Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
ISSOUDUN
PATHWAYS
HANDBOOK
2017
111 Jasper Road Bent leigh V ic 3204
Telephone (03) 8520 9200 Facsim i le (03) 8520 9299
Em ai l of f [email protected] .edu.au Website www.olsh .vic .edu.au
2
At OLSH College Bentleigh, we are Heart people who
are faith-filled
reverence relationships
pursue excellence
touch the hearts of others
We are passionate about the education of young women and their success
We empower the learner, inspire a global consciousness
and are at the forefront of innovative learning.
We Believe! We Achieve!
3
Pillars of OLSH Education
We are Heart people who are Faith-filled
We believe in God’s personal love for us. This gives us meaning and purpose in our lives
and enables us to help others find meaning in their lives too.
We are Heart people who Reverence Relationships
We believe in the dignity of every human person. Our OLSH family is both local and
international and we make an effort to build and support community.
We are Heart people who Pursue excellence
We believe in Jesus’ words “I have come that you may have life and have it to the full”
(John 10:10). We pursue excellence in everything we do.
We are Heart people who Touch the Hearts of Others
We believe in our call to be united with the mission of Jesus.
Together we seek to build the Kingdom of truth and life, of holiness and grace, of
justice, love and peace. Our tradition of service and outreach and our option for the
poor are vital aspects of our OLSH identity.
4
Issoudun Vision
Issoudun Vision
Issoudun...
where the heart is captured
a journey of transformation
a time of
inspiration
challenge
vision
courage
risk
for others and with others
Issoudun...
where the heart is captured
5
TABLE OF CONTENTS
Introduction……………………………..……………………………………………………..6 Core Subjects Religious Education………………………………………………………………………….10 English……………………………………………………………………………………………. 11 Humanities………………………………………………………………………………………11 Mathematics……………………………………………………………………………………12 Physical Education/Health……………………………………………………………….13 Science…………………………………………………………………………………………….14 Elective Subjects Languages: Chinese………………………………………………………………………….16 Languages: Italian………………………………………………………..………………….16 Arts: Dance…………………………………………………………………..…………………17 Arts: Drama……………………………………………………………………..……………..17 Arts: Music………………………………………………………………………………………18 Arts: Photography……………………………………………………………………………18 Arts: Visual Art………………………………………………………………………………..19 Arts: Visual Communication & Design…………………………………..…………19 Physical Education/Health: Advanced PE………………………………..……….20 Technology: Design & Technology (Textiles)……………………………..…….21 Technology: Food Studies……..…………………………………………………..…...21 Technology: Life in the Cloud..…………………………………………………….….22
6
INTRODUCTION
The students in Year 9 are referred to and known as the Issoudun year level. As well as their normal
academic program students will encounter three additional learning experiences.
The Je Suis program – with two lessons per cycle allocated, students will participate in peer
learning, facilitated research periods and independent learning as they explore a series of
themes throughout the year.
An extension of the Je Suis program will run parallel to each of the four week blocks of the
Issoudun Residential Program. 2017 will see the continuation of a new developed 2016
program Je Suis-My Past, My Present, My Future focusing on a number of interdisciplinary
themes. Students will have the opportunity for personal and social growth, as well as explore
the wider community in which they live.
Issoudun Residential Program – all Issoudun students will participate in a four week residential
program at the Hartzer Campus Burradoo, NSW.
HARTZER CAMPUS
The Hartzer Campus provides Issoudun (Year 9) students with a four week residential experience in
the Southern Highlands of New South Wales. This residential experience is a significant part of the
Issoudun program conducted by the College. It will enable OLSH girls the opportunity to excel in their
learning outcomes in a unique environment that is substantially different to the Bentleigh College
Campus.
The Hartzer Campus experience will provide each OLSH girl with an outstanding opportunity to
celebrate their giftedness, grow in faith, embrace their learning, grow emotionally, develop
independence, build positive relationships, venture beyond comfort zones, develop confidence and
teamwork, connect with our OLSH history and continue to grow in the belief that “OLSH girls can do
anything!”
7
ISSOUDUN COURSE REQUIREMENTS
All students will undertake the following core subjects:
Religious Education
English
Humanities
Mathematics
Physical Education/Health
Science
In addition to the core subjects, students undertake six elective subjects to be studied as semester
units – three per semester. This handbook contains an overview of the core subjects, as well as the
details of each elective subject. Students are encouraged to discuss the elective subjects with relevant
teachers at the College and with their parents/guardians. As part of the elective program, students
are encouraged to continue with their studies in a language other than English. The languages offered
at the College are Chinese and Italian.
