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Green Point Christian College

YEARS 9/10 ELECTIVES

HANDBOOK

2014 - 2015

Excellence in Christ Centred Education

Green Point Christian College Years 9/10 Elective Handbook 2014

2

Dear Parents,

The Years 9 and 10 curriculum consists of English, Mathematics, Science, PDHPE (Personal Development, Health and Physical Education), Biblical Studies, Australian Geography/Australian History/Civics, two Electives and Chapel.

Attached is information to help in the selection of Elective courses for Years 9 and 10.

While your son or daughter may have some vocational choices in mind, a helpful guideline when choosing Electives is for students to do those subjects that they enjoy. Students are still exploring various subject areas and their experiences in Years 9 and 10 can help refine their interests. Students often go well in subjects they enjoy, so if your son or daughter has gained good results in particular subjects, those subject may be worth considering as possible Elective choices.

Apart from subject content, time spent in Years 9 and 10 serve as a learning experience in terms of time management, self discipline and the development of good study and work habits. Such experiences will serve to help students in further study at higher levels.

Each Elective subject involves study over Years 9 and 10. The Electives are all Board of Studies courses, yet, as with all subjects, are taught within a specific Christian frame of reference. The Bible is used to present absolute standards where this is relevant to the course.

Information on the following pages gives details about those subjects that all students will study and the possible Elective subjects.

Which Elective subjects will run is yet to be decided. Knowing what subjects students want to study will help to determine which subjects will be available for study next year. The table on the preference page shows the list of possible Electives. Not all of these subjects will necessarily be available next year. In order to know where student interest lies, please have your son or daughter number their first three preferences in order of priority from 1 to 3.

Forms are to be handed in during Devotions classes on the date specified on the Subject Preferences Form. The College will determine the subjects in each group. It is not feasible to run all Electives on the preference list, hence the need to list three preferences. Students will subsequently be asked to make a final choice by nominating one subject from each group.

Please be aware that some Elective subjects which require additional resources will attract a small subject levy. Where excursions are part of a course, these may also attract additional costs to parents.

In terms of Mathematics in Years 9 and 10, there are three levels that can be studied. The school will place each student in the most appropriate course. The Board of Studies has developed these three levels to cater for students’ varying abilities in Mathematics. If you wish to discuss your son or daughter’s Mathematics course for Years 9 and 10, please contact Mr Kastelan, the Mathematics Co-ordinator.

The curriculum planned for next year is as described in this booklet. The Federal Government’s National Curriculum initiatives are due for implementation in 2014.

If you have any enquiries regarding the Electives, please feel free to contact me at school or send a note with your son or daughter.

Thank you,

David Russell,Director of Administration / Student Adviser

Introduction ...................................................................................... 3

English ............................................................................................... 4

Mathematics ..................................................................................... 5

Science .............................................................................................. 6

Australian History, Geography & Civics ............................................... 7

Personal Development, Health, Physical Education .......................... 8

Biblical Studies .................................................................................. 9

Electives ............................................................................................ 10

Commerce ................................................................................. 11

Drama ....................................................................................... 12

Food Technology ....................................................................... 13

Elective Geography ................................................................... 14

Elective History ......................................................................... 15

Industrial Technology - Timber ................................................. 16

Information and Software Technology ...................................... 17

Japanese ................................................................................... 18

Music ......................................................................................... 19

Physical Activity and Sports Studies .......................................... 20

Textiles Technology .................................................................... 21

Visual Arts ................................................................................. 22

Visual Design ............................................................................. 23

Changing Electives ............................................................................ 24

Further Information .......................................................................... 25

Expressions of Interest for Elective Subjects ..................................... 26

Contents


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Dear Parents,

The Years 9 and 10 curriculum consists of English, Mathematics, Science, PDHPE (Personal Development, Health and Physical Education), Biblical Studies, Australian Geography/Australian History/Civics, two Electives and Chapel.

Attached is information to help in the selection of Elective courses for Years 9 and 10.

While your son or daughter may have some vocational choices in mind, a helpful guideline when choosing Electives is for students to do those subjects that they enjoy. Students are still exploring various subject areas and their experiences in Years 9 and 10 can help refine their interests. Students often go well in subjects they enjoy, so if your son or daughter has gained good results in particular subjects, those subject may be worth considering as possible Elective choices.

Apart from subject content, time spent in Years 9 and 10 serve as a learning experience in terms of time management, self discipline and the development of good study and work habits. Such experiences will serve to help students in further study at higher levels.

Each Elective subject involves study over Years 9 and 10. The Electives are all Board of Studies courses, yet, as with all subjects, are taught within a specific Christian frame of reference. The Bible is used to present absolute standards where this is relevant to the course.

Information on the following pages gives details about those subjects that all students will study and the possible Elective subjects.

