independent

readers and is drawn from a range of genres

and involve complex, challenging and

unpredictable plot sequences and hybrid

structures that may serve multiple purposes.

It includes but is not limited to: Australian

literature, including the oral narrative

traditions of Aboriginal and Torres Strait

Islander Peoples, as well as the

contemporary literature of these two cultural

groups, and classic and contemporary world

literature, including texts from and about

Asia. These chosen texts explore themes of

human experience and cultural significance,

interpersonal relationships, and ethical and

global dilemmas within real-world and

fictional settings and represent a variety of

perspectives. Informative texts represent a

synthesis of technical and abstract

information (from credible/verifiable sources)

about a wide range of specialised topics.

LEARNING ACTIVITIES Students engage with a variety of texts for

enjoyment. They interpret, create, evaluate,

discuss and perform a wide range of literary

texts in which the primary purpose is

aesthetic, as well as texts designed to inform

and persuade. These include various types of

media texts, including newspapers, film and

digital texts, fiction, non-fiction, poetry,

dramatic performances and multimodal texts,

with themes and issues involving levels of

abstraction, higher order reasoning and

intertextual references. Students develop a

critical understanding of the contemporary

media and the differences between media

texts. Students will create a range of imaginative,

informative and persuasive types of texts

including: • Narratives • Procedures • Performances • Reports • Discussions • Literary analyses • Transformations of texts • Reviews ASSESSMENT TASKS • Persuasive essays • Narrative • Analytical essay • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS Students undertaking this subject will develop

skills to pursue further studies in: • English (General) • English Essential (Applied) ADDITIONAL INFORMATION This subject does not include any fees.



English Communication

Core

3

ASSUMED KNOWLEDGE: No assumed knowledge or pre-requisites are required for this

course.

COURSE DESCRIPTION AND CONTENT In Year 9 Health and Movement Studies,

students develop the skills, knowledge, and

understanding to strengthen their sense of

self, and build and manage satisfying,

respectful relationships. They learn to build

on personal and community strengths and

assets to enhance safety and wellbeing.

They critique and challenge assumptions

and stereotypes. Students learn to navigate

a range of health-related sources, services

and organisations. At the core of Health and Movement Studies

is the acquisition of movement skills and

concepts to enable students to participate in

a range of physical activities - confidently,

competently and creatively. As a foundation

for lifelong physical activity participation and

enhanced performance, students acquire an

understanding of how the body moves and

develop positive attitudes towards physical

activity participation. LEARNING ACTIVITIES The Year 9 HMS curriculum gives students

the opportunity to further develop their

understanding of personal, social and

community health concepts by specifically

exploring the issues of drugs, mental health

and sexual health in adolescents. ‘Drugs and Mental Health’ - In this unit

students will analyse the different types of

drugs (legal and illegal) and investigate their

impact on the body, both physically and

mentally. They will explore the connection

between drug use and mental illness. They

will investigate a range of mental health

issues and recommend strategies to support

people with mental illness. Students will

conduct research to answer the following

question: How does drug use affect mental

health and consequently impact individuals,

family and friends, local community,

Australian community and Global

community?

‘Sexual Health’ - In this unit students will

investigate adolescent relationships and the

factors that influence sexual health, with

specific focus on the potential health effects

associated with sexually transmitted

infections. They will identify strategies for

prevention of STI’s and analyse their

prevalence in society, both nationally and

globally. Students will identify the support

services available within the community for

people with STI’s. ‘Movement and Physical Activity’ - Throughout the course of Year 9, students will

participate in the following physical activities:

Soccer, European Handball, Athletics,

Ultimate Disc and Speedball. FUTURE PATHWAYS AND LEARNING

OPTIONS Year 9 Health and Movement Studies assists students to transition to any of the Year 10 HMS electives, including: • Health (General) • Physical Education (General) • Sport & Recreation (Applied) • Certificate III in Fitness ADDITIONAL INFORMATION Excursions will incur a cost for transport

and/or admission to selected venues. It is expected that students will need to

complete an hour of homework/study each

week if they are to be successful in this

subject.



Health & Movement Studies Health & Physical Education

Core

4

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites) It is recommended that

students have achieved a ‘B’ grade or higher in Year 7 & 8 Health and Movement Studies

Theory and Practical and a ‘C’ grade or higher in Year 7 & 8 English. It is highly recommended

that students enjoy physical activity.

COURSE DESCRIPTION AND CONTENT Students will study: • Anatomy • Ethics and Integrity in sport • Motor Learning • Sports Psychology The Year 9 ESP course of study will consist

of 75% theoretical and 25%

practical/physical performance.

LEARNING ACTIVITIES Learning activities will include: • Researching issues in sport • Examining case studies • Analysing how the body performs

optimally during physical activity • Participating in physical activities ASSESSMENT TASKS The assessment program will include a wide

range of assessment techniques including

essays, research reports, exams and

physical performance.

FUTURE PATHWAYS AND LEARNING

OPTIONS Students undertaking Exercise and Sports

Science will develop skills to pursue further

studies in: • Health Education (General) • Physical Education (General) • Recreation Studies (Applied) • Certificate III in Fitness ADDITIONAL INFORMATION There may be a cost associated with

excursions.

It is expected that students will need to

complete approximately two hours of

homework/study each week due to the

demands of this subject.



Exercise & Sports Science Health & Movement Studies

Elec$ve

5

Health Education Health & Movement Studies

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites) It is recommended that

students have achieved a ‘B’ grade or higher in Year 7 & 8 Health and Movement Studies

Theory and a ‘C’ grade or higher in Year 7 & 8 English.

COURSE DESCRIPTION AND CONTENT Students will study: • Personal Health • Peer Health • Family Health • Community Health • Health of specific populations LEARNING ACTIVITIES Learning activities will include: • Researching health issues • Gathering and comprehending

information from a range of sources • Analysing data and information on health

issues • Developing strategies and

recommendations for health change

and health promotion ASSESSMENT TASKS The assessment program will include a

range of assessment techniques, including

essays, research reports, multimodal

presentations, essays under exam

conditions.