Students will be provided with information for selecting their elective program online. They will be
required to select six subjects, plus two reserve subjects. Students selecting a language will study this
in both semesters. All other elective subjects can only be studied for one semester, thereby ensuring
a range of studies is completed.
ARTS
Dance
Drama
Music
Photography
Visual Art
Visual Communication & Design
LANGUAGES
Chinese
Italian
PHYSICAL EDUCATION/HEALTH
Advanced PE
TECHNOLOGY
Design & Technology (Textiles)
Food Studies
Life in the Cloud
PLEASE NOTE THE FOLLOWING GUIDELINES FOR ISSOUDUN SUBJECT SELECTIONS
Students studying a language subject are required to select 2 language units and 4 other elective
units. All other students are required to select 6 different elective units.
9
CORE SUBJECTS
10
RELIGIOUS EDUCATION ISREL
The Issoudun Religion Education program follows the Melbourne archdiocesan curriculum
framework.
The course consists of five content strands:
Church and Community
Prayer, Liturgy and Sacraments
Scripture and Jesus
God, Religion and Life
Morality and Justice
These strands are interwoven into the following units of study.
Topics include:
Prophetic Literature
Good and Evil in the Movies
Sacraments of Healing and Hope
As part of the Hartzer experience, whilst at Bowral, girls will explore the life of Mary MacKillop. This
includes a trip to North Sydney to MacKillop Place, the site where Australia's first Saint lived, died
and is buried.
11
ENGLISH
ISENG
HUMANITIES
ISHUM
This course aims to enable students to develop skills in reading, writing, speaking and listening, to
build student confidence as communicators and to foster a critical appreciation of a wide variety of
texts. The student explores language through literature and both print and non-print current media.
The course includes creative writing, text analysis, persuasive writing and both formal and informal
oral activities. Novels, poetry and film are studied.
Key Skills and Knowledge:
Read, view, analyse and discuss contemporary, informative and argumentative texts that
explore personal, social, cultural and political issues. Identify multiple purposes for which
texts are created.
Writing sustained pieces in a variety of styles. Writing about complex ideas and issues.
Attention to audience and purpose is a focus.
Analyse critically the relationship between texts, contexts, speakers and listeners in a range
of situations. Effective use of the structure and features of spoken language.
In Issoudun Humanities, students undertake a historical study of Australia. Taking account of the
pre-existing occupation of indigenous peoples, the course follows white settlement through to
contemporary times. The course places emphasis on vital skills in history, including research skills,
reading of documentary evidence and essay writing. In addition to history, Issoudun Humanities also
incorporates some aspects of civics and commerce.
Topics include:
Making a better world? - The Industrial Revolution (1750 – 1914)
Making a nation
World War 1 (1914 – 1918)
Links are made with current legal, political and economic concepts throughout the course
12
MATHEMATICS ISMAT
The Issoudun Mathematics course provides students with the opportunity to work towards the
Victoria Curriculum: Mathematics Level 9 achievement standards and beyond. 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, and
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. Where possible,
course content and skills will be selected to support the Hartzer program.
Topics include:
Algebra
Linear Equations
Financial Maths
Probability
Reviewing Pythagoras
Surds and Indices
Trigonometry
Measurement - Surface Area and Volume
Linear Graphs
Quadratics
Statistics
The curriculum focuses on developing increasingly sophisticated and refined mathematical
understanding, fluency and reasoning, as well as problem-solving and digital technology skills. The
use of learning technology, particularly the use of CAS calculators is integrated into the program. All
students are required to purchase the TI-nspire CAS calculator. This calculator will be used in all
Mathematics courses from Issoudun to Year 12.
Assessment:
Investigation Assignments
Problem Solving Tasks and Analysis Tasks
Topic Tests
Summary or review notes
ICT / CAS Calculator Tasks
End of Year Examination
13
PHYSICAL EDUCATION/HEALTH ISPED
In Physical Education students complete distinct units for each term. Students undertake a:
Fitness unit where they evaluate their own fitness levels through the use of fitness testing.
‘Playing games’ unit which includes indigenous games, initiative games,
challenge/adventure activities and games sense activities.
Creative movement unit with the focus on cheerleading.
Invasion games unit which includes AFL, soccer, hockey, rugby and touch football.
Sport Education in Physical Education Program (SEPEP) unit. With SEPEP students learn how
to plan, manage and run their own season in a chosen sport.
In Health students will also complete distinct units for each term. Students undertake a:
Personal identity unit in which they identify factors that influence the development of her
personal identity and attitudes.