Which Elective subjects will run is yet to be decided. Knowing what subjects students want to study will help to determine which subjects will be available for study next year. The table on the preference page shows the list of possible Electives. Not all of these subjects will necessarily be available next year. In order to know where student interest lies, please have your son or daughter number their first three preferences in order of priority from 1 to 3.

Forms are to be handed in during Devotions classes on the date specified on the Subject Preferences Form. The College will determine the subjects in each group. It is not feasible to run all Electives on the preference list, hence the need to list three preferences. Students will subsequently be asked to make a final choice by nominating one subject from each group.

Please be aware that some Elective subjects which require additional resources will attract a small subject levy. Where excursions are part of a course, these may also attract additional costs to parents.

In terms of Mathematics in Years 9 and 10, there are three levels that can be studied. The school will place each student in the most appropriate course. The Board of Studies has developed these three levels to cater for students’ varying abilities in Mathematics. If you wish to discuss your son or daughter’s Mathematics course for Years 9 and 10, please contact Mr Kastelan, the Mathematics Co-ordinator.

The curriculum planned for next year is as described in this booklet. The Federal Government’s National Curriculum initiatives are due for implementation in 2014.

If you have any enquiries regarding the Electives, please feel free to contact me at school or send a note with your son or daughter.

Thank you,

David Russell,Director of Administration / Student Adviser

Introduction


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English at Green Point Christian College reflects the Christian worldview upheld by the College in its Mission and Vision Statements. Language shapes our understanding of ourselves and is the primary means by which we relate to others. Confident, critical and imaginative users of the English language can shape, direct and enrich their lives and grow into active participants in the global community of English speakers.

Through an analysis and examination of language and literature, students will develop a better understanding of the language of the Bible, which is rich in figurative expression and imagery. Literature regularly reflects on common Biblical principles and values. A study of this literature allows students to reflect on the representations of Christian experience, faith and struggle over time.

The study of English in Years 9 and 10 enables students to become proficient users of language, building on their learning in Years K to 8 and preparing them for the study of English in Stage 6. The syllabus draws on a range of theoretical perspectives and is linked to the purpose and broad learning outcomes of the National Curriculum Framework. Through their study of English students develop their critical and imaginative faculties and broaden their cultural literacy. As students’ mastery of English grows, they are able to question, evaluate, challenge and reformulate information. These skills allow them to develop and express their personalities and connect with other people and communities.

Students learn about the art, power and worth of the English language as a source of knowledge and pleasure through responding to and composing texts. These texts include the literature of past and contemporary societies, raising aesthetic, ethical and moral issues for students to engage with and explore. By analysing and responding to literary and other texts, students develop their understanding of human experience and culture and build aesthetic awareness. By composing varied texts of their own, they learn to express themselves through creative activity as well as developing clear and precise written and oral skills.

The study of English also provides opportunities for students to examine the cultural contexts of language usage and how meaning is shaped by factors such as gender, age, background and social structures. The study of English promotes a fair and just society that values diversity. It supports the development and expression of a system of personal values based on students’ understanding of moral, ethical and spiritual matters and prepares them for effective and responsible participation in their society.

Students learn English both through explicit teaching of the features and structures of language and through their immersion in a diverse range of language experiences. In Years 9 and 10, students become imaginative and confident users of technology, understanding its impact on society. They can use creative and analytical language to clarify and solve problems and gain control of language in ways that will help them in lifelong learning, in their careers and in life.

English in Years 9 and 10 is both challenging and enjoyable. It provides opportunities for students to experiment with ideas and expression, and to work with each other and to become active, independent learners.

English


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At GPCC, we will be implementing a new syllabus for Year 9 in 2014 that teaches the new Australian Curriculum as required by the NSW Board of Studies. In 2015, the 2014 Year 9 cohort will then study the new Australian Curriculum for Year 10.

In Year 9 there are three Mathematics courses being offered, entitled 5.1, 5.2 and 5.3, with 5.3 catering for high ability students and 5.1 catering for students who struggle with Mathematics. These courses will replace the old Advanced, Intermediate and Standard courses.

These courses are designed to provide the opportunity for students to tackle a course suited to their level. For some, the extra challenges in 5.3 Mathematics will be enticing as they will be faced with greater challenges and harder work compared to their experiences in the past. Others may have been struggling with Mathematics and will appreciate the easier level of the 5.1 Course. Typically we would expect approximately 55 Mathematics students in the 5.3 Course and approximately 55 students in the 5.2 Course. The class lists for Year 9 will be drawn up after the Yearly Examinations.

The 5.2 Course is similar in pace to Year 8, although the work is obviously more difficult. The 5.3 Course is faster and harder than the 5.2 Course. The work is sometimes quite difficult and the pace is sometimes difficult for students to handle.

As a guide, we would expect that students would be drawn from the following classes in Year 8:

5.3 Mathematics: Most students from the current top classes and a few outstanding students from other classes.

5.2 Mathematics: A few students from the top classes who desire to take 5.2 Mathematics and the remainder of students from the middle to lower streamed classes.