OPTIONS Students undertaking Health Science will

develop skills to pursue further studies in: • Health Education (General) • Physical Education (General) • Recreation Studies (Applied) • Certificate III in Fitness ADDITIONAL INFORMATION There may be some cost associated with

excursions.




demands of the subject.



Elec$ve

6


course. An interest in things that have shaped and will continue to shape the world we live in.

COURSE DESCRIPTION AND CONTENT The course includes a History and

Geography Study. This History Study explores the significance

of World War I (1914 - 1918) on Australia’s

national identity, heroism and bravery of the

Australian soldiers as well as the impacts on

the civilian population. The content provides

opportunities to develop historical

understanding and critical thinking skills. The Geography Study of Interconnections

examines the interconnections between

people and places through the products

people have access to and the local and

global impact of these products such as

transport, Internet & Telecommunication.

The content provides opportunities to

develop Geographical understanding, spatial

awareness and decision-making skills. LEARNING ACTIVITIES Students will learn how to: • Gather research information and make

summary notes • Think and write critically • Make informed decisions • Create graphs and maps • Interpret data ASSESSMENT TASKS • Short response exam • Response to Stimulus exam • Sequence & Data charts


OPTIONS Students undertaking this subject develop skills to pursue further studies in: • Ancient History (General) • Geography (General) • Modern History (General) • Social & Community Studies (Applied) • Tourism (Applied) ADDITIONAL INFORMATION To successfully complete coursework and

assessment it is expected that students

complete after school study and homework. Costs for excursions are not included and

must be considered.



WWI & Global Interconnections Humanities

Core

7

Business Studies Humanities

ASSUMED KNOWLEDGE: Students require no previous knowledge or pre-requisites to

choose this subject. However, a sound achievement ‘C’ in English and Mathematics is

recommended.

COURSE DESCRIPTION AND CONTENT Business is part of everything we do. It is a

great way to learn the basic skills needed to

participate in everyday life activities.

Students will cover aspects from finance to

your rights as an employee to creating your

own business idea and implementing your

project to see if it is a success.

Over the two years students will be engaged

in a number of different topics that establish

the link between the school environment and

the ‘real world’, identifying skills that are

transferable across whichever industry they

choose to work in. Students will be inspired

to think critically about the way that

technology has changed and is now an

important aspect of the business world.

The Business Studies course introduces

students to the world of business. In Year 9,

the course is about how business affects

each of us in our personal lives and how we

may improve our lives with good money

management. In Year 10, students are

introduced to more advanced business

concepts of the business workplace.

LEARNING ACTIVITIES The year 9 curriculum gives students the

opportunity to further develop their

understanding of economics and business

concepts by exploring the interactions within

the global economy. Students are introduced

to the concept of an ‘economy’ and explore

what it means for Australia to be part of the

Asia region and the global economy. They

consider the interdependence of participants

in the global economy, including the

implications of decisions made by

individuals, businesses and governments.

The responsibilities of participants operating

in a global workplace are also considered.

‘We Mean Business’ – this unit covers the

fundamental business skills that you require in

the business environment and the elements

we need to consider when operating a

business such as marketing, advertising,

e-commerce, the 4 p’s, swot analysis and

marketing plans.

‘What’s Hot What is Not – Big Bucks’ – the

business fundamentals required to develop

your very own business opportunity, writing

your own business plan, market research and

implementing/organising your ideas to see

what possible in the world of business.

‘So You Want to Make Money – Juggling

Numbers’ – students establish a business;

study different structures for different

businesses; prepare balance sheets and profit

and loss statements.

‘The Good, The Bad and The Ugly’ – what

you need to know about saving, borrowing,

credit, buying a car, renting, buying, GST,

needs vs. wants—all those life skills which are

important to have an understanding of

financial literacy.

CPA Plan your own enterprise, ESSI Money

and other financial literacy activities along with

job application information will be participated

in and imparted.


OPTIONS Students undertaking Business Studies will

develop skills to pursue further studies in:

• Business (General) • Legal Studies (General) • Certificate II in Business ADDITIONAL INFORMATION Excursions will incur a cost for transport

and/or admission to selected venues. It is

expected that students will need to complete

an hour of homework/study each week if they

are to be successful in this subject.



Elec$ve

8

Geography Humanities

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites) It is strongly recommended

that students have no less than a ‘C’ standard in English.

COURSE DESCRIPTION AND CONTENT Geography is the active exploration of

people and the environment. If you love the

outdoors, conducting field work and are

concerned about helping to sustain our

environments and improve the quality of

human life then this subject is the one for

you. In Geography you will spend time

exploring human societies, their actions and

impacts on the environment. Through the

process of inquiry, you will discover the

ravages that human society cause and how

we as active citizens can help not only our

community but our planet.

LEARNING ACTIVITIES In this unit of study students examine

‘Human Wellbeing’ and what influences

these patterns locally and globally. The unit

integrates global patterns in health, the

geography of crime, tourism, consumption,

human rights and studies in developmental

geography. It provides opportunity for

students to critically analyse issues

associated with Human Well-being and

consider solutions to problems.

ASSESSMENT TASKS Students will undertake a variety of

assessment tasks that will include the

following: • Research Assignments • Multimodal Tasks • Project based learning tasks


OPTIONS Geography is of benefit for tertiary study and

employment in the following areas: defence

forces, urban design, journalism, education,

real estate, mining, meteorology, public

service, public relations, agriculture,

anthropology, architecture, environmental

studies, engineering, economics and

commerce, geology, psychology, social work,

surveying and tourism.

ADDITIONAL INFORMATION Excursions will incur a cost for transport

and/or admission to selected venues.



Elec$ve

9

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites) It is strongly recommended

that students have no less than a ‘C’ standard in English. It is recommended for students who

are interested in developing leadership skills through Project Based Learning.

