year 9 subject selection handbook for 2018 2...arts process, digital folio photographic elements and...

1

Thomas More College

Subject Information Handbook

for Year 9 in 2018

2

Notes

3

CONTENTS

INTRODUCTION ............................................................................................................................................................ 4

SUBJECT SELECTION ...................................................................................................................................................... 5

THE ARTS FLOWCHART ................................................................................................................................................. 7

VISUAL ART ............................................................................................................................................................... 8

PHOTOGRAPHY AND FILM ........................................................................................................................................ 9

DESIGN .................................................................................................................................................................... 10

DRAMA FLOWCHART .................................................................................................................................................. 11

DRAMA ................................................................................................................................................................... 12

MUSIC FLOWCHART .................................................................................................................................................... 13

MUSIC ESSENTIALS ................................................................................................................................................. 14

MUSIC ADVANCED .................................................................................................................................................. 15

HEALTH AND PHYSICAL EDUCATION FLOWCHART ..................................................................................................... 16

HOME ECONOMICS ................................................................................................................................................ 17

PHYSICAL EDUCATION FLOWCHART ....................................................................................................................... 18

PHYSICAL EDUCATION EXTENSION ......................................................................................................................... 19

HUMANITIES AND SOCIAL SCIENCES FLOWCHART .................................................................................................... 20

ECONOMICS AND BUSINESS ................................................................................................................................... 21

GEOGRAPHY ............................................................................................................................................................ 22

HISTORY EXTENSION – “AGE OF CONQUESTS” ...................................................................................................... 23

TECHNOLOGIES FLOWCHART ..................................................................................................................................... 24

DESIGN AND TECHNOLOGY .................................................................................................................................... 25

GRAPHIC DESIGN .................................................................................................................................................... 26

DIGITAL TECHNOLOGIES FLOWCHART ....................................................................................................................... 27

ROBOTICS ................................................................................................................................................................ 28

LANGUAGES FLOWCHART .......................................................................................................................................... 29

ITALIAN ................................................................................................................................................................... 30

VIETNAMESE (BEGINNERS) ..................................................................................................................................... 31

VIETNAMESE (CONTINUERS) .................................................................................................................................. 32

FILM AND MEDIA STUDIES ......................................................................................................................................... 33

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INTRODUCTION

The process of selecting subjects can be challenging. This Subject Selection Book has been

designed to provide important information to students and parents to assist in making informed

decisions about Future Pathways, and is intended to be used in conjunction with the subject

selection process which occurs at home and at the College.

Students will begin the process of subject selection in Term 3, with student information

assemblies and online subject selection.

There is a great deal of information to take into consideration. Student and parents should engage

with their current and previous Teachers, Wellbeing Teachers, Year Level Coordinators and

Learning Area Coordinators to identify strengths and challenges which can assist in making

choices. The Director of Student Pathways and the Deputy Principals can also provide further

career options relevant to particular disciplines and subjects in this book. The staff at Thomas

More College are dedicated to supporting you through this very important decision making

process and we encourage you to take advantage of the considerable support available.

Best wishes in making considered and informed decisions.

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SUBJECTSELECTION At Year 9, students are presented with a mixture of compulsory core subjects and elective choice subjects. All Year 9 students will study these compulsory core subjects:

English

Mathematics (Streamed into either Methods, General or Essential)

Science

History

Religious Education

Physical Education Students will then choose from the following elective subjects:

Design

Design and Technology

Drama

Economics and Business

Film and Media Studies

Geography

Graphic Design

History Extension – Age of Conquests

Home Economics

Italian (Students continue with the language and level studied at year 8)

Music Advanced

Music Essentials

Photography and Film

Physical Education Extension

Robotics

Vietnamese ‐ Beginners (Students continue with the language and level studied at year 8)

Vietnamese ‐ Continuers (Students continue with the language and level studied at year 8)

Visual Art Parents/caregivers or students who may require more detailed subject information are asked to contact the teacher nominated on each subject descriptor. How should students choose elective subjects? We encourage students to choose subjects, which will be challenging and stimulating and lead to personal growth. We recommend that students make their choice on the following basis:

Ability ‐ Are you getting a good grade this year?

Challenge ‐ Does the subject keep you working hard and trying to achieve more?