Our aim will be to place students in a course appropriate to their level and one in which your child will find challenges, yet also be able to succeed in their work. The Mathematics Department will draw up class lists ready for Year 9 at the end of the year taking into account each student’s ability and their performance in Year 8. At this time we will also inform parents of our recommendations and make any adjustments if they are required.

Currently, you could probably guess what Mathematics class your child is heading for! If your child is “borderline” between classes, then I would encourage them to work hard to show that they have the ability to handle the harder course if that is their desire. It is also important to realise that placement in any of these courses still leaves opportunity for future study in Mathematics in Years 11 and 12.

If you need any further information please feel free to contact the Mathematics Co-ordinator, Mr Kastelan, at the College.

Mathematics


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Science

The aim of the Science program, in keeping with the mission and values of the College, is to contribute to the spiritual, physical, intellectual, and social development of each student through a variety of experiences. The aims of the Science program at Green Point Christian College are to:1. Present Jesus Christ as Lord, our Maker, Judge and Saviour.

2. Develop an awareness of the wonder and majesty of the world God has created.

3. Increase the students’ understanding of how the world operates, so they may care for God’s creation properly and manage it well.

4. Encourage Godly attitudes to their work, their world and their fellow man.

5. Develop the students’ knowledge and understanding of Science within the framework of a Christian world view.

The fulfilment of the above aims involves the development of the following areas:

a. A broad based store of knowledge and scientific concepts.

b. Practical and investigative skills.c. Ability to apply information to new situations and solve problems.d. Clear expression and communication.

e. Social interaction skills.

These aims form the basis of faculty and class programs and should be achieved through the use of a variety of experiences based on experimenting, observing, recording and communicating, both individually and in groups.

Stage 5 (Years 9-10) Science

The study of Science in Stage 5 develops students’ scientific knowledge and understanding, skills and values and attitudes within broad areas of Science that encompass the traditional disciplines of Physics, Chemistry, Biology and the Earth Sciences. As well as acquiring scientific knowledge and skills, students apply their understanding to everyday life and develop an appreciation of Science as a gift given by God to explore His world. Students learn about the need to conserve, protect and maintain the environment, the use and importance of Technology in advancing Science and the role of Science in developing Technology. Students also develop an appreciation of, and skills in, selecting and using resources and systems to solve problems.

The work of scientists involves planning and carrying out investigations, communicating ideas and findings and seeking constructive evaluation by peers. Students are to undertake at least one research project during the Stage 5 Science course. The introduction of a student research project provides opportunities for students to engage in similar processes during the course of their learning.

In 2014, the Year 9 Science Course will be following the new Australian Curriculum.


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Australian History, Geography & CivicsThe Mandatory Australian History, Geography and Civics Courses are run in all Secondary Schools in Stage 5. The Board of Studies has issued 2 separate syllabuses, one for Geography and one for History to describe these courses. It should be noted that Civics and Citizenship Education is included in both the Geography and History syllabuses.

HISTORY

The new National Curriculum History Course will be introduced for Years 7 and Year 9 in 2014. The aim of this course is to stimulate students’ interest in, and enjoyment of, exploring the past, to develop a critical understanding of the past and its impact on the present, to develop the critical skills of historical inquiry and to enable students to participate as active, informed and responsible citizens. Approaching the study of History from a Biblical perspective and presenting a Christian World View enables the students to develop a Christian perspective on historical issues and identify their responsibilities as Christian citizens in a changing world.

The course will cover:

* The making of the nation of Australia * Australians at war (World Wars One and Two) * Rights and Freedoms (1945 to the present) * Australia and the Vietnam War

GEOGRAPHY

The aim of the mandatory Geography course is to stimulate students’ enjoyment of and interest in the interaction of the physical and human environments. Students achieve this as they develop geographic knowledge, understanding, skills, values and attitudes and engage in the community as informed and active citizens.

Approaching the study of Geography from a Biblical perspective and presenting a Christian World View enables the students to develop a Christian perspective on geographic issues and identify their responsibilities as Christian citizens in a changing world. The course has 4 focus areas:

• Investigating Australia’s Physical Environments• Changing Australian Communities• Issues in Australian Environments• Australia in Its Regional & Global Context

Geography is best taught in the field. The Board of Studies prescribes that students engage in at least one significant field work task.

“Then God said, Let us make man in Our image, according to Our likeness; let them have dominion over the fish of the sea, over the birds of the air, and over the cattle, over all the earth and over every creeping thing, that creeps on the earth. So God created man in His own image; in the image of God He created them; male and female He created them. Then God blessed them and God said to them, Be fruitful and multiply; fill the earth and subdue it; have dominion over the fish of the sea, over the birds of the air, and over every living thing that moves on the earth.” Genesis 1:26 –28:


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Personal Development, Health, Physical Education

The PDHPE program studies the central creature of God’s creation by examining how wondrously we are designed.