COURSE DESCRIPTION AND CONTENT The Global Citizens and Leadership program

is a new addition to our faculty. It focuses on

preparing leaders to address the

increasingly complex challenges that we are

faced with locally & globally. The topics that

are addressed are related to Individual

Well-being, Sustaining our Planet, Global

Change and Living in a Fair Society. The

course is structured to be highly engaging

and interactive and allow students to

demonstrate leadership capabilities.

LEARNING ACTIVITIES Students engage in social action projects to

create awareness and establish local,

national and global networks.

Students examine global patterns in health,

marginalised communities, endangered

species and threatened environments.

The Unit provides opportunity for students to

critically analyse issues associated with

Individual Well-being, A fair Society, Saving

our planet & global change.

They engage real organisations and uses a

range of platforms to create awareness and

offer solutions.

Students develop communication and

leadership skills.

ASSESSMENT TASKS Assessments are project based tasks and

include the following:

• Research to gain an understanding of real

issues • Gathering and collating information • Designing and creating • Collaborating in a team and communicating

to a wider audience FUTURE PATHWAYS AND LEARNING

OPTIONS The subject will foster global competencies

and personal and social capabilities

increasingly sought by universities and

employers.

It will benefit tertiary study and employment in

the following areas: Community services,

psychology, social work, defence forces,

public service, human and public relations,

agriculture, architecture, environmental

studies, engineering, geology, surveying and

tourism.

ADDITIONAL INFORMATION Excursions will incur a cost for transport




Global Citizens & Leadership Humanities

Elec$ve

10

ASSUMED KNOWLEDGE: Highly Recommended Pre-requisites:

Study of Japanese in a previous year and a Sound Achievement ‘C’ in English.

COURSE DESCRIPTION AND CONTENT The Year 9 Japanese course is a dynamic

and challenging course which requires

students to think critically, analyse and

interpret authentic texts, respond to stimuli,

argue their own ideas and opinions and

communicate with Japanese speakers both

inside the classroom and around the globe.

The course is organized into four

over-arching themes:

• Family and Community • Leisure, Recreation and Human Creativity • School and Post-school Options • Social Issues Within this framework, students will engage

with topics such as the media and

advertising, history, health and fitness,

pollution and the environment, peer pressure

and various other issues of interest to young

people.

LEARNING ACTIVITIES Students studying Junior Japanese will learn

to: • Communicate effectively in the target

language for a range of social and

cultural purposes and audiences • Study a range of written texts in

Japanese, including e-mails, journals,

poems, articles, short stories and

other authentic texts • Interpret, analyse, evaluate, respond

to and construct a wide range of texts

through reading, listening, viewing,

speaking, writing and shaping • Make choices about socio-cultural

context, purpose and intention of texts,

and reflect on their own understanding

of the target language • Control language (written, spoken or

non-verbal and visual), using grammar,

punctuation, vocabulary and spelling

ASSESSMENT TASKS

The student’s ability to communicate is what is

being assessed. They will need to show that

they can understand and convey meaning in

the target language.


OPTIONS Learning a language will open the doors to

new perspectives and opportunities, ones

which allow the students to communicate with

the global community. They will widen their

knowledge and understanding of other

cultures, which will in turn help them gain a

competitive edge in the job market. The ability

to speak an additional language can be

essential in areas such as tourism and

hospitality, business, international relations

and diplomacy, education and

communications. This ability also opens up

opportunities to study abroad and to travel and

live in parts of the world that would not have

been possible without the local language.

ADDITIONAL INFORMATION Excursions may incur a cost for transport


It is expected that students will complete daily

homework/study if they are to be successful in

this subject.

Students have the opportunity to participate in

International Study Tours. This is not a

compulsory activity, and students who choose

not to participate will not be disadvantaged.



Japanese Humanities

Elec$ve

11

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites)

It is recommended that students have achieved a ‘C’ grade or higher in Year 8 English and a ‘C’

grade in Year 8 Maths.

COURSE DESCRIPTION AND CONTENT Justice Studies will enable students to act

and participate as informed and responsible

community members in situations that

require balanced approaches to legal rights

and responsibilities, empower students to

act confidently and responsibly as informed

members of society and help students to

appreciate legal issues in local, national and

global communities.

Topics that will be covered in the course

include:

• The Legal System • Crime and Society • Environmental Law • Sport and the Law

LEARNING ACTIVITIES Students will be involved in a variety of

activities including: legal case method, Case

studies, Mock-trial, Role play and

simulations, Interviews and surveys,

Debates and discussions, Visits and

investigations (including viewing court), and

Guest speakers.

ASSESSMENT TASKS The assessment program will include a wide

range of assessment techniques. Students

will be required to undertake:

• Short Response Tasks - students provide

a response to a specific task or issue,

usually in the style of multiple choice,

definition of terms, practical exercises

involving graphs, tables etc, response

to stimulus and short answer • Extended Response Task (seen or

Unseen) - students are expected to

respond to appropriate questions that

invite a variety of perspectives and are

“open” questions (range of possible

answers)

• Non-Written Presentations – students

may engage in debate, seminar, or

development of a video diary, news

report, interview, social commentary etc • Responses to Stimulus – students

respond to case studies, crime statistics,

newspaper articles and reports, legislative

acts and legal regulations legal forms,

cartoons, advertisements etc These tasks will assess student performance

under the criteria of:

• Knowing and Understanding the Law • Investigating Legal Issues • Responding to the Law FUTURE PATHWAYS AND LEARNING

OPTIONS Students undertaking Justice Studies will

develop skills to pursue further studies in: • Legal Studies (General) ADDITIONAL INFORMATION There may be a cost associated with

excursions.







Justice Studies Humanities

Elec$ve

12

Design & TEDex Innovation Technology & Interactive Learning


course.

An interest in Design and Engineering/Manufacturing, the use of hand and power tools and an

eagerness to excel both practically and theoretically.