Interest ‐ Do you enjoy the subject?

Career choices ‐ Is the subject desirable for any careers you have in mind?

Planning ‐ Where will the subject lead in future years?

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Constraints on Subject Choices

Schools only have finite resources, hence only a certain number of students can be accommodated in subject areas. Therefore, places in practical subjects may be allocated in a way that allows a variety of students to gain access to chosen electives.

Subjects will only be offered if there is adequate demand from students.

While every effort is made to accommodate a student’s subject preferences, ultimately subjects will be determined by the college’s final timetable line structure.

Students are required to meet any pre‐requisite as stated in the skill set for that subject.

Student/Parent Initiated Subject Changes

Most students go on to complete the subjects they initially choose. Subjects chosen are agreed

to by parents/caregivers. To change subjects potentially compromises this process, however, in

some cases, a student may want to change a subject(s).

As classes for the current year have been allocated and budgeted for based on students’ subject

choices, any subject change will not be automatic, but shall be treated more as a last resort. The

case for change must be compelling and there is a process a student must go through which takes

into consideration a series of factors.

Changes based on the teacher or friendship are not compelling reasons for change in a secondary

environment. Furthermore, line structure, teacher recommendation and existing class sizes are

other factors which can determine whether a change may be possible. Sometimes, a straight

subject for subject swap may be possible. At other times, more than one subject may need to be

changed to achieve the desired result.

To avoid a situation of disadvantage whereby a student changes classes and misses out on work

once a semester has begun, subject changes must be completed prior to the start of a semester.

For Semester 1, subject changes must be completed in the previous year. Students will receive

their entire subject allocations for the subsequent year in early November. For Semester 2,

subject changes must be made by the end of Week 2 Term 2. Students will be sent a reminder of

Semester 2 subjects in Week 1 Term 2.

Students wishing to change subjects must organise to meet with Mr Jim Debnam, Director of

Student Pathways. If a change is to occur, students will bring home a subject change form for

parents/caregivers to sign and return to Mr Jim Debnam.

College Initiated Subject Changes

There may be times when the College believes it is in a student’s best interests to change a

subject(s). Some examples of this include; initiating study through Vocational Education &

Training (VET); supporting completion of SACE; acceleration of gifted students; additional support

with literacy/numeracy.

Communication with parents/caregivers will occur in the event of College initiated subject

changes.

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THEARTSFLOWCHART

VISUALART

YEAR 9 (1 or 2 Semesters)

VISUAL ART DESIGN PHOTOGRAPHY AND

FILM


VISUAL ARTS DESIGN PHOTOGRAPHY AND

FILM

STAGE 1 (1 or 2 Semesters)

VISUAL ARTS ART

VISUAL ARTS DESIGN

PHOTOGRAPHY

STAGE 2 (Full Year)

VISUAL ARTS ART

VISUAL ARTS DESIGN

PHOTOGRAPHY

COMMUNITY STUDIES B

ARTS

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VISUALARTSTATUS: Semester or Full Year CONTACT TEACHER: Paul Kralj

SKILL SET

An interest in visual literacy and in working collaboratively and independently.

An ability to justify decisions when making art. COURSE DESCRIPTION Students are introduced to a broader field of visual expression by refining technical skills and exploring a range of contemporary and historical works to encourage imaginative solutions to projects. Students are encouraged to work individually on projects and in collaborative situations. It is our aim for students to become confident at expressing themselves among their peers and develop individual artworks that display their particular interests, beliefs and skills. In each semester students will complete a range of three dimensional and two dimensional artworks. CONTENT Students develop their skills and experiment with techniques in the areas of:

Arts Process

Arts Elements and Principles

Drawing

Painting

Printmaking

Sculpture

Ceramics

Design

Digital Media ASSESSMENT

Formative Skill Development

Major Practical Work and Folio

Visual Study

Visual Art Analysis

Practitioners Statement COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course.

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PHOTOGRAPHYANDFILMSTATUS: Semester or Full Year CONTACT TEACHER: Paul Kralj

SKILL SET


An ability to justify decisions when making art.

An interest in digital technologies.