The three aspects of PDHPE investigate the different areas that make each of us so different from the rest of Creation.

Personal Development looks at how we develop as individuals:

• Physically • Emotionally • Socially• Spiritually

Health investigates the various influences that can affect our total well being.

Physical Education develops the basic physical skills used by individuals not only in sport but in all areas of life.

The course also develops the Christian values so vital in dealing with the pressures associated with various situations faced in life.


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Biblical Studies

This is a College designed course aimed to challenge, nurture and equip our students with a clear understanding of Biblical teachings and the Christian world view.

Through their studies, students will be encouraged to become committed to applying Godly values and principles to the many moral challenges which are part of an adolescent’s life. Students will be challenged to hear and act upon instruction and guidance from the Bible. The content of the Year 9 and 10 Course builds on the Years 7 and 8 core study of both Old and New Testaments with an emphasis on the person of Jesus Christ.

In Year 9, students will study the topics of:

• What it means to be a follower of Jesus • The themes of salvation in the letter to the Ephesians• Evidence for the resurrection of Christ• The 10 Commandments and their application to ethical decisions today• The role of the Holy Spirit in ethical decision making• How the Bible provides guidance in relation to human relationships including Marriage and Sex.

In Year 10, students will study the topics of:

• Life’s Big Questions (the Existence of God, Suffering, Death, Life’s Purpose)• Christian teaching in relation to Sin, Judgement, Grace, Forgiveness and Redemption• Famous Christians who have impacted our world• How Christians can make a difference in the choices they make• How the Bible provides guidance in relation to contemporary ethical issues such as Abortion, Cloning, Stem

Cell Research and Euthanasia.

In Years 11 and 12 students will have the opportunity to complete Preliminary and HSC courses in Studies of Religion.

E L E C T I V E S


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Commerce

What is Commerce about?

• Buying Wisely• Borrowing, Saving and Investing• Advertising• Travel• Participating in Society• Being Independent• Running a Business• Politics• Law• Employment

Learning Activities

Students enjoy (among many activities):

• Commencing, Running and Promoting a School Based Business. • Excursions to:

• Local and Sydney Courts• The Police Museum• Hyde Park Barracks Museum• The NSW Parliament, including participating a question time role-play.• The Reserve Bank of Australia• Local Businesses

• Playing the Stock Market Game and other Simulation Games• Developing Advertising Campaigns• Hearing Guest Speakers

The End Goals of the Commerce Course are:

• To permit students to acquire skills which enable them to competently and responsibly participate in the commercial world.

• To develop an understanding of the operations of government and the economy and how they can participate and contribute positively to the community

• To provide an understanding of how a Christian should live in the changing social and commercial environment in which they live.

Values and Attitudes Developed:

• Equips students to be more ethical and socially responsible in relation to personal decision making, business practices, employment and legal issues.

• Promotes better understanding of: * Fundamental human rights * Justice and equity in our society * Rules and laws that promote fairness * Responsible and active citizenship

Commerce is highly recommended for any student intending to enrol in Business Studies in Years 11 and 12. Studying Commerce in Years 9 and 10 will provide a better understanding of fundamental concepts necessary for the Senior Course and will improve student HSC results.


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Drama

Drama is a flourishing subject in our College, with a performance space in the CAPA building, a specialist Drama Room and the Multi Purpose Facility providing many opportunities to stage a variety of performances. Drama fosters an understanding of continuity and change, and of the connections between different times and cultures. It provides opportunities to explore social, cultural, ethical and spiritual beliefs.

Drama encourages a co-operative approach to exploring the world through enactment. The collaborative nature of this art form engages students in a creative process of sharing, developing and expressing emotions and ideas. Students take on a role as a means of exploring both familiar and unfamiliar aspects of their world. They portray aspects of human experience while exploring the ways people react and respond to different situations, issues and ideas.

Students can communicate in complex and powerful ways their perceptions of the world. They can investigate, shape and symbolically represent ideas, interests, concerns, feelings, attitudes, beliefs and their consequences. Drama can reflect the external world and the inner world of thoughts and feelings through fictional contexts. Learning experiences in Drama are provided which involve the intellect, emotions, imagination and body, engaging the whole person. Self-confidence, motivation and self-esteem are developed through the rehearsing and performing of individual and collaborative works.

Drama is a unique fusion of many art forms and expressive skills, including Writing, Acting, Movement, Music, Design and Dance. The course provides opportunities for students to develop physical, creative, technical and critical skills. Some of these areas of study include:

Improvisation Acting Theatrical Conventions Script Writing Confidence in a Job Interview Performance Observing and Discussing Theatre and Film Mime The History of Theatre Set Design Theatre Elements from On Stage to Back Stage Make up and Costume Promoting a Performance Movie Making

In their appreciation of Drama and Theatre, students are aware of the collaborative contribution of Actors, Directors, Playwrights, Designers and Technicians to productions. Manipulation of a wide range of technologies including traditional, electronic and digital applications helps students achieve their particular dramatic intentions.