Drug education unit which aims to identify outcomes of risk-taking behaviours and evaluate
harm-minimisation strategies.
Outdoor education unit to develop skills, knowledge and behaviours which will enhance the
safe participation in outdoor activities.
‘Body Systems’ unit of work.
‘Risk taking’ unit which complements the work undertaken in the Drug Education unit. We
look at why people take risks, reducing the harm and risk management.
14
SCIENCE ISSCI
Throughout the year students will study a range of topics from the three main Science areas - Physics,
Chemistry and Biology. It is intended that students will begin to explore possible areas of interest in
their future Science pathways.
In semester one student learning will focus on the following content:
Heat Light and Sound -
Energy appears in different forms including movement (kinetic energy), heat, light,
chemical energy and potential energy; devices can change energy from one form to
another
Light can form images using the reflective feature of curved mirrors and the refractive
feature of lenses, and can disperse to produce a spectrum which is part of a larger
spectrum of radiation
The properties of sound can be explained by a wave model
Human Body Systems -
Multicellular organisms rely on coordinated and interdependent internal systems to
respond to changes to their environment
An animal’s response to a stimulus is coordinated by its central nervous system (brain and
spinal cord); neurons transmit electrical impulses and are connected by syníapses
Endocrine systems coordinate the body’s internal environment through its system of
glands and hormones.
In semester two student learning will focus on the following content:
Environment -
ecosystems consist of communities of interdependent organisms and abiotic components
of the environment
matter and energy flow through these systems.
Chemistry -
all matter is made of atoms which are composed of protons, neutrons and electrons
natural radioactivity arises from the decay of nuclei in atoms.
the atomic structure and properties of elements are used to organise them in the periodic
table.
Chemical reactions involve rearranging atoms to form new substances
chemical reactions may be represented by balanced chemical equations
Through the year of study students analyze the values and needs of contemporary society
and how it can influence the focus of scientific research. They also come to understand that
advances in scientific understanding often rely on developments in technology and
technological advances are often linked to scientific discoveries.
15
ELECTIVE SUBJECTS
16
LANGUAGE: CHINESE ISCHI
When choosing this subject you are committing to both Semester 1 and Semester 2 in 2017.
This course continues to extend students’ knowledge of Chinese language and culture.
The topics covered include:
Housing environment
Clothing
Shopping
Socialising with friends
Natural environment
Cultural aspects: Chinese dress, social customs and Chinatown
LANGUAGE: ITALIAN
ISITA
When choosing this subject you are committing to both Semester 1 and Semester 2 in 2017.
This course of study is designed to extend students’ interactive and written use of the Italian
language.
Topics include:
My personal world
My city
Italian music
A historical walking tour of Carlton
A film study
Through the study of these topics a variety of lexical and grammatical concepts are introduced.
The conventions of the text types such as letter, email and dialogue are explored.
17
ARTS: DANCE ISDAN
This subject will prepare students for the study of VCE VET Dance in Year 10.
In the Issoudun Dance Course students will gain an understanding of safe dance practice and expand
on their dance vocabulary. Dance terminology is learnt within choreography, dance technique and
appreciation.
Students will engage with the choreographic processes, devices and learn a performance piece which
is performed for a live audience. Students will explore the role of the choreographer through active
research and participation in the dance making process. They will explore the development of
expressive intentions and choreograph a dance for an audience in a style of their choice. In the
development of dance technique students learn a set solo.
The students learn to source, research, and cut and produce music for the purpose of a dance
performance. Theatre visits will help to provide the opportunity to appreciate the work of professional
choreographers and dancers. Workshops with professional artists are designed to enrich students
dance experiences and to expand their movement vocabulary.
The unit includes a group dance performance, student composition, dance technique solo, a
comparative dance analysis and written examination.
Core areas of study:
Dance Appreciation
Performance
Choreography
ARTS: DRAMA ISDRA
In this course students explore the actor’s role of transforming into character. Expressive skills and
techniques necessary for creating characters will be developed. Activities will involve the invention
of characters and the interpretation of characters in script excerpts. This unit also involves analysis
and evaluation of performances. A theatre visit will provide the opportunity to appreciate the work
of professional actors.
Expressive and performance skills workshop
Theoretical aspects of character development
Planning and rehearsal for performance
Performance
Analysis and evaluation of performance
18
ARTS: MUSIC ISMUS
Students who enjoy playing music are encouraged to choose this subject. We will build upon rock
band skills from previous years to extend performance skills in solo or group contexts. We will
engage in critical and creative thinking. We are encouraged to explore ideas and technologies and
develop skills to communicate musical ideas. We will write and record music using the latest
technology.