COURSE DESCRIPTION The Photography and Film course at Year 9 introduces students to working specifically with digital media to create a short Documentary and Stop Action Animation. Our aim is for students to become not only confident in photographic techniques but to also establish conceptual processes to support their work. Students are encouraged and will have the chance to work both independently and collaboratively. This course leads to Studio Photography and Film at Year 10. CONTENT

Arts Process, digital folio

Photographic Elements and Principles.

Digital Photography

Lighting

Stop Action Animation

Production Elements

Storyboarding

Sound

Editing

Camera Angles and Movement

Character Construction

Set Construction ASSESSMENT Students will have the opportunity to complete the following tasks:

Formative Skill Development

Stop Action Animation

Short Documentary

Product Analysis

Practitioners Statement

COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course.

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DESIGNSTATUS: Semester or Full Year CONTACT TEACHER: Paul Kralj

SKILL SET An interest in problem solving and drawing using traditional media and new technologies. COURSE DESCRIPTION Students are introduced to the key Principles and Techniques of Design, including Typography, Layout and Colour. They will learn to create practical solutions to specific Design briefs through the exploration of media and use of the Design process. This process will include the critical analysis of historical and contemporary Designers to bring context and influence to their own work. CONTENT The topics and tasks covered during the semester allow students to develop skills in the following areas:

Design Process ‐ Folio

Design Elements and Principles

Typography

Layout

Cutting, Creasing and Construction

Digital Techniques ASSESSMENT Students will have the opportunity to complete the following tasks:

Practical Skills Folio

Practical: Packaging Design Brief

Design Analysis

Practitioners Statement COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course.

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DRAMAFLOWCHART

DRAMA



STAGE 1

(1 or 2 Semesters)

STAGE 2

(Full Year)

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DRAMASTATUS: Semester or Full Year

CONTACT TEACHERS: Paul Kralj or Rhiannon O’Hara

SKILL SET An interest in developing performance skills and drama knowledge. COURSE DESCRIPTION Students are introduced to a variety of theatrical forms and apply relevant concepts and skills in the creation of self‐devised and scripted performances. Students are required to reflect on their own and others’ performances in written form, evaluate live performances and interpret various concepts of dramatic theory. CONTENT Students are encouraged to work collaboratively and to develop their skills in:

Basic Skills

Stagecraft

Creative Thinking

Improvisation

Theatre History

Theatre Sports

Reflection

Theatre of the Oppressed / Issue Based Theatre ASSESSMENT Assessment is based on both performance and theory work.

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MUSICFLOWCHART

MUSIC


Music Essentials Music Advanced


Music Essentials Music Advanced

STAGE 1 (Full Year)

Music Experience (Popular Music Forms)

Music Advanced (Classical and Jazz Forms)

STAGE 2 (Full Year)

Music Explorations Music Performance Music Studies

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MUSICESSENTIALSSTATUS: Semester or Full Year

CONTACT TEACHER: Linda Vernillo

SKILL SET Students choosing this subject are interested in learning how to play and create music. Students are interested in playing in a group with their peers. COURSE DESCRIPTION Students engage in project based activities such as performing, creating, recording, listening and responding. The program is designed to prepare students for Year 10 Music Essentials. CONTENT Performing The student focus in on the end product. Students learn through playing together. The Elements of Music are analysed through performance. Participation in school events is encouraged. Listening Students listen to music and learn pieces aurally by copying recordings. Creating and Recording Students create and record a product. Responding Students write in a journal: plans, responses and reflections. ASSESSMENT

Performance Techniques

Recording Techniques

Journal work

COMPULSORY REQUIREMENTS Students are required to have a 16GB USB for the storage and backup of filmed performances, recorded performances, journal entries and backing tracks.

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MUSICADVANCEDSTATUS: Semester or Full Year

CONTACT TEACHER: Linda Vernillo

SKILL SET Students choosing this subject have instrumental, vocal or compositional skills. Students are expected to commit to individual music tuition on an instrument of their choice for this subject. The ability to read and write music is expected. Commitment to out of hours’ rehearsals/performances is also expected. Successful completion of Year 8 Music is required. COURSE DESCRIPTION Students engage in activities such as performing, listening, composing, researching and applying music technologies. The program is designed to prepare students for Year 10 Music Advanced. CONTENT Performance The presentation of prepared solo and ensemble repertoire. Participation in school events is required. Musicianship Focus on theory and listening: intervals, scales and chords. Students demonstrate their understanding through set tasks, written and aural tests. Composition and Arranging Students’ score‐read and listen to chosen musical works, analyse the structure, compositional techniques and context of music. Students complete set tasks and assessments to demonstrate their level of knowledge and skills. ASSESSMENT

Presentations

Tests

Folio work

COMPULSORY REQUIREMENTS Students are required to have a 16GB USB for the storage and backup of folio projects.