In Years 9 and 10, Drama is a dynamic learning experience that caters for a diverse range of students and prepares them for effective and responsible participation in society, taking account of moral, ethical and spiritual considerations. The study of Drama engages and challenges students to maximise their individual abilities through imaginative, dramatic experiences created in co-operation with others.


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The study of Food Technology is fun! The course is structured to provide time for the application of knowledge through practical cooking and experimentation. Time allocated is practical 50%, theory 50%.

You will develop skills, knowledge and attitudes in the production, design, presentation and consumption of food through the various themes studied in the course.

Topics to be studied include:

• Food in Australia• Food for Special Occasions• Food Service and Catering • Food Equity• Food Product Development• Food for Special Needs• Food Trends• Food Science Facts

Integrated throughout the course are the various Christian perspectives related to serving others, creative use of our individual talents and maintaining our bodies. Through the core areas of Food Preparation and Processing as well as Nutrition and Consumption students learn to develop and master a range of kitchen skills, make wiser food choices and explore the science, industry, law and eating of food. These two areas are integrated throughout each of the main topics.

Study in Food Technology and related courses will give you many employment opportunities. The Australian Food and Beverage Industry is the largest manufacturing activity in Australia. Tourism and Hospitality are growth areas in the Australian Economy and offer good employment opportunities for skilled workers. Other employment opportunities arising from the study of Food Technology and related curricula in later years are those of Food Technologist, Nutritionist, Dietician, Home Economist, Chef, Caterer and Food Stylist to name just a few.

Students are given the opportunity to undertake the catering for a major College event such as the Year 12 Graduation Morning Tea. We even learn, hands-on, how to make Camembert Cheese! Over the two years we have excursions to Sydney to explore more about food in our lives.

Food Technology


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Elective Geography

Students who enjoy Geography and desire to develop a broader understanding of the world we live in may wish to choose Elective Geography. Students who undertake this course will receive a grade for Geography (Elective) as well as a grade for Australian Geography (Mandatory).

Elective Geography enables depth studies drawn from a variety of focus areas as shown below:

Through flexible programming, students are able to study content within these focus areas that matches their interests. This may range from human rights issues and undertaking missions to Geographical inquiry practical applications through field work and the study of landforms.

The content will NOT overlap with the Mandatory Australian Geography Course and will provide students with the opportunity to study both the spatial and ecological dimensions of our world.

This course also provides an excellent foundation for students interested in continuing their Geography Studies in future years. Above all, it enables students to learn more about their Creator, to develop a Christian perspective on geographic issues and identify their responsibilities as Christians in a rapidly changing world.

Excursions:• Sydney Aquarium• IMAX• Fieldwork trips

Elective Geography is highly recommended for any student intending to enrol in Geography in Years 11 and 12. Studying Elective Geography in Years 9 and 10 will provide a better understanding of fundamental concepts and content necessary for the senior course and will improve student HSC results.


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Elective History

“Without [History], individuals find great difficulty in relating to others, in finding their bearings, in making intelligent decisions – they have lost their sense of identity.” (Marwick, 1988)

Unless you know where individuals and the world have gone before you, how do you know where you and the world are going? If you want to see where we have been and where we are going, choose Elective History. History is important in teaching information gathering, analysing, presenting and evaluation skills, useful in all stages of History and in all subjects.

Students who undertake this course will receive a grade for History (Elective), as well as a grade for History (Mandatory). The course will focus on the following areas:

• Constructing History – history through Hollywood, independent research activities, historical fiction

• Ancient, Medieval and Early Modern Societies – Medieval Europe the Reformation Ancient Greece Roman Empire

• Thematic Studies – History’s Villains and Terrorism vs Activism

The content will not overlap with Mandatory History or the Year 11 Preliminary Course. You now get to learn about all the good bits the other courses do not cover. A wide variety of excursions to museums and historical sites are included wherever possible in this course.

The course will enable students to develop a Christian response to both past and current world events. Elective History is highly recommended for any student intending to enrol in either Ancient or Modern History in Years 11 and 12. Studying Elective History in Years 9 and 10 will provide a better understanding of fundamental concepts and content necessary for the Senior Courses and will improve student HSC results.


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Industrial Technology - TimberStage 5 Industrial Technology - Timber is comprised of core modules that develop skills in the use of materials, tools and techniques related to timber, which are enhanced through the study of specialised modules in Cabinetwork and Wood Machining. The course has an emphasis on new technologies, furniture design, environmental impacts related to Timber Technologies and Work Place Safety (WPS).

The majority of the time will be spent undertaking practical projects which can include:

• Furniture Items• Storage Products• Decorative Timber Products

These projects are undertaken to promote the development of skills and reflect an increasing degree of student self-sufficiency as they progress through the course. Practical experiences are used to develop knowledge and skills in Design, Production and Evaluation at each stage of the course.