COURSE DESCRIPTION AND CONTENT This course combines theoretical

understanding with practical application

related to the Design and Engineering

industries. Students problem solve in order

to design and produce products, systems or

environments whilst developing hand skills,

machinery knowledge and coordination.

LEARNING ACTIVITIES Students will learn to: • Apply design and problem solving skills • Design and Plan Projects • Utilise tools and equipment • Demonstrate safe work habits • Manufacture projects utilising multiple

materials including but not limited to

timbers, metals, plastics, composites

and electronics • Use of specialist tools and machinery ASSESSMENT TASKS • Design Folio’s • Practical Projects/Tasks • Multi-modal presentations • Observations


OPTIONS Students undertaking this subject will

develop skills to pursue further studies in: • Design Graphics (General) • Design Industrial (General) • Building & Construction (Applied) • Engineering (Applied) • Graphics (Applied) ADDITIONAL INFORMATION This subject will include a fee of $80.00 to

cover the costs of materials and resources

(Timber, Composites, Acrylic, Fasteners,

Glues, Finishes and specialised CAD

software) required for practical projects that

will be completed. As well as subject specific

learning experiences during this subject.

Costs for excursions must be considered.



Elec$ve

13


course. An interest in Engineering, Design and Architecture and an eagerness to learn CAD are

desirable.


understanding with practical applications in

CAD relating to Engineering, Design and

Architecture. Students will gain knowledge

and understanding in both Graphic and

Industrial Design Software.

LEARNING ACTIVITIES Students will learn to:

• Demonstrate safe work habits • Use 2D CAD software • Use 3D CAD software • Use Architectural CAD software • Learn to operate and use a Laser Cutter • Learn to operate and use a Vinyl Cutter • Learn to operate and use 3D Miller • Apply design and problem solving skills

ASSESSMENT TASKS • CAD Drawing Folios • Practical CAD Projects utilising 3D

Milling Machine, Laser Cutter and

Vinyl Cutter • Written tasks (Assignments, reports) • Observations



develop skills to pursue further studies in: • Design (General) • Building & Construction (Applied) • Engineering (Applied) • Graphics (Applied) ADDITIONAL INFORMATION This subject will include a fee of $50.00 to

cover the costs of software/materials/

resources required for practical aspects

completed and subject specific learning

experiences. Costs for excursions must be

considered.



Graphics Innovation Technology & Interactive Learning

Elec$ve

14


course. An interest in building and manufacturing, the use of hand and power tools and an

eagerness to excel in a trade are desirable.



related to the Manufacturing Industries such

as, furnishing, plastics, cabinet making,

construction, landscaping and engineering.

Students problem solve in order to produce

products/systems whilst developing hand

skills, machinery knowledge and

coordination.

LEARNING ACTIVITIES Students will learn to: • Utilise tools and equipment • Demonstrate safe work habits • Apply problem solving skills • Follow plans to complete projects • Manufacture projects utilising multiple


timbers, metals, plastics, composites

and electronics • Use of specialist tools and machinery • Apply surface finishing techniques ASSESSMENT TASKS • Practical projects/tasks • Written tasks (assignments, reports,

exams) • Observations



develop skills to pursue further studies in: • Building & Construction (Applied) • Engineering (Applied) • Graphics (Applied) ADDITIONAL INFORMATION This subject will include a fee of $80.00 to

cover the costs of materials and

consumables (Timber, Metal, Acrylic,

Fasteners, Glues, finishes, welding gas, etc.)

required for 2 (two) take home practical

projects per year.

Costs for excursions must be considered.



Industry Skills (Wood & Metalwork) Innovation Technology & Interactive Learning

Elec$ve

15


course. An interest in hospitality, and food preparation and service is desirable.

COURSE DESCRIPTION AND CONTENT This subject provides students with the

opportunity to develop an understanding of

Hospitality and build a sound knowledge of

the skills required to work with food.

Students will explore the role of technology

and food in society from a range of

perspectives. Students will engage in

project based learning to help them become

independent and develop a range of

investigative, technological and critical

thinking skills as they communicate ideas.

Practical experience not only provides the

students with essential life skills but also

develops the students’ ability to work

cooperatively, manage time effectively, and

evaluate outcomes.

Students will investigate the challenges of

the Hospitality industry to effectively produce

products to match design challenges.

LEARNING ACTIVITIES Some of the activities in which students will

engage include:

• Function planning and service • Simulated restaurant service • Analyse menus • Develop a recipe file • Cookery principles and techniques

- beverage preparation • Menu planning • Computer generated activities • Project based learning

ASSESSMENT TASKS Assessment for this course may include: • Practical tasks • Projects • Short writing tasks • Journals • Oral presentations • Teacher observations • Written tests FUTURE PATHWAYS AND LEARNING


develop skills to pursue further studies in: • Food & Nutrition (General) • Hospitality (Applied) • Certificate II in Hospitality ADDITIONAL INFORMATION This subject will include a fee of $60.00 per

annum to cover the cost of materials and

cookery ingredients which will be provided for

the students, for practical cookery learning

activities.

Excursions at student cost may be offered

during the course.



Introduction to Hospitality Innovation Technology & Interactive Learning

Elec$ve

16


course. An interest in Design/Engineering/Programming/Manufacturing, the use of hand and

power tools and an eagerness to learn how to use CNC machines/processes.



related to the Design/Engineering/

Manufacturing and Programming industries.

Students problem solve in order to design

and produce prototypes/systems whilst

developing hand skills, machinery

knowledge and coordination.