General Content:
Music Performance
Blues Music and its influence on Rock and Pop
Songwriting
Music technology
ARTS: PHOTOGRAPHY ISPHO
This subject will prepare students for the study of VCE Studio Arts: Photography in Year 10.
Students acquire basic skills in how to use a manual SLR camera and the darkroom facilities to
produce black and white photographs.
Through photography students will investigate the effects of light and shade on the work around
them and produce a folio or work, which shows experimentation with photographic styles.
Digital camera skills and the manipulation of colour and black and white images, using Adobe
Photoshop will be introduced. Students will investigate how Photographers and/or Photo Media
artists work.
Photography shoots take place in the studio settings, around the college and at home.
Students will learn how to analyse and interpret photographs using the elements and principles of
design.
19
ARTS: VISUAL ART ISVAT
Visual Art is an expressive, creative subject where students are engaged in critical and creative thinking.
Students are encouraged to explore ideas and technologies and develop skills to communicate
perceptions and observations of the world around them.
Students complete a folio of work based on painting or drawing or printmaking or sculpture or mixed
media. Students explore a variety of different techniques and experiment with a range of materials.ss.
Research and written tasks support the development of visual resolutions.
ARTS: VISUAL COMMUNICATION AND DESIGN ISVIS
The Issoudun Visual Communication course is project-based, where students work through a series
of design briefs to produce final presentations. In practical work, they explore the fields of graphic
design, and advertising. Students also gain a strong understanding of the meaning behind visual
communications, using visual analysis techniques to ascertain the intent of the designer with regard
to design elements, audience characteristics, context and purpose.
The unit contains the following content:
Freehand drawing
Computer-assisted design and production
Design process skills and techniques
Visual analysis
20
Physical Education/Health: ADVANCED PE ISPEA
A focus of this unit is to develop a competent member of the community by learning how to manage
a variety of Safety, First aid and Sports injury management scenarios. This unit will also include a
focus on skill acquisition and coaching styles/principles to gain an understanding of techniques that
coaches use to improve their athlete’s performances and avoid injuries.
Course content can include:
Study the skeletal and muscular systems
Complete their CPR certificate
Learn what to do in a range of first aid scenarios, including a visit from a paramedic
Undertake a sport injury/first aid unit including:
Sports injury prevention including risk management
Immediate injury assessment
Different types of injuries
Injury management and recover strategies
Skill acquisition – the stages of skill learning and types of skills
The role of the coach, coaching styles and coaching principles
Plan and run a coaching sessions for a class/specific group
Techniques to improve training safety and performance enhancement. Topics can include:
Sport Psychology
Technology in sport
Sports nutrition (including sports drink)
21
TECHNOLOGY: DESIGN & TECHNOLOGY (TEXTILES)
ISDTE
In this unit students will produce garments and items for both themselves and/or their client.
Design and textiles skills introduced include application of design elements and/or fabric dyeing
techniques and/or creative printmaking techniques.
Skills in basic construction and finishing techniques utilizing appropriate machinery will be
developed.
Students will be introduced to computer-aided design techniques over the duration of the course.
The unit contains the following content:
Design process skills & techniques (Folio)
Fashion drawing by hand
Fashion drawing, computer assisted design
Fabric/ Design based investigation
Production of personally designed garment/s.
TECHNOLOGY: FOOD STUDIES ISFTE
Students investigate menu development and food presentation. The technology process of
investigating, designing, producing, analysing and evaluating is used. Their major assessment task uses
a client based Design Brief.
Course content can include:
Parts of a menu, including hors d’oeuvres, entrée, main course, dessert and petit fours
Types of menus, which may include an exploration of table d’hôte, a la carte, function menus,
and cyclical menus.
Food presentation and garnishing techniques
The design brief process
Investigation of key food as related to dishes being prepared.
Exploration of preparation processes and cooking techniques as related to dishes being
prepared.
Student directed Design Brief: preparation of one or more menu courses according to a design
brief.
22
TECHNOLOGY: ICT: LIFE IN THE CLOUD ISLCL
In responding to the Digital Technologies of the new Victorian Curriculum, this course enables
students to identify and analyse the issues surrounding various social media and review the
positive benefits they provide society today. They investigate what digital citizenship looks like and
learn to blog using the latest styles, structures and conventions to reach a wide audience. They
learn to develop apps (MIT App Inventor) and how to understand the programming that underpins
them. They also investigate the UX (user experience) to recognize what makes a good app.