Core modules cover general Woodworking areas including:

• Hand and Power Tools• Properties and Working Characteristics of Timber• Industrial Processes• WPS (Work Place Safety)• Career Paths in the Timber Industry

Specialised modules such as Furniture Design build on the core modules, developing more specialised woodworking skills in Cabinetwork and Wood Machining.

In addition to practical tasks, emphasis is placed on developing graphical skills through:

• Sketching• Technical Drawing • Computer Aided Drawing (C.A.D)

Project Management, Bookwork, Word Processing and Research Skills are also developed throughout the course along with further development of the Design Process as covered in Stage 4 Design and Technology as students learn to Design and Produce their own projects.

Industrial Technology is a very interesting, practical and challenging course that develops the confidence in students to Design and Manage their own projects. It is an excellent introduction to Stage 6 courses including Design and Technology and Industrial Technology. It introduces and develops skills that are used in many vocational areas, as well as allowing the opportunity to practically apply many areas of knowledge and skill from other courses.


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Information and Software Technology

Try to imagine a world without computers. There would be no PCs or laptops, and so no time saving applications, no communication using the web, no online shopping or photo enhancement. There would be no mobile phones or digital cameras, because these are computers at heart. There would be no internet or phone system. There would be no modern cars, trains or aircraft: computers control how they work and guide their safety on rails or in the air. There would be empty shops: all their stock is computer-controlled. There would be very few goods: many are made by robots, which themselves are computers. Food would be scarce: supermarkets’ distribution systems rely on computers and computers often control food production itself.

Information and Software Technology teaches you how to use computers to make the world work as it does. You will learn how to make a computer behave how you want — this might be making a robot move something from one end of a room to another, it might be making a calculation which saves someone’s life in a medical ward, or it could be creating a whole new world through building pictures or sound or building a computer system so that other people can do this.

You will learn how to use applications effectively to save time and produce eye popping assignments and presentations. You will create arcade style computer games using different programs and learn how games help us understand and plan for the real world in modeling and simulation programs. You will learn how computers work together in building networks like the internet, how teams of people build systems worth hundreds of millions of dollars, and how computers can be made to behave like people, among many other topics. You will also learn about how to work together in groups, and what your professional responsibilities are to your colleagues, clients, and society.

At the end of your course you will be equipped with lifelong skills that you can use in a whole variety of jobs: from management to consulting, from programming to information systems administration, from IT companies to any company, large or small.

Units in this Course Include:

• The Internet• Hardware and Software• Digital Media• Authoring and Multimedia• Robotics and Software Development


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JapaneseThe Stage 5 course of study in Japanese aims to build on the foundation which the students gained in the Year 7 compulsory course. All Year 7 work is revised at the beginning of the Year 9/10 course and students generally find it very easy to pick up from where they left off at the end of Year 7.

The Topics of Study will Include: • Introductions • Food For Thought • House and Home • Leisure • School • Travel

Language and culture will be integrated in each of these topics.

Through these topics students can expect to gain a basic understanding of spoken Japanese, and the ability to read and write the Katakana alphabet, as well as some of the Kanji characters. We will also revise the Hiragana alphabet learnt in Year 7.

Cultural elements of the course include cooking, dining, calligraphy, film, art and lots of contemporary Japanese music.

The proximity of Japan to Australia, the large Japanese speaking communities in Australia and the close economic and cultural ties between Australia and Japan make Japanese an excellent choice both vocationally and recreationally. Japan continues to be one of Australia’s main trading partners. A knowledge of Japanese may provide students with enhanced vocational opportunities in such areas as trade, tourism and hospitality, finance, arts, media and advertising.

In addition, Green Point Christian College hosts students from our sister school, Shizuoka Kita High School each year. This provides students with the opportunity to come into direct contact with Japanese people in our school, and possibly also in Japan through exchange visits. Cultural elements include cooking, calligraphy, film, and art.

GPCC plans to take Years 10 and 11 Elective Japanese students on a study tour to Japan in 2014.

Understanding Japanese as a language will also open the door to sharing God’s love, His Word and His Way with Japanese speaking people. An important aspect of the Stage 5 course will be to evaluate the culture of Japan in light of God’s Word.


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Music

The Stage 5 Music Course provides students with the opportunity to explore a variety of different musical areas.

Using composition, performance and analysis, students will explore different styles and genres including World Music, Music for large ensembles, Musical Theatre, Rock and Roll, Jazz and Australian Art Music.

The curriculum structure is adaptable enough to meet the needs and abilities of students whose interests range from the broadly based to the pursuit of specialised musical knowledge and skills.

Students who study Music at Green Point Christian College have access to state of the art technological equipment. All students have an opportunity for performance, utilizing our new CAPA theatre space.

