2015
ILC
Semester 1
Choices Booklet
ILC 2015 Semester 1 Choices
Basics 1
Teacher
JV
Course Name
Science:
Can you solve
the puzzle,
Sherlock?
KB
Money, the
world and you!
AD
Design
Description
In this unit students will develop skills and knowledge in the areas of scientific method, chemistry, biology and
physics. The course is based around skills in Forensic science and will involve an in-depth study of what it takes to
solve a crime, the skills and knowledge that forensic scientists use and will culminate in students solving a case and
then designing their own crime scene.
Assessment:

Pre and post tests

Forensic skills booklet

Analysis of a crime scene and production of your own crime scene

Exam
AusVELs Standards:

Science understanding

Science as a Human Endeavour

Science Inquiry Skills

Thinking – reasoning, processing and enquiring,
Economics Component:
In this unit, we will analyse the role that governments and other institutions such as banks and the Australian
Council of Trade Unions (ACTU) play in the economy, and evaluate their performance in achieving appropriate
economic outcomes for individuals and for society. By the end of the unit, we will explain the role and significance
of savings and investment for individuals and for the economy, and demonstrate the skills required to successfully
plan and manage personal finances. Furthermore, we will start to predict the economic consequences of proposed
government policies and make informed choices among alternative public policy proposals. Students explain the
impact of macroeconomic and microeconomic policies on themselves and others, including businesses.
AusVELS:
Economics:

Economic knowledge and understanding

Economic reasoning and interpretation
Civics and Citizenship:

Civic Knowledge and understanding

Community engagement
Major Assessment:

Unit test

Economics assignment
Geography Component:
During this unit, we will investigate and learn to evaluate the impact and/or effectiveness of recent development
related projects, policies and strategies (such as large-scale water projects, tourism, social reform, major
infrastructure projects) on physical and human landscapes, locally, nationally and globally. You will apply your
knowledge and understanding to provide explanations and justify recommendations about local, national and
global situations related to development, and their impact on living standards. You will then reflect on plans of
action and past actions, considering the value positions underlying them, including a commitment to the principles
of sustainability. We will be undertaking certain field investigations in the local area to gather, collate, analyse and
evaluate data relating to the natural environment.
AusVELS:
Geography:

Geographical knowledge and understanding

Geospatial skills
Communication:

Listening, viewing and responding

Presenting
Personal Learning:

The Individual learner

Managing personal learning
Major Assessment:

Project on infrastructure project

Oral presentation

Exam
Students will develop various skills in measurement, geometry and algebra including area, surface area, volume,
scale, ratio, tessellation, Cartesian planes and more. These skills will also be practised as students apply them in
various areas of design such as furniture, clothing and graphic design while working to a specific brief.
Assessment tasks:

Term tests

Investigative tasks

Semester exam
AusVELS:

Measurement & Geometry

Number & Algebra

Reasoning, Processing & Inquiry

Listening, Viewing & Responding

Reflection, Evaluation & Metacognition
Basics 2
Teacher
JH
Course Name
Fire fighter
Science
KB
English
SH
Maths and
Trades
Description
Students will investigate the chemical, biological, geographical and physical nature of bushfire and the suppression
of fire in the Australian landscape. During the course they will look at: what a fire needs to ignite and stay alight, the
effect of fuel, weather and topography, the different techniques of fire extinguishment, the equipment used in fire
suppression, fire safety in the home and on holidays and the possible careers within the fire suppression industry.
Assessment