LEARNING ACTIVITIES Students will learn to:

• Utilise tools and equipment • Demonstrate safe work habits • Apply design and problem solving skills • Design, make and program robot

prototypes • Manufacture projects utilising multiple


metals, plastics, composites and

electronics • Use of specialist tools and machinery • Use of specialist software to program

robot movements ASSESSMENT TASKS • Practical Projects/Tasks • Design Folios • Written tasks (Assignments, reports,

exams) • Observations



develop skills to pursue further studies in: • Design (General) • Engineering (General) • Graphics (Applied) ADDITIONAL INFORMATION This subject will include a fee of $80.00 to

cover the costs of materials and resources

(Timber, Metal, Acrylic, Fasteners, Electronics,

Glues, Finishes and specialised

CAD/programming software) required for

practical projects that will be completed. As

well as subject specific learning experiences

during this subject.



Robotics & Engineering Innovation Technology & Interactive Learning

Elec$ve

17

ASSUMED KNOWLEDGE: No prerequisites are required; however, a sound knowledge and understanding of Year 8 Mathematics will benefit the student.

COURSE DESCRIPTION AND CONTENT The proficiency strands understanding,

fluency, problem-solving and reasoning are

an integral part of mathematics content

across the three content strands; • Number and Algebra • Measurement and Geometry • Statistics and Probability The proficiencies reinforce the significance

of working mathematically within the content

and describe how the content is explored or

developed. They provide the language to

build in the developmental aspects of the

learning of mathematics. The achievement

standards reflect the content and

encompass the proficiencies. LEARNING ACTIVITIES Students will learn to: • Solve problems using algebraic and

number skills • Investigate rainwater harvesting models

using Measurement and Geometry • Use statistical tools to analyse data set

and write reports • Apply a problem solving and modelling

approach which includes; formulate,

solve, evaluate and verify, and

communicate ASSESSMENT TASKS • Problem Solving and Modelling Task • Technology Free and Technology Active

Internal Assessments



develop skills to pursue further studies in: • General Mathematics (General) • Mathematical Methods (General) • Specialist Mathematics (General) • Essential Mathematics (Applied) ADDITIONAL INFORMATION This subject will require students to have a

scientific calculator, pen, pencil, ruler, a graph

book and two exercise books.



Mathematics Mathematics

Core

18

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites) Students must have completed Year 8 Science.

COURSE DESCRIPTION AND CONTENT In line with the Australian Curriculum,

Science provides opportunities for students

to develop an understanding of important

science concepts and processes, the

practices used to develop scientific

knowledge, of science’s contribution to our

culture and society, and its applications in

our lives. Students will use Inquiry Learning

to build on problem solving and higher order

thinking skills. The curriculum supports

students to develop the scientific knowledge,

understandings and skills to make informed

decisions about local, national and global

issues and to participate, if they so wish, in

science-related careers. Students will study: In Year 9, students consider the

operation of systems at a range of scales.

They explore ways in which the human body

as a system responds to its external

environment and the interdependencies

between biotic and abiotic components of

ecosystems. They are introduced to the

notion of the atom as a system of protons,

electrons and neutrons, and how this system

can change through nuclear decay. They

learn that matter can be rearranged through

chemical change and that these changes

play an important role in many systems.

They are introduced to the concept of the

conservation of matter and begin to develop

a more sophisticated view of energy transfer.

They begin to apply their understanding of

energy and forces to global systems such as

continental movement. LEARNING ACTIVITIES Learning activities will include: • Participating in experiments and fieldwork • Planning, conducting and reflecting on

experimental investigation • Researching and solving scientific

problems


range of assessment techniques. Students will

be required to undertake: • Extended experimental investigations -

students investigate a hypothesis or answer

a practical research question • Written task - written tests are used, and

conducted under supervised conditions • Extended response tasks - students

respond to a question, circumstance or

issue • Inquiry tasks - students will explore topics

using the inquiry method FUTURE PATHWAYS AND LEARNING

OPTIONS Students undertaking Science will develop

skills to pursue further studies in: • Biology (General) • Chemistry (General) • Physics (General) • Aquatic Practices (Applied) ADDITIONAL INFORMATION There may be a cost associated with

excursions. It is expected that students will

need to complete approximately two hours of





Science Science

Core

19

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites) Students must have achieved at least a ’B’ in Year 8 Science and Mathematics.

COURSE DESCRIPTION AND CONTENT STEM is the learning of Science,

Technology, Engineering and Mathematics

in an interdisciplinary or integrated

approach. Students gain and apply

knowledge, deepen their understanding and

develop creative and critical thinking skills

within an authentic context. Students will

use Inquiry Learning to build on problem

solving and higher order thinking skills. The

curriculum supports students to develop the

scientific knowledge, understandings and

skills to make informed decisions about

local, national and global issues and to

participate, if they so wish, in STEM - related

careers. LEARNING ACTIVITIES Students will undertake 2 semester long

projects covering Science, Technology,

Engineering and Mathematics. Learning activities may include: • Participating in experiments, design

tasks, problem solving and analysis • Planning, conducting and reflecting on

experimental investigations • Researching and solving scientific and

mathematical


range of assessment techniques. Students

will be required to undertake: • Inquiry projects - students may

investigate a hypothesis or answer a

practical research question, design a

solution to a problem, investigate

phenomena FUTURE PATHWAYS AND LEARNING

OPTIONS This subject is an introduction to: • Biology (General) • Chemistry (General) • Physics (General) • Engineering (General) • Mathematical Methods (General) • Specialist Mathematics (General) ADDITIONAL INFORMATION There may be costs associated with

excursions. It is expected that students will need to






STEM Science

Elec$ve

20

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites) Acceptance into the

qualification is based on a successful application and audition for the Academy of Dance

Industries.

COURSE DESCRIPTION AND CONTENT The Studio of Dance Excellence (SoDE)

offered within the Academy of Dance

Industries aims to develop versatile dancers

who are high skilled, socially responsible

and ready for entry into Year 10, where

students complete their Certificate IV in

Dance among other accredited

qualifications.