Physical Activity and Sports Studies is a course designed for those students who want a more in depth study of the human body and how it works when it moves than what they receive in PDHPE. The course specifically looks


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Physical Activity and Sports Studies

at how the human body develops and performs during strenuous activity such as sport.

The course’s theory component looks at the major body systems and how they work under movement. It also investigates the major Sports Sciences of Kinesiology and Physiology. It trains students in coping and dealing with sports injury as well as the development of coaching skills.

The practical component gives a wide range of experience of various sports and activities. It aims to give students the strategies and tactics that are used to succeed in competition. It also applies the coaching techniques used in these sports by which coaches develop strong performances from their athletes.

Christian values and attitudes will be taught in relation to how Athletes can glorify God by participating in Sport.

Explore, Experiment and Make - With Fabrics and Yarns


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Textiles in Years 9 and 10 involves learning new and traditional ways of sewing and applying fabric decoration.

In Textiles Technology you will learn how to design, plan, construct, decorate and make textile products. There will be an emphasis on documentation to show the development of your project work. Students use an A4 folio art book to record their work and present their written assessment for each article that they make.

Christian perspectives on dress and resource use will be addressed to design, produce and maintain appropriate solutions to design problems. Opportunity is given for students to develop their God given talents through design situations.

Areas of study will include:-

• Design• Properties and Performance of Textiles• Textiles and Society

Project work and development of practical skills will centre on focus areas. Focus areas include:

• Apparel (Clothing)• Furnishing, Costume• Textile Arts • Non-apparel

Please be aware that you will need to buy your own material and patterns when sewing. This is to cater for individual choice of garments.

We attend at least one excursion per year. Year 9 visit the Quilt and Craft Fair at Darling Harbour Convention Centre and attend a workshop. Year 10 visit the Sydney Opera House Centre where they find out about costume and stage development. We also visit The Strand Arcade in Sydney, visiting Designer Shops.

Textiles Technology will contribute to your overall education, helping you to confidently use a range of technologies and create an awareness of related career pathways and leisure pursuits.

Textiles Technology


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Visual ArtsVisual Arts fosters interest and enjoyment in the making and studying of Art. Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical cultures and visual worlds. In contemporary societies many kinds of knowledge are increasingly managed through imagery and visual codes. Visual Arts empowers students to engage in visual forms of communication, serving to facilitate interpretation and organisation of such information.

The Years 9 and 10 Elective Course encourages students to become informed, interested and active citizens as participants and consumers of the visual arts and contemporary culture. It encourages the creative and confident use of technologies including traditional and contemporary art forms and emerging applications in Information and Communication Technologies and Digital Media. Visual Arts provides a variety of learning opportunities designed to encourage students to understand the visual arts and the different kinds of creative works that can be made.

Visual Arts places great value on the development of students’ intellectual autonomy, reflective action and critical judgement. Visual Arts plays an important role in the social, cultural and spiritual lives of students. It offers a wide range of opportunities for students to develop their own interests, to be self-motivated and active learners who take responsibility for their own learning.

Students will be taught skills in a variety of media (materials), and will explore Art through critical observation, historical reference and art making practice. Students will have the freedom to create individual artworks based on themes being studied, incorporating the skills they have learned.

Students will experiment with:

Painting Drawing Photography Print making Mixed Media Graphic Design Sculpture Textile/Fibre Ceramics Digital Media

Students will maintain a Visual Arts Process Diary to record learning experiences. Students will attend a variety of excursions to exhibitions and art sites.

Visual Arts assists students in building conceptual, practical and critical skills. These can be applied to the diverse fields of Art, Design and other contexts requiring creative thinking.

The Visual Design Course is structured to provide students with opportunities to explore this constantly changing field of artistic expression, through conceptual, historical and material practice. The knowledge, understanding,


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skills and values gained from the study of Visual Design assists students in building skills that can be applied to many fields of learning and to employment in areas such as: Graphic Design, Web Design, Illustration, Game Design, Architecture, Interior Design, Fashion and Costume Design, Film, Object Design and other related fields.

These areas of design are extremely relevant and in the world today. Much of a student’s knowledge of the world and concepts of identity come from the print, object and space-time design that surrounds them.The Years 9 and 10 Elective Course in Visual Design investigates:

• How design and artworks come into being artistically, conceptually and technologically• The role of the Artist as designer • The value and meaning of visual design artworks in society • The role of the audience as consumer in these contexts • Concepts of reality, surface and appearance, and emerging and future visual design developments.

Students choosing to study Visual Design will have the opportunity to:

• Develop their critical judgement, reflective actions and understanding of the field of design in making of, and critical and historical interpretations of, visual design artworks

• Explore a range of ideas and interests in the world and select, apply and utilise a range of materials and techniques to make Visual Design artworks in the areas of print, object and space time design

• Develop their own personal style and creativity within the framework of set tasks

Artistic practices that incorporate visual design play an important part in the contemporary artworld. Practice within the school context is intended to approximate practice used in the contemporary world by designers. These practices, including collaborative and sustainable design practices, provide real-world models for learning and establish career options available to students.