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HEALTHANDPHYSICALEDUCATIONFLOWCHART

HOMEECONOMICS



CHILD STUDIES FOOD

TECHNOLOGY FABRIC

TECHNOLOGY FOOD AND TEXTILES


CHILD STUDIES FOOD

TECHNOLOGY FOOD &

HOSPITALITY FOOD STUDIES

STAGE 2 (Full Year)

CHILD STUDIES

CHILD STUDIES ‐

COMMUNITY STUDIES B

FOOD TECHNOLOGY

FOOD TECHNOLOGY ‐COMMUNITY STUDIES B

FOOD & HOSPITALITY

FOOD & HOSPITALITY ‐COMMUNITY STUDIES B

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HOMEECONOMICSSTATUS: Semester or Full Year

CONTACT TEACHER: Natalina Gigliotti

SKILL SET An interest in extending the skills acquired in Year 8 Home Economics. Students must be able to work independently and in a team, have good time management and be highly organised. COURSE DESCRIPTION The Year 9 Home Economics program is an introductory course aimed at developing the growth and independence of the individual. Students will be required to purchase their own fabric for the Textiles component of this subject. CONTENT

Semester 1 Semester 2

Food and Nutrition

Food preparation

Kitchen management, safety, hygiene

Australian Guide to Healthy Eating

Nutritional value of the main food groups

Family meals Textiles and Clothing

Use of the sewing machine

Sewing skills

Use of commercial patterns

Boxer shorts

Food and Nutrition

Food preparation, safety, hygiene

Food from other cultures

Cultural influences on the Australian diet

Textiles and Clothing

Use of the sewing machine

Sewing skills

Appliqué

Use of commercial patterns

A cushion of the student’s choice

ASSESSMENT

Practical work

Theory assignments

Evaluations

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PHYSICALEDUCATIONFLOWCHART

PHYSICALEDUCATION

YEAR 9

PHYSICAL EDUCATION CORE (Full Year Compulsory)

PHYSICAL EDUCATION EXTENSION (1 Semester)

YEAR 10

PHYSICAL EDUCATION CORE (1 Semester Compulsory)

PHYSICAL EDUCATION EXTENSION (1 or 2 Semesters)


PHYSICAL EDUCATION PHYSICAL EDUCATION PRACTICAL

STAGE 2 (Full Year)

PHYSICAL EDUCATION PHYSICAL EDUCATION INTEGRATED LEARNING

PHYSICAL EDUCATION COMMUNITY STUDIES B

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PHYSICALEDUCATIONEXTENSIONSTATUS: Semester

CONTACT TEACHER: Nathan Steinberner

SKILL SET

An interest in exploring training, exercise physiology and game play principles relating to sport.

COURSE DESCRIPTION

Students will expand on their Year 8 practical experiences and explore the exercise physiology

and training principles associated with different sports. Students will also analyse game play

principles and learn how they are applied to improve individual and team performance whilst

developing their technical ability and knowledge of rules.

The course will be beneficial for students intending to study Physical Education in the senior years

and has 30% theory and 70% practical components.

CONTENT

Exercise Physiology

Training Methods and Principles

Game Play Principles

Elements of A Skilful Player

ASSESSMENT

Tests

Assignment work

Skills and application tasks

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HUMANITIESANDSOCIALSCIENCESFLOWCHART

BUSINESSEDUCATION


HISTORY (1 Semester Compulsory)

HISTORY EXTENSION (1 Semester)

GEOGRAPHY (1 Semester)

ECONOMICS AND BUSINESS

(1 or 2 Semesters)


HISTORY (1 Semester Compulsory)

HISTORY EXTENSION (1 Semester)

GEOGRAPHY ECONOMICS AND

BUSINESS


MODERN HISTORY

ANCIENT STUDIES

(1 Semester)