LEARNING ACTIVITIES

• Training in a vast range of dance styles and industries, including: Jazz, Contemporary, Showgirl, Lyrical, Musical Theatre, Hip Hop, and Ballet

• Training in related industries, including: Aerial and Acrobatic skills, Vocal, Speech and Drama, Camera skills, Production (sound, lighting and digital)

• Performance and presentation skills • Solo, ensemble and partnering variations • The art of choreography and teaching • Fundamental fitness, anatomical and

nutritional principles • Tools for marketing and professional

presentation • Mental resilience and life skills required

for a working environment • Attend live performances • Engagement in workshops with ‘Affiliated

Industry Professionals’ • Interstate and international tours

ASSESSMENT TASKS Assessment methods include: • Performance • Choreography • Appreciation • Reflection • Strength and Technique Examination



skills to pursue further studies in: • Dance (General) • Dance in Practice (Applied) • Certificate III/IV in Dance • Diploma of Dance (Elite Performance) • Diploma of Musical Theatre, Diplomas of

Dance Teaching and Management,

professional dancer, choreographer,

production assistant/manager, teacher,

dance fitness instructor, assistant

teacher, administrator, etc.

ADDITIONAL INFORMATION A cost is incurred for the student’s involvement

in excursions and incursions.

Please see Enrolment Process through the

below link or direct your enquiry to the

Academy of Dance Industries Director - [email protected]

http://www.ormeauwoodsshs.eq.edu.au/

Curriculum/Excellenceprograms/Pages/aspx



Academy of Dance Industries The Arts

Elec$ves

21

ASSUMED KNOWLEDGE: Enthusiasm and willingness to explore dance mediums through choreography, performance and appreciation.

COURSE DESCRIPTION AND CONTENT Dance enables students to develop a

movement vocabulary with which to explore

and refine imaginative ways of moving

individually and collaboratively. Students

choreograph, rehearse, perform and

respond as they engage with dance practice

and practitioners in their own and others’

cultures and communities.

Active participation as dancers,

choreographers and audiences promotes

students’ wellbeing and social inclusion.

Learning in and through dance enhances

students’ knowledge and understanding of

diverse cultures and contexts and develops

their personal, social and cultural identity.

LEARNING ACTIVITIES • Build on their awareness of the body and

how it is used in particular dance styles • Extend their understanding and use

space, time, dynamics and relationships

to expand their choreographic intentions • Extend combinations of fundamental

movement skills to include dance

style - specific movement skills • Extend technical skills, increasing their

confidence, accuracy, clarity of movement

and projection • Draw on dances from a range of cultures,

times and locations as they experience

dance • Reflect on the development of traditional

and contemporary styles of dance and

how choreographers can be identified

through the style of their choreography • Explore meaning and interpretation, forms

and elements, and social, cultural and

historical contexts of dance as they make

and respond to dance

ASSESSMENT TASKS Students will engage in assessment through

three strands:

• Choreographing includes students

drawing on their developing movement

vocabulary as they engage in the creative

process of making dance • Performing includes students acquiring

skills by practising, rehearsing, refining and

applying physical and expressive

techniques • Appreciating includes students

describing, explaining, evaluating and

critically analysing their own dances and

other dances viewed FUTURE PATHWAYS AND LEARNING


develop skills to pursue further studies in: • Dance (General) • Dance in Practice (Applied) • Certificate III/IV in Dance Dance provides a foundation for future

involvement in dance and related art forms

for employment and leisure. • Students develop important transferable

social, emotional, physical and intellectual

skills. Students’ self-confidence and the

necessary social skills to work effectively,

individually, and in teams are developed

within the study of Dance • Some Occupations: professional dancer,

artistic director, actor, choreographer,

teacher , producer, stage manager etc.

ADDITIONAL INFORMATION As part of this course students have the

opportunity to be in school and community

performances.



Dance The Arts

Elec$ve

22


course. An interest in having fun with computers is desirable.

COURSE DESCRIPTION AND CONTENT The Digital Media course has been designed

to develop confidence and competence in

designing, producing and evaluating

solutions to design problems using state of

the art Digital Media software. Digital Media has a focus on FUN, creativity,

innovation and the successful

implementation of your ideas through the

use of Digital Media technologies and media.

You will explore good versus bad design by

undertaking exciting activities across a range

of unusual design fields.

LEARNING ACTIVITIES • Have to have fun with digital design Experience the excitement of: • Video and sound editing • 2D and 3D character design • Sound creation • Special effects - still image and video • Animation • Image creation and editing • Digital 3D sculpting Use of: PC’s, Mac’s, Cameras, iPads,

Scanners, Printers, Laminators plus digital

sound equipment. ASSESSMENT TASKS The basis of assessment is the completion

of set Digital Media design tasks. You will

be assessed using criteria in four strands: • Research • Ideas • Producing • Evaluating Skill: Each Design Task will require you

to demonstrate skill using one or more

Digital Media skills and techniques.


OPTIONS Students undertaking Digital Media will

develop skills to pursue further studies in: • Film, Television & New Media (General) • Media Arts in Practice (Applied) This course will also give students the

opportunity to explore such industries as: • Advertising • Game Design • TV and Video • Graphic Design • Multi Media • Audio and Video ADDITIONAL INFORMATION Students will be able to install some of the

software on their own computers to enable

work to be carried out beyond the classroom.



Digital Media The Arts

Elec$ve

23

Drama The Arts


course.

COURSE DESCRIPTION AND CONTENT In Drama, students learn about themselves

and others by engaging in activities and

workshops and through the creation of

characters and situations. The study of

Drama provides a particularly valuable

means of increasing self-confidence and

self-expression while learning to work

creatively in group situations. A variety of

topics and themes are explored during the

course to encourage critical thinking and

social awareness. Drama is a fun, practical

subject where imagination knows no limits.

LEARNING ACTIVITIES • Skills in improvisation • Refined skills in mime/movement • Development of acting skills • The reading and writing of scripts as

text for performance • Technical aspects of production • Experience of dramatic presentations

(through performance, visits by theatre

groups, and excursions) • Develop an understanding of the use of

dramatic elements and theatrical

conventions • Solo and ensemble performance based

on a variety of stimulus • Writing skills necessary to analyse

performance • Develop an understanding of the

processes of working in ensemble and

the social skills required when working

creatively with others ASSESSMENT TASKS Assessment for drama revolves around

Forming, Presenting and Responding.