Problem solving and analysis activities

Design and presentation tasks

Practical tasks

Exam
AUSVELS Outcomes
•
Science Understanding
•
Science inquiry skills
•
Science as a human endeavour
•
Communication – listening, viewing, responding
•
Thinking – reasoning, processing and enquiring , creativity, reflection, evaluation and metacognition
Part 1:READING & CREATING TEXTS (TEXT RESPONSE) “Midnight Zoo”
This unit will build students skills in the area of reading and responding to a set text, in this case “Midnight Zoo”. The
text will be read in class at various intervals with in-depth discussion, analysis and written work through completed
throughout.
As the term progresses students will begin working on an in-depth analysis while developing the skills needed to
write a formal text response essay.
Upon completion of this unit students should be able to analyse how the selected text constructs meaning, conveys
ideas and values and is open to a range of interpretations.
Part 2: READING & CREATING TEXTS (CREATIVE RESPONSE) “Midnight Zoo”
Using knowledge gained during the in depth study of “Midnight Zoo”, students will present sustained creative
responses to the text, demonstrating their understanding of the world of the text and how the text constructs
meaning. They will explore the effect of purpose and form and make clear choices about structure, form and point
of view. They will develop a strong voice throughout the creative piece to offer an interpretation of “Midnight Zoo”.
Part 3: READING & CREATING (FILM AS TEXT)
The actual film studied will vary from class to class and will be decided during class with input from students.
This unit will build students skills in the area of viewing and responding to a set film text. Students will learn a
specific set of metalanguage to be used when analysing a film. The text will be viewed in class in various intervals
with in depth discussion, analysis & written work throughout.
Assessment Task:
•
Text response essay- Midnight Zoo
•
Oral presentation
•
Creative Response- Midnight Zoo
•
Film as text response essay- Film TBA
•
Exam
AusVELS:
•
Reading
•
Writing
•
Speaking and Listening
•
Communication: listening, viewing and responding
•
Communication: Presenting
Students will build their knowledge of Number, Measurement and Geometry before applying these skills to various
trades. Students will analyse what trades need what knowledge and skills, how those skills are applied in different
practical and theoretical areas as well as trying their hands at performing these trade skills. Including designing and
drawing like draftspeople and landscape gardeners as well as constructing like builders and engineers.
Assessments:

Measurement - Pre & Post Tests

Geometry - Pre & Post Tests

Semester Exam

Individual projects

Homework completion

Classroom discussion and participation
AusVELS:

Measurement and Geometry

Number and Algebra

Reasoning, Processing & Inquiry

Listening & Responding

Reflection, Evaluation & Metacognition
Basics 3
Teacher
JH
HB
Course Name
Innovations
In Science
Money, the
world and
you!
Description
Students will investigate a science-based unit dealing with scientific innovations through the ages. Looking at the
wacky yet wonderful world of scientific theory and practice from the good old dark ages to modern times. Students
will be enthralled and amazed at what used to be science and how far it has progressed. Students will also look at the
possible careers in the science industry based around innovation and invention.
Assessment
•
Problem solving and analysis activities
•
Design and presentation tasks
•
Practical tasks
Exam
AusVELS Outcomes
•
Science Understanding
•
Science inquiry skills
•
Science as a human endeavour
•
Communication – listening, viewing, responding
•
Thinking – reasoning, processing and enquiring, creativity, reflection, evaluation and metacognition
Humanities: Money, the world and you!
Economics Component:
In this unit, we will analyse the role that governments and other institutions play in the economy, and develop our
understanding of how the Australian economy is managed, particularly within the international economic context. We
will examine the role of exchange, trade and globalisation in influencing Australia’s standard of living.
We will investigate the relationship between economic growth, ecological sustainability and the standard of living, and
explore what it means to be an ethical producer and consumer. We will begin to reflect on the role of values in the
economic decision making of producers, consumers and governments.
Students will develop skills in using economic reasoning, including cost-benefit analysis, to research economic issues
and propose solutions for economic problems of global significance. Furthermore, we will start to predict the
economic consequences of proposed government policies and make informed choices among alternative public policy
proposals. Students explain the impact of macroeconomic and microeconomic policies on themselves and others.
AusVELS:
Economics:
•
Economic knowledge and understanding
•
Economic reasoning and interpretation
Civics and Citizenship:
•
Civic Knowledge and understanding
•
Community engagement
Major Assessment:
1. Economics assignment
2. Exam
Geography Component:
During this unit, we will investigate and learn to evaluate the impact and/or effectiveness of recent developmentrelated projects, policies and strategies (such as largescale water projects, tourism, social reform, major infrastructure
projects) on physical and human landscapes, locally, nationally and globally.
You will apply your knowledge and understanding to provide explanations and justify recommendations about local,
national and global situations related to development, and their impact on living standards. You will then reflect on
plans of action and past actions, considering the value positions underlying them, including a commitment to the
principles of sustainability.
AusVELS:
Geography:
•
Geographical knowledge and understanding
•
Geospatial skills
Personal Learning:
•
The Individual learner
•
Managing personal learning
Major Assessment:
3. Infrastructure project
PB
English
Part 1:READING & CREATING TEXTS (TEXT RESPONSE) “Midnight Zoo”
This unit will build students skills in the area of reading and responding to a set text, in this case “Midnight Zoo”. The
text will be read in class at various intervals with in-depth discussion, analysis and written work through completed
throughout.
As the term progresses students will begin working on an in-depth analysis while developing the skills needed to write
a formal text response essay.
Upon completion of this unit students should be able to analyse how the selected text constructs meaning, conveys
ideas and values and is open to a range of interpretations.
Part 2: READING & CREATING TEXTS (CREATIVE RESPONSE) “Midnight Zoo”
Using knowledge gained during the in depth study of “Midnight Zoo”, students will present sustained creative
responses to the text, demonstrating their understanding of the world of the text and how the text constructs
meaning. They will explore the effect of purpose and form and make clear choices about structure, form and point of
view. They will develop a strong voice throughout the creative piece to offer an interpretation of “Midnight Zoo”.
Part 3: READING & CREATING (FILM AS TEXT)
The actual film studied will vary from class to class and will be decided during class with input from students.
This unit will build students skills in the area of viewing and responding to a set film text. Students will learn a specific
set of metalanguage to be used when analysing a film. The text will be viewed in class in various intervals with in
depth discussion, analysis & written work throughout.
Assessment task:
•
Text response essay- Midnight Zoo
•
Oral presentation
•
Creative Response- Midnight Zoo
•
Film as text response essay- Film TBA
•
Exam
AusVELS:
•
Reading
•
Writing
•
Speaking and Listening
•
Communication: listening, viewing and responding
•
Communication: Presenting
Basics 4
Teacher
CF
Course Name
Around the
World
KJ
English
PB
Money, the
world and you!
Description
Successful travel requires good spatial awareness and measurement skills. This unit will take a look at the
measurement, spatial, geometry, algebra and number skills that will help intrepid explorers on their way. Topics such
as Cartesian planes, ratio, scale, surface area and volume will be covered. Students will also ‘stop off’ and have a look
at significant contributions made by world-renowned mathematicians from Italy, India and the Middle East.
Assessment Tasks:
•
Term tests
•
Investigative tasks
•
Semester exam
AusVELs:
•
Measurement & Geometry
•
Number & Algebra
•
Reasoning, Processing & Inquiry
•
Listening, Viewing & Responding
•
Reflection, Evaluation & Metacognition
Part 1:READING & CREATING TEXTS (TEXT RESPONSE) “Midnight Zoo”
This unit will build students skills in the area of reading and responding to a set text, in this case “Midnight Zoo”. The
text will be read in class at various intervals with in-depth discussion, analysis and written work through completed
throughout.
As the term progresses students will begin working on an in-depth analysis while developing the skills needed to write
a formal text response essay.
Upon completion of this unit students should be able to analyse how the selected text constructs meaning, conveys
ideas and values and is open to a range of interpretations.
Part 2: READING & CREATING TEXTS (CREATIVE RESPONSE) “Midnight Zoo”
Using knowledge gained during the in depth study of “Midnight Zoo”, students will present sustained creative
responses to the text, demonstrating their understanding of the world of the text and how the text constructs
meaning. They will explore the effect of purpose and form and make clear choices about structure, form and point of
view. They will develop a strong voice throughout the creative piece to offer an interpretation of “Midnight Zoo”.
Part 3: READING & CREATING (FILM AS TEXT)
The actual film studied will vary from class to class and will be decided during class with input from students.
This unit will build students skills in the area of viewing and responding to a set film text. Students will learn a specific
set of metalanguage to be used when analysing a film. The text will be viewed in class in various intervals with in
depth discussion, analysis & written work throughout.
Assessment Task:
•
Text response essay- Midnight Zoo
•
Oral presentation
•
Creative Response- Midnight Zoo
•
Film as text response essay- Film TBA
•
Exam
AusVELS:
•
Reading
•
Writing
•
Speaking and Listening
•
Communication: listening, viewing and responding
•
Communication: Presenting
Economics Component:
In this unit, we will analyse the role that governments and other institutions such as banks, the Australian Council of
Trade Unions (ACTU) play in the economy, and evaluate their performance in achieving appropriate economic
outcomes for individuals and for society. By the end of the unit, we will explain the role and significance of savings and
investment for individuals and for the economy, and demonstrate the skills required to successfully plan and manage
personal finances.
Furthermore, we will start to predict the economic consequences of proposed government policies and make informed
choices among alternative public policy proposals. Students explain the impact of macroeconomic and microeconomic
policies on themselves and others, including businesses.
AusVELS:
Economics:

Economic knowledge and understanding

Economic reasoning and interpretation
Civics and Citizenship:

Civic Knowledge and understanding

Community engagement
Major Assessment:

Unit test

Economics assignment
Geography Component:
During this unit, we will investigate and learn to evaluate the impact and/or effectiveness of recent
development-related projects, policies and strategies (such as large-scale water projects, tourism, social reform, major
infrastructure projects) on physical and human landscapes, locally, nationally and globally. You will apply your
knowledge and understanding to provide explanations and justify recommendations about local, national and global
situations related to development, and their impact on living standards. You will then reflect on plans of action and
past actions, considering the value positions underlying them, including a commitment to the principles of
sustainability.
We will be undertaking certain field investigations in the local area to gather, collate, analyse and evaluate data
relating to the natural environment.
AusVELS:
Geography:

Geographical knowledge and understanding

Geospatial skills
Communication:

Listening, viewing and responding

Presenting
Personal Learning:

The Individual learner

Managing personal learning
Major Assessment:

Project on infrastructure project

Oral presentation

Exam
Personal Interest 1
Teacher
LW
Course Name
Visual Arts
RF
Home Grown
Description
Students will develop/hone their skills within their visual exploration. They will utilise the fundamentals of design as well
as an overview of how to incorporate various types of materials in order to create visual representations. Students will
develop their architectural skills by incorporating set squares, T-squares and other means of technical drawing to have
detailed representations of structural design. Students will use their technical ability and prowess when developing
technical drawings based on the Australian Standards Frameworks. Students will be taught how to have a deeper
understanding of how artists incorporate ideas and meanings within their artwork and appreciate various art periods
throughout history.
Assessment Tasks will include: •
Art Journal
•
Final Presentations
•
Analysis
•
Exam
AusVELS Standards: •
Creating and Making
•
Exploring and Responding
During this unit students will investigate various regions throughout Australia and prepare foods using produce
recognised for that area or produced in that area. For example, apples from Tasmania, burgers from Melbourne (these
were introduced when the American fleet docked in Melbourne during the 1940’s), ginger from Buderim, and tuna from
Port Lincoln.
Students will be required to attend an excursion to the Queen Victoria Market, at an additional cost, to explore the vast
array of foods we have available to us.
A design brief will be completed using products grown within Australia ( home grown)
A food levy of $70.00 will apply to this unit to cover the cost of food.
RL
Music
throughout
the Ages
WA
Drama –
Conflict and
Resolution
Assessment Tasks:•
Design Folio
•
Short Exercises
•
Practical Work
•
Exam
AusVELS:•
Investigating and Designing
•
Producing
•
Analysing and Evaluation
Students will explore the history of music from the early beginnings through to the modern era. Various musical styles
will be studied, listened to and also performed.
Assessment Tasks:

Listening diary

Research assignment

Rehearsal and Performance

Exam
AusVELS:

Creating and Making

Exploring and Responding
Exploring how to deal with the conflicts within ourselves and the conflicts we experience with others is at the heart of
most drama. The ways in which humans experience and eventually resolve conflict will be explored by looking at the
way actors present human experience on stage, in film and on television. Through a variety of viewing and
performance experiences, students will compare and contrast the different perspectives individuals and communities
have on a range of issues.
Students will be expected to originate, rehearse and present performances based on their own and others’ ideas.
Assessment Tasks:

Assignment

Participation and Reflection

Performance

Exam
AusVELS:

Creating and Making

Exploring and Responding
Personal Interest 2
LW
Fundamentals
and Principles of
Art
CC
Wood Craft and
Design
Students will develop their observational skills and techniques through understanding “still-life drawing.” They will be
taught how to quickly record what they observe and how to develop their imagery into professional artworks. They will
also develop their installation/sculptural understanding through practical exploration and will be taught how to analyse
artwork and appreciate various art periods throughout history.
Assessment Tasks will include: •
Art Journal
•
Final Presentations
•
Analysis
•
Test
•
Exam
AusVELS Standards: •
Creating and Making
•
Exploring and Responding
In this personal interest class, students will be designing and making a variety of small timber products. We will be
working towards improving and learning an array of wood working skills, techniques and processes. Some of these
include reading a design brief and using a range of joining techniques. A major part of the course includes a theory
component in which we will be covering safety, timber types and career pathways in the industry.
Please note:

KJ
Dance Styles
There will be cost of $30 for this subject

There is a limit to 16 students per class
Major Assessment:

Variety of timber products

Safety project

Design assignment

Exam
AusVELS:

Investigating and designing

Producing

Analysing and evaluating
Students research, study and perform different dance styles. A professional dance teacher will be visiting the school for
6 sessions to teach students practical dance moves to 3 different styles. During the second half of the semester
students will be asked to choreograph and perform a dance in a class recital as well as submit an assignment on a
chosen dance genre.
Please note that participation in this class requires a cost of $36 to cover the fee of the
specialised dance teacher.
HB
Languages:
German
Assessment Tasks

Dance Performance

Participation

Assignment
AusVELS Standards

Creating and Making

Exploring and Responding
Throughout the semester students will gain knowledge of German history and culture and gain German language skills.
Students will study German films and music, and explore the topics of travel, hobbies, money and shopping.
Assessment Tasks:
•
Written research task
•
Listening assessment
•
Language test
•
Exam
AusVELS:
•
Communicating in a language other than English.
•
Intercultural knowledge and language awareness.
Physical Education and Health
In Semester 1 Physical Education students will investigate sports and activities, skills required for fitness, socialization and hand- eye co-ordination.
Activities will include fitness testing, fitness training, weight training, minor games, football, soccer, indoor hockey and touch rugby.
The course will look at the theoretical components of intensity, duration and frequency of training, physiological effects of training, co-efficient of
restitution, spin and curve, projectiles, impact, momentum and trajectory.
In Semester 1 Health students will examine the relationship between nutrition and stages of growth and development and investigate different
components of fitness and how they contribute to health and wellbeing. Students will set personal, physical and organizational goals and will engage
in a variety of recreational and outdoor adventure activities through participation on the Intermediate Camp.
Students will also examine the concept of challenge, risk and safety in a variety of settings. They will compare risk that promotes personal and social
growth with those that endanger health. They will discuss ways to balance risk and safety, and refine and evaluate harm-minimisation strategies.
Assessment Tasks:

Actively participating in theory and practical classes.

Actively participating in classroom discussions.

Book work.

Tests

Assignments.

Pre and post testing of skill development.

Exam
AusVELS Standards:

Movement and Physical Activity.

Managing Personal Learning.

Working in Teams.

Health Knowledge and Promotion.

Building Social Relationships.
 The Individual Learner.
IT
Throughout this course, students will cover the basic conventions for using IT in word processing, presenting information, spread sheets and file
management, and theory involving IT hardware and ergonomics. This work will be mostly competency-based which students can complete at their
own pace.
Level 9 students will then focus on using HTML programming and Web 3.0 software to design their own websites.
Level 10 students will go onto the basics of relational databases.
Assessment Tasks

Competency-based tasks

Short answer written responses

Digital Portfolio

Test

Exam
AusVELS Standards:

ICT for visualizing thinking

ICT for creating

ICT for communicating
As discussed with students, we will endeavour, where possible, to give students
their first preference. However, this may not always be possible.