2015
Year 9 Course Selection Booklet
Students undertaking Year 9 in 2015 should study this booklet carefully. In it, we have
provided an outline of subjects available and details of these subjects and an outline of
course descriptions.
ADVICE TO STUDENTS WHEN SELECTING SUBJECTS
Two (2) student Elective Selection Forms are provided. After discussion with your
parents, appropriate counsel from teachers, year level coordinators, and the careers and
pathways staff, please write your semester preference on the Elective Selection Form.
One of these forms must be returned to the General Office by Wednesday 17th
September 2014. The other sheet should be retained by you as a record of your
preferences.
Final selection of subjects should be made after considering the following important
points:

We encourage students to choose widely in their electives.

Pathway to future study should be considered.

Students should consult with teachers, year level coordinators, junior and middle
school co-ordinators and the Assistant Principal to ensure the suitability of
elective choices.
1
SPECIAL NOTE

Every effort will be made to accommodate your son’s/daughter’s elective choice,
however, they cannot be guaranteed. The number of students selecting a
particular subject and availability of staff will be deciding factors in determining
which electives are offered.

Parents should be aware that higher cost electives have an expected cost. Lower
cost programs have a voluntary cost.
Expected costs cover expensive project
work and activities. If expected costs are not paid then alternative basic projects
will be provided.