FORMING – Students devise and refine

scenarios and scripts, both individually and

as part of an ensemble using elements and

conventions appropriate to selected forms,

styles and purposes.

PRESENTING – Students present a

rehearsed, polished performance applying

performance skills appropriate to the selected

form, style and performance space.

REFLECTING AND RESPONDING –

Students evaluate the forms, styles and

processes used in dramatic action and

performance, identifying the influence of

purpose and context.

Students will engage in a number of

performance assignments that include scripted

productions, self-devised performances, and

monologues. Students will be given the

opportunity to perform publicly and for a

variety of audiences throughout the year.



develop skills to pursue further studies in: • Drama (Applied) This course will also provide the ability to

become an effective communicator, a complex

thinker, an active investigator, a mature

participant in group contexts and a reflective

and self-directed learner.

Students who elect to study Drama do so for a

variety of reasons. For example, some

students view the subject as an opportunity to

further develop effective communication skills

that will assist them in their other subjects;

others see it as an opportunity to improve

self-confidence. No matter what the reason, all

students within the subject are encouraged to

reach their potential, achieve their goals and

importantly, enjoy learning in the classroom.

ADDITIONAL INFORMATION Students will have the opportunity to meet

during lunch and after school for rehearsal

and/or tutorials.



Elec$ve

24

Excellence in Digital (Digi X) The Arts

ASSUMED KNOWLEDGE: (Compulsory Pre-requisites) Acceptance into the course is

attained through a successful application (including practical component) for DIGI X.

COURSE DESCRIPTION AND CONTENT The DIGI X program is a Digital Media

excellence program which exposes students

from Years 7 to 11 to a wide range of digital

media in a creative and dynamic

environment. The course aims to develop

highly skilled, versatile digital students who

are ready to advance to future career

options in the 21st century digital world.

LEARNING ACTIVITIES • Digital Painting - (unique to this school) • 3D Modelling • Digital Sculpting - (unique to this school) • Advanced Photoshop • Digital Marketing including Web Design • Special Digital Effects - (unique to this

school) • Advanced laser light technology - (unique

to this school) • Projection Mapping - (unique to this

school) - national links • Advanced Digital Illustration • Video Rotoscoping - (unique to this

school) - international links ASSESSMENT TASKS • Developing tasks to meet the needs of

digital excellence • Exhibitions of digital designs • Portfolio of development and realisation

of resolved work



develop skills to pursue further studies in: • Film, Television & New Media (General) • Media Arts in Practice (Applied)

Areas of Study: University and TAFE:

Creative Digital Arts, Digital Design, Digital

Marketing and Digital Artistry.

Occupations: Marketing, Graphic Design,

Animation, 3D Modelling, Rotoscoping,

Special Effects, Laser Technology,

Projection Mapping.

ADDITIONAL INFORMATION The course attracts no fee and is open to

students from year 7 – 11 in 2018 and

year 7 - 12 2019. It is anticipated that the

course will eventually lead to a Certificate III

or IV in Digital Technology.



Elec$ve

25

Film Studies The Arts


course. An interest in working with cameras and computers is desirable.

COURSE DESCRIPTION AND CONTENT The Film Studies course has been designed

to develop confidence and competence in

designing, producing and critiquing films,

television and multimedia platforms, such as

videogames. Film Studies requires you to

analyse film in order to help you to design

and create entertaining productions using

industry professional software.

Film Studies has a focus on FUN, creativity,

innovation and the successful

implementation of your ideas through the

production of video and media.

LEARNING ACTIVITIES Experience the excitement of: • Film creation • Video and sound editing • Special effects - Green Screen • 3D Animation • 2D Character design • Film Analysis Use of: PC’s, Mac’s, Cameras, iPads,

Green Screen plus digital sound equipment.

ASSESSMENT TASKS The basis of assessment is the completion

of set Film Critique, Design and Production

tasks. You will be assessed using criteria in three

strands: • Critique: Analysis and Evaluation • Design: Research and Creation • Production: Making and Editing Skill: Each task will require you to

demonstrate ability using one or more Film

technique and application.



skills to pursue further studies in: • Film, Television & New Media (General) This course will also give students the

opportunity to explore such industries as: skills

to pursue further studies in: • Television and Video • Audio and Video • Animation • Advertising • Game Design • Graphic Design • Multi Media ADDITIONAL INFORMATION Students will have various opportunities to

further practice and establish their abilities

during school events by filming, editing and

displaying their videos. There are also

opportunities for students to enter a plethora

of secondary and tertiary film competitions

winning numerous prizes and network

opportunities.



Elec$ve

26


course. Experience playing an instrument and/or singing is desirable, as is an interest in both

the practical and theoretical elements of Music.

COURSE DESCRIPTION AND CONTENT Students will create their own compositions,

perform music both on voice and

instrumental and analyse repertoire in many

different genres and styles including

classical, jazz & blues, rock, pop and

modern music. The course offers training in

music theory, music analysis, aural skills,

creative composition and performance. They

will have the opportunity to use the latest

music computer software, which enables

them to compose and arrange their music for

any combination of instruments/voices, and

instantly hear the results. Students have

access to acoustic and electric drum kits,

electric guitars, electric bass guitars, a class

set of acoustic guitars, electronic keyboards,

tuned and untuned percussion for their

practical work, and their own instruments if

they wish. They also have access to a class

set of laptops to use for composing,

researching and song searches.