LEGAL STUDIES

PHILOSOPHY (1 Semester)

GEOGRAPHY TOURISM *ACCOUNTING *BUSINESS

AND ENTERPRISE

*INFORMATION PROCESSING

AND PUBLISHING

STAGE 2 (Full Year)

MODERN HISTORY

ANCIENT STUDIES

LEGAL STUDIES

GEOGRAPHY TOURISM *ACCOUNTING*BUSINESS

AND ENTERPRISE

INFORMATION PROCESSING & PUBLISHING

*(Subjects come under the Business, Enterprise and Technology Learning

Area at Stage 1 & 2)

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ECONOMICSANDBUSINESSSTATUS: Semester or Full Year CONTACT TEACHER: Anne Glamuzina

SKILL SET An interest in looking into the successful management of business and enterprise issues in personal, business, and social contexts, as well as developing an understanding of business and enterprise cultures and technological systems as they operate in and affect the global environment. COURSE DESCRIPTION Economics and Business introduces the concept of an ‘economy’ and explore what it means to be part of a global economy. Students consider how people, businesses and governments interact and operate within the economy. They also consider the responsibilities of people in the workforce and why these are important. Through their study, students will recognise opportunities to generate income and wealth and the risk management of those opportunities. This course promotes students’ ability to use critical thinking and problem solving skills to become business and financially literate global citizens. CONTENT

Semester 1

Needs, wants and human behaviour

Scams

Work Environment

Semester 2

Investing and the Australian Stock Exchange (ASX)

Global and Australia’s Trading Partners

E‐commerce

ASSESSMENT

Business plan and operation of a business

Research assignments

Project work

Case studies

Oral presentations

Analysis and reflection

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GEOGRAPHYSTATUS: Semester CONTACT TEACHER: Mel Sinapius

SKILL SET An interest in developing an understanding of how people interact with environments differently in different places and at different times, and of the opportunities and challenges for, and constraints on, such interactions. Appropriate levels of language, literacy and numeracy to cope with this subject. COURSE DESCRIPTION Students focus on citizenship through the study of local, national and global issues and identify actions which could be taken to manage the issues. Geography continues to develop students’ geographical knowledge and a mental map of the world through the investigation of various world regions. CONTENT There are two units of study

1. Biomes and food security ‐ focuses on how the environment impacts on food production. The impact of changes in these environments on food production and food security are investigated using studies from Australia and across the world.

2. Interconnections ‐ focuses on how the choices and actions of people impact on places and environments.

ASSESSMENT

Inquiry and research assignments

Field work

Case studies

Note taking and summarising

Analysis and reflection

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HISTORYEXTENSION–“AGEOFCONQUESTS”STATUS: Semester CONTACT TEACHER: Adrian Adams

SKILL SET An interest in making sense of an increasingly complex and rapidly changing world by connecting the past and the present. Appropriate levels of language, literacy and numeracy to cope with this subject. COURSE DESCRIPTION Students investigate ideas and skills from different perspectives through the study of historical cultures and worlds of the past. They work collaboratively with others and communicate ideas and informed opinions about the age of conquests. Students examine the actions of individuals and groups, as well as how our beliefs and values have changed over time. Through inquiry into the past, students will develop an understanding of how and why events happened in Australian history and how they, as citizens in society, can influence the future. CONTENT Possible topics that may be explored include:

Siege Warfare – Medieval or Roman

Vikings or Age of Piracy

Roman Senate

Greek democracy/ culture

Conquest of the Americas

ASSESSMENT

Sources analysis

Research assignments

Group/oral work

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TECHNOLOGIESFLOWCHART

DESIGNANDTECHNOLOGIES

YEAR 9 (1 Semester)

DESIGN AND TECHNOLOGY GRAPHIC DESIGN


GRAPHIC DESIGN WOOD TECHNOLOGIES METAL TECHNOLOGIES


GRAPHIC DESIGN WOOD TECHNOLOGIES METAL TECHNOLOGIES

STAGE 2 (Full Year)

GRAPHIC DESIGN FURNITURE

CONSTRUCTION METAL ENGINEERING

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DESIGNANDTECHNOLOGYSTATUS: Semester CONTACT TEACHER: Mark Nitschke