Note: All electives are 7 sessions per fortnight.
PLEASE NOTE: Subject costs indicated are accurate at time of publication; however
prices are subject to change.
Students and Parents are invited to an
Information Evening that will take place on Wednesday 10th September, 2014.
For parents of current year 8 students this will commence at 6:00pm in the
Irymple Secondary College Library.
2
Year 9 Core and Elective Subjects
4
SECTION ONE:
29
CORE SUBJECTS
SECTION THREE:
PHYSICAL, PERSONAL AND
SOCIAL STRAND ELECTIVES
5
6
7
8
9
Humanities
10
11
30
HEALTH & PE
Sport Science
Health/Physical Education
31
32
SECTION TWO:
33
SECTION FOUR:
English
Mathematics
Science
Outdoor Education
DISCIPLINE BASED LEARNING
INTERDISCIPLINARY LEARNING STRAND
STRAND ELECTIVES
ELECTIVES
SCIENCE
34
DESIGN, CREATIVITY &
TECHNOLOGY
12
13
Agricultural Science
16
LANGUAGES
35
36
37
38
39
40
41
17
18
Indonesian
42
19
ARTS
14
15
20
21
22
23
24
25
Robotics
HUMANITIES
Global Communities
Italian
Metalwork
SECTION FIVE:
Wood
Integrated Materials
Electronics
Food
Textiles
Information Technology
V.E.T. IN SCHOOLS
43
44
V.E.T. Certificate II in Retail
45
EXTRA CURRICULAR ACTIVIES
46
48
50
V.E.T.is Teacher Recommendation
V.E.T.is Eligibility Criteria
Art
Ceramics
Visual Communication
Drama
Music
Media Studies
Course Elective Selection Sheet – Retain
Course Elective Selection Sheet – Return to
ISC
26
27
28
Dance
Photography
Printmaking
3
SECTION ONE:
CORE
SUBJECTS
4
Year 9 Humanities – Core Subject
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
The Year 9 Humanities course consists of topics from AusVELS History & Geography and VELS Economics.
Humanities involve the study of human societies and environments, people and their cultures in the past
and the present. It provides unique ways to understand how and why groups of people have settled
where they have, organised their societies, developed means of generating and distributing wealth,
developed codes, laws and belief systems, related to other groups of people and interacted with their
physical environment. Students learn to plan an investigation and ask key questions. They question and
analyse a range of data and sources including artefacts, photographs, maps, stories, special events,
interviews, site visits and electronic media forming conclusions supported by evidence and present
information in a variety of ways.
CONTENT
In Year 9, History covers the period 1750-1918 and looks at the emergence of a modern society with the
advent of the Industrial Revolution and the consequences of this around the globe. It includes the
following depth studies:
 Making a Better World? (ONE of Progressive ideas and movements, The Industrial
Revolution, Movement of peoples)
 Australia and Asia (ONE of Asia and the world, Making a nation) and
 World War I
Geography in Year 9 focuses on Biomes and Food Security and Interconnections between people and the
built and natural environments.
Investigations will include:
 The challenges to food production, including land and water degradation, shortage of fresh
water, competing land uses, and climate change, for Australia and other areas of the world
 The capacity of the world’s environments to sustainably feed the projected future population to
achieve food security for Australia and the world
 The effects of the production and consumption of goods on places and environments throughout
the world and including a country from North−East Asia
 The effects of people’s travel, recreational, cultural or leisure choices on places, and the
implications for the future of these places
In Year 9, the Economics unit will focus on extending students’ personal financial literacy skills and
understanding about the role of savings and investment. Students will examine vocational pathways and
education and training requirements, considering possible work and career options. They will develop
skills and strategies for transition to employment and further education and training, including job
seeking, job application and interview skills.
ASSESSMENT TASKS
Some of the assessment tasks students will be expected to complete will include:
 Research Reports (individual and group)
 Mapping tasks
 Job seeking portfolio
 Analytical essays
 Fieldwork
5
Year 9 English - Core Subject
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 9
AIMS
Students will learn to appreciate, enjoy and use language and develop a sense of its richness and its
power to evoke feelings, to form and convey ideas, to inform, to discuss, to persuade, to entertain and
to argue.
COURSE STRUCTURE
English at Year 9 will be offered at three levels - Advanced English, Mainstream English, and Support
English. Students will be counselled as to the level which is most appropriate for them.
Advanced English is designed to challenge and extend students whose pathway leads to studies at year
12 and beyond. The expectation of performance and the complexity of text studies and writing folio
work will be greater than that in English Mainstream. English Support will concentrate on developing
basic literacy skills; it aims to improve student confidence and the ability to work effectively and
efficiently with language.
COURSE CONTENT
Aligned to the new AUSVELS standards for Australian schools
Speaking and listening
Students will develop their understanding of the formal and informal ways oral language is used to
convey meaning. It includes studying purpose, audience and occasion, body language and voice. It also
involves the development of active-listening strategies.
Reading
Students are engaged in understanding, interpreting, critically analysing, reflecting upon and enjoying
written and visual, print and non-print texts. Students will develop strategies for effective reading of
texts, and will develop their understanding of the importance of the context in which the text was
created.
Writing
Students will be engaged in conceiving, planning, composing, editing and publishing a range of texts.
They will develop their sense of audience and purpose.
ASSESSMENT TASKS PER SEMESTER
1. Writing Folio – a collection of pieces written for a variety of purposes and audiences.
2. Two extended text responses, including an essay.
3. One formal oral presentation.
4. One extended issue analysis essay or media study project.
6
Year 9 Mathematics - Core Subject
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT – 9
Mathematics at Year 9 is divided into 3 areas.
1. Advanced Mathematics
2. General Mathematics
3. Support Mathematics
Our program allows students to work at a level and pace best suited to their needs. We offer smaller
classes for students who require extra help. Placement of students in advanced or support classes is
based on the recommendation of the student’s Year 8 Mathematics teacher. Parents are invited to
consult with their student’s teacher during the selection process. Teachers will inform students of their
recommendation.
AIMS
1. To develop each student's mathematical ability to its fullest capacity.
2. To relate the classroom theory to the real world.
3. To encourage students to think creatively and logically when solving mathematical problems.
CONTENT
Advanced
 Surds
 Pythagoras
 Statistics
 Indices
 Financial Arithmetic
 Linear Algebra
 Trigonometry
 Linear Equations and Graphs
 Quadratic Equations and Graphs
 Congruence and Similarity
 Probability
General/Support*
 Pythagoras
 Financial Mathematics
 Measurement
 Statistics
 Linear Expressions and Equations
 Linear Relations
 Geometry
 Indices
 Trigonometry
 Probability
*Modified to suit each student’s needs
Students in the Support Mathematics program will concentrate on basic skills that emphasise real life
mathematics. Students in the Advanced Mathematics Program may participate in the Australian Maths
Competition and are encouraged to enter in the Maths Challenge for Young Australians.
EXPECTATION FOR A SATISFACTORY RESULT
1. Maintain a workbook of set class work.
2. Demonstrate a satisfactory grasp of the skills and concepts covered in each topic.
3. Complete projects and problem solving exercises to a satisfactory standard.
4. Complete weekly homework sheets.
ASSESSMENT TASKS
1. Topic tests.
2. Investigative projects.
3. Problem solving exercises.
4. Technology Activities.
7
Year 9 Science - Core Subject
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
Science is a core subject but students have a choice of Advanced Science, General Science or Support Science.
Most students will study General Science. Students who achieve above average results in Year 8 and
have demonstrated good work habits will be recommended by their teachers to undertake Advanced
Science. Parent input is invited in this process. Students intending to take Physics or Chemistry at VCE
level will need to do Advanced Science.
AIM
Through learning science students will  Acquire scientific skills and conceptual knowledge.
 Acquire and use the skills of scientific investigation, reasoning and analysis to ask questions and
seek solutions.
 Develop scientific attributes such as flexibility, curiosity, critical reflection, respect for evidence
and ethical considerations.
 Recognise and understand the strengths and limitations of science.
 Be able to interpret and communicate scientific ideas effectively.
 Appreciate the dynamic role of science in social and technological change.
CONTENT
All streams of Australian Curriculum Science cover the following topics however the advanced
students are expected to reach a more sophisticated understanding of the concepts involved. These
topics cover the strands science understanding, science as a Human Endeavour and science Enquiry
skills.








Ecology – (