LEARNING ACTIVITIES • Learning how to play a variety of

instruments as a solo and ensemble

performance • Learning the music specific skills required

including composition, reading notation,

tablature, tuning guitars, aural skills,

teamwork, building confidence etc • Use of music software – such as Muse

Score, Sibelius, Garageband, Protools,

iMovie, Acid and Audacity • Performance skills in front of a variety of

audiences • Awareness of music from other cultures

and periods • Live performance etiquette • Understanding vocal and instrumental

techniques required in performing and

writing music • Creating compositions for a variety of

instrumental and/or vocal ensembles • Learn how to use technical equipment

(sound desk, microphones,

guitars/keyboards/drumkits) for

recording purposes

ASSESSMENT TASKS The Music course incorporates five

assessable areas that are considered

essential to basic music development. They

are:

1. Analysing Repertoire - Listening to music

for analysis, aural skills development, ability

to deconstruct and evaluate

2. Composing - Creating music through

practical activities and the use of music

software

3. Performing -Ensemble and Solo

4. Responding

5. Reflecting



skills to pursue further studies in: • Music (General) • Music in Practice (Applied) This course will set students up for senior

music, as well as contribute to learning in

other areas through the development of

qualities such as memory, co-ordination,

concentration, co-operation and inventiveness.

It also develops thinking skills such as logical

thinking, perception, decision-making, critical

thinking, problem solving, and concept

formation. Other benefits in studying music

include developing self-confidence,

interpersonal skills, positive communication

skills and enhances self-esteem.

ADDITIONAL INFORMATION Students will have the opportunity to meet

during lunch and after school for rehearsal

and/or tutorials. There are a variety of

excursions on offer in this course and

networking with universities.



Music The Arts

Elec$ve

27

ASSUMED KNOWLEDGE: (Compulsory Pre-requisites)

Acceptance into the course is attained through a successful application (including practical

component) for SoFA.

COURSE DESCRIPTION AND CONTENT The SoFA program is a Visual Art

excellence program which exposes students

from Years 7 to 12 to a wide range of visual

art media in a creative and dynamic

environment. The course aims to develop

highly skilled, versatile artists who are ready

to advance to Visual Art and/or Visual Arts

in Practice.

LEARNING ACTIVITIES • Drawing, painting, printmaking,

photography, mixed media (2D) • Ceramics, textiles, found object

assemblage (3D) • Specialist workshops and visiting artists ASSESSMENT TASKS • Making tasks (including experimental

folios and resolved pieces) • Exhibitions and cross-arts projects • Critiques/Artist Statements (writing) FUTURE PATHWAYS AND LEARNING


develop skills to pursue further studies in: • Visual Art (General) • Visual Art in Practice (Applied) Areas of Study: University and TAFE:

Creative Arts, Visual Art, Design, Fine Art,

Fashion.

Occupations: Gallery Curator, Fashion

Designer, Teacher, Professional Artist,

Craftsperson, Photographer & Assistant,

Textile Designer, Milliner, Hairdresser,

Make-up Artists, Community Arts

Coordinator, Gallery Officer, Architect.

ADDITIONAL INFORMATION The course attracts a fee of $50 for all year

levels. This covers the use of all resources.

Excursions throughout the year will also

attract a fee depending on the nature of the

event.

For further information please contact Karina

Meadows – [email protected]



Studio of Fine Art (SoFA) The Arts

Elec$ve

28

ASSUMED KNOWLEDGE: (Highly Recommended Pre-requisites)

Sound Achievement in Visual Art and Media.

COURSE DESCRIPTION AND CONTENT Visual Art offers a unique way for students to

communicate and connect with their world

using critical and innovative thinking.

Students develop the ability to understand

and engage in challenging art forms, styles

and media areas. Students will use and

integrate a range of arts technologies in

creating and re-creating, presenting and

performing to examine the ways in which art

forms shape and influence their lives.

Students will work as art-practitioners in a

variety of roles such as maker, designer,

presenter, technician and manager.

LEARNING ACTIVITIES • Drawing, painting, printmaking (2D) • Sculpture, textiles, mixed media, design &

wearable art (3D) • Cross-arts project and event

management ASSESSMENT TASKS • Making and experimental folio • Exhibition • Essay/critique writing FUTURE PATHWAYS AND LEARNING


develop skills to pursue further studies in: • Visual Art (General) • Visual Art in Practice (Applied) Areas of Study: University and TAFE:

Creative Arts, Visual Art, Design, Fine Art,

Fashion.

Occupations: Gallery Curator, Fashion

Designer, Teacher, Professional Artist,

Craftsperson, Photographer & Assistant,

Textile Designer, Milliner, Hairdresser,

Make-up Artists, Community Arts

Coordinator, Gallery Officer, Architect.

ADDITIONAL INFORMATION The course attracts a fee of $40, this covers

the use of all resources. Excursions

throughout the year will also attract a fee

depending on the nature of the event.



Visual Art The Arts

Elec$ve

29

FURTHER INFORMATION

Principal: Ross Wallace [email protected] Deputy Principal (year 10 and 11) Dan Finn [email protected] Deputy Principal (year 11 and 12) Megan Herbert [email protected] Deputy Principal (year 8 and 9) Kristie Podlich [email protected] Deputy Principal (year 7 and 8) Matthew Silcock [email protected] Head of Department Differentiation Michelle Davis [email protected]

English Jane Harvey [email protected]

Health and Well-Being Tracy Kenny [email protected]

Humanities Carmel Naidoo [email protected]

Innovation Technology & Interactive

Learning Glen Armstrong [email protected]

Junior Secondary Melissa Booton [email protected]

Mathematics Hemant Prahaladh [email protected]

Science Janelle Norton [email protected]

Senior Secondary Tricia Smits [email protected]

Student Support Services Joel McCarthy [email protected]

The Arts Terry Antcliffe [email protected]

Guidance Officer Alan Fraser [email protected]

Industry Liaison Officer Linda Whyte [email protected]

“correct at time of publication but subject to change”



Documents

2019 Year 9 Curriculum Handbook final · 1 Introduction This handbook contains details of the Year 9 curriculum offerings to assist students and their families as they make important