SKILL SET An interest in extending the skills acquired in Year 8 Design and Technology. COURSE DESCRIPTION In Year 8, students were introduced to various materials and the basic processes of marking and cutting out, shaping and joining. They were also introduced to the designing process. In Year 9, using a Design Brief, students will apply the basics of the designing process to design, make and evaluate their projects. They will continue to develop their technical skills and knowledge and understanding of a wide range of technological processes. Practical work will involve the making of individual projects from a broad design theme. Projects could include: jewellery making – silver rings, using polypropylene to make small lights, metal toolboxes, and timber jewellery boxes. All students studying Design and Technology will be required to maintain an A4 Notebook. CONTENT Semester 1 or 2 from a selection of:

Metal Technologies Jewellery Making (Silver Rings) Metal Tool Box

Wood Technologies Timber Jewellery Box ASSESSMENT

Critiquing

Designing tasks

Practical project construction

Project evaluation COMPULSORY REQUIREMENTS Approximate project costs: $20.00 ‐ $40.00 per semester (depending on the individual projects)

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GRAPHICDESIGNSTATUS: Semester CONTACT TEACHER: Mark Nitschke

SKILL SET An interest in problem solving and graphic design using traditional media and digital technologies. COURSE DESCRIPTION Students are introduced to visual communication and develop skills in creating information for digital and print media using Adobe Creative Suite. Topics covered will be selected from a range of information including, introduction to the design process, traditional drawing techniques, digital illustration, character development and use of colour and typography. CONTENT

Design Process

Visual Communication and Illustration

Traditional and digital drawing techniques

Character development – cartoons and animated characters ASSESSMENT

Research and Critiquing

Designing task

Practical project production

Product evaluation

COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files. Students will also need to ensure that they have Adobe applications, InDesign, Photoshop and Illustrator installed on their device as a basic requirement for this course. A3 cardboard envelope is required for the storage of printed media.

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DIGITALTECHNOLOGIESFLOWCHART

DIGITALTECHNOLOGIES

YEAR 9 (1 Semester)

ROBOTICS


DIGITAL TECHNOLOGIES



STAGE 2 (Full Year)


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ROBOTICSSTATUS: Semester CONTACT TEACHER: Tim Nykke

SKILL SET An interest in exploring programming through the use of robots. COURSE DESCRIPTION Robotics is an element of society which is becoming less of a fantasy and more of a reality. Gone are the days of robots being exclusively limited to our imaginations or the silver screen. Robotics is now available from children’s toys to manufacturing plants. In this unit, students will investigate the function of robots and the possible social and ethical dilemmas that may arise, and also learn logic and control structure programming through the Lego Mindstorms systems. CONTENT

Ethics and Future of Robotics

Robotics Research Prototypes

Robotics Explorer

SuMo Project

ASSESSMENT

Research assignment

Project work

Skills tasks.

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LANGUAGESFLOWCHART

LANGUAGES


ITALIAN VIETNAMESE

YEAR 10 (Full Year)

ITALIAN VIETNAMESE

STAGE 1 (Full Year)

ITALIAN (CONTINUERS) VIETNAMESE

(BACKGROUND OR CONTINUERS)

STAGE 2 (Full Year)

ITALIAN (CONTINUERS) VIETNAMESE

(BACKGROUND OR CONTINUERS)

30

ITALIANSTATUS: Semester or Full Year CONTACT TEACHER: Michelle Moyle

SKILL SET

Successful completion of a full year of Year 8 Italian.

COURSE DESCRIPTION

Students continue to learn essential communication skills in Italian, an intercultural capability,

and an understanding of the role of language and culture in human communication. This course

allows for the continuation of language exploration, vocabulary expansion, and experimentation

with different modes of communication. Learners use Italian to communicate and interact, to

access and exchange information, to express feelings and opinions, and to participate in

imaginative and creative experiences. The course also provides the opportunity for students to

engage with the linguistic and cultural diversity of humanity, to reflect on their understanding of

human experience in all aspects of social life, and on their own participation and ways of being in

the world.

CONTENT

This course covers a variety of topics including:

La Vita Italiana (Everyday Italian life)

Cultural Traditions (Carnevale, La Commedia Dell’Arte, La Pasqua, il Natale)

L’Impero Romano (Ancient Rome)

La Moda (Fashion)

La Migrazione (Migration patterns)

Le Direzioni (Directions, Treasure Hunt, Transport)

ASSESSMENT

Listening comprehension

Conversation

Research assignment

Writing tasks

31

VIETNAMESE(BEGINNERS)STATUS: Semester or Full Year CONTACT TEACHER: Michelle Moyle or Van Dang

SKILL SET

Successful completion of a full year of Year 8 Vietnamese (Beginners).

COURSE DESCRIPTION

Students continue to learn essential communication skills in Vietnamese, an intercultural

capability, and an understanding of the role of language and culture in human communication.

This course allows for the continuation of language exploration, vocabulary expansion, and

experimentation with different modes of communication. Learners use Vietnamese to

communicate and interact, to access and exchange information, to express feelings and opinions,

and to participate in imaginative and creative experiences. The course also provides the

opportunity for students to engage with the linguistic and cultural diversity of humanity, to reflect

on their understanding of human experience in all aspects of social life, and on their own

participation and ways of being in the world.

CONTENT

Topics are chosen from a variety of sources and deal with personal, historical and contemporary

issues in Vietnam. These can include identity, family, friendship, school experiences and aspects

of Vietnamese culture such as festivals, food, music, television, regional diversity, tourism,

technology and industry.

ASSESSMENT


Conversation

Research assignment

Writing tasks

32

VIETNAMESE(CONTINUERS)STATUS: Semester or Full Year CONTACT TEACHER: Michelle Moyle or Van Dang

SKILL SET

Successful completion of a full year of Year 8 Vietnamese (Continuers).

COURSE DESCRIPTION

Students who choose this course will bring to their learning existing knowledge of Vietnamese

language and culture and a range of strategies. They will continue to learn essential

communication skills in Vietnamese, an intercultural capability, and an understanding of the role

of language and culture in human communication. This course allows for the continuation of

language exploration, vocabulary expansion, and experimentation with different modes of

communication. Learners use Vietnamese to communicate and interact, to access and exchange

information, to express feelings and opinions, and to participate in imaginative and creative

experiences. The course also provides the opportunity for students to engage with the linguistic

and cultural diversity of humanity, to reflect on their understanding of human experience in all

aspects of social life, and on their own participation and ways of being in the world.

CONTENT

Topics are chosen from a variety of sources and deal with personal, historical and contemporary

issues in Vietnam. These can include identity, family, friendship, school experiences and aspects

of Vietnamese culture such as festivals, food, music, television, regional diversity, tourism,

technology and industry.

ASSESSMENT


Conversation

Research assignment

Writing tasks

33

FILMANDMEDIASTUDIESSTATUS: Semester or Full Year CONTACT TEACHER: Jane Mahar

SKILL SET


An ability to justify decisions when creating short films and other forms of media for specific audiences and purposes.

An interest in critiquing forms of media and analysing how visual texts are created.

COURSE DESCRIPTION This course focuses on the analysis of film techniques and the relationship between the use of such techniques, the purpose of film‐making and the engagement of a target audience. As these work together, there will be an opportunity to refine skills in analysing how different techniques are utilised for different effects. The study will involve the consideration of film trailers and short films, ultimately leading to the possibility of producing visual texts using applications such as ‘Little Lunch’ and ‘My 24’ (via the Australian Children’s Television Foundation). Students will be expected to produce writers’ statements in which they articulate their understanding of how and why such texts are created, and evaluate the end‐product. The broader media will also be analysed, involving the study of advertising, television, newspapers, magazines, blogs and other social media platforms. Students will be able to produce a variety of these text types. Again, responses will incorporate writers’ statements which are used to elaborate the students’ understanding of key techniques, as well as how these are manipulated for different audiences and purposes. CONTENT

Developing the metalanguage of visual literacy

Short films and film trailers (creating and analysing)

Lighting and sound

Editing, Camera Angles and Movement

Character Construction and Storyboarding

Mainstream media, including magazines, newspapers, blogs, social media ASSESSMENT

Film reviews

Storyboards

Writers’ statements COMPULSORY REQUIREMENTS At least an 8GB USB drive for the storage and backup of digital files.

year 9 subject selection handbook for 2018 2...arts process, digital folio photographic elements and...

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