Visual Design provides insights into cultural practice and visual design artworks of the past through investigations of the ways this field has evolved into the 21st century. Traditionally accepted boundaries of visual design are changing with emerging technologies. The evolution of digital technologies has altered the nature of visual design and has created new design practices. The role of audiences is to critically view, read and reflect upon the social and cultural impact of visual design artworks.

The Visual Design Course encourages students to become more informed participants in, and consumers of, print, object and space-time design in contemporary culture. It encourages the creative and confident application of contemporary visual design forms and the emerging use of Information and Communication Technologies and digital media forms. Students who study Visual Design at Green Point Christian College have access to state of the art technological equipment and design programs.

Visual Design


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It is the expectation that students embark on their elective studies in Years 9 and 10 as two year courses.

However, the policy for changing electives makes it possible to change within certain time limits provided that there is room in the relevant class and that it is feasible to catch up on missed subject matter. Changes are only possible within the timetable structure, for example, a change from one elective to another elective that occurs at the same time. There needs to be a significant reason to make a change. A Subject Change Form needs to be obtained from Mr Russell and completed, including a parent signature and various other signatures including that of the relevant subject Co-ordinators. A subject Co-ordinator may take the opportunity to talk with the student about his or her talents and make recommendations in the student’s interest.

Assuming the Head of School gives approval for the change to take place, the student will be notified and given a new timetable and also an entry slip to give to the teacher on commencement in the new class.

Changes in Year 9 can occur up to the end of Term One, Week 2. Students are expected to catch up on missed work as set by the teacher when they join a new elective class so as to complete the course concerned.

Changes can subsequently occur at the commencement of Year 10 but should be arranged during Term 4 of Year 9 so that the student is ready to commence at the start of the new year. When such a change is made one of the conditions of the change is that the student complete a “catch-up” assignment – this will help the student gain some knowledge of the subject content that has been missed. Satisfactory completion of an assignment that helps to develop the student’s knowledge and/or skills in the subject area will be a condition of the change. The assignment should be submitted in Term 4 of Year 9 or by day one of Year 10. The Co-ordinator of the new subject will set the assignment work to be done and collect and check that the work has been attempted satisfactorily. The change will not take place until the assignment work has been submitted, reviewed and approval granted.

Sometimes a change cannot occur because there are no places available in the elective class being sought. At the commencement of Year 10, however, a place may become available due to student movement from one course to another or because of any who may leave the school. In such an instance, a change may be allowed during the first two weeks of Term One. A suitable assignment will be set for students in this situation and submitted within 72 hours so that, if a change is to occur the student can be admitted into the class without too much loss of time. The change will only occur after the assignment is completed and reviewed. While the assignment is being completed the student will need to attend the previous elective subject until the work is submitted to the required standard and approval given by the Co-ordinator of the new subject.

It should be noted that courses are reported on Board of Studies documentation as 100 or 200 hour courses and given grades according to student achievement. A 100 hour course is generally completed in one year of study and a 200 hour course in two years of study. Hence, a 100 hour course completed in Year 9 will attract a grade that will be reported for that subject. Grades indicating student achievement are based on the same scale whether 100 or 200 hour courses have been attempted.

Changing Electives


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If you have questions, please feel free to contact the Subject Co-Ordinators for more information:

English Mr M Cohen [email protected] Mathematics Mr T Kastelan [email protected] Creative Arts Mrs A Brown [email protected] HSIE Dr W Pearson [email protected] Languages Mr C Wheeler [email protected]/Health/PE Mr A McGillivray [email protected] Science Mr S Drennan [email protected] TAS Mr M Welch [email protected] Biblical Studies Mr T Anderson [email protected]

Notes and Questions....

Below is a space for you to write your own notes and questions to discuss at the Subject Information Night.

Further Information


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Please think and pray about your preferences, then complete the form below returning it on Friday 9 August. Forms will be collected during Devotions classes.

Student’s name:_____________________________________________________________________________

Please place a 1 next to the most desired subject, 2 next to the second most desired subject and 3 next to the third most desired subject. If there is a subject you would like to study that is not listed below, please nominate the subject in the box entitled “Other” including a preference number. (In this case, you should show the order of all four preferences).

Note that not all of these subjects will run next year. This survey will help determine student interest.

Parent’s Signature: ________________________________________________________ Date: _____________

If you are not intending for your son/daughter to continue next year, please advise the Registrar, Mrs Michele Drover,

in writing by the end of Term 3.

Expressions of Interest for Elective Subjects

SUBJECT PREFERENCECommerce

Drama

Food Technology

Geography (Elective)

History (Elective)

Industrial Technology – Timber

Information and Software Technology

Japanese

Music

Physical Activity and Sports Studies

Textiles Technology

Visual Arts

Visual Design

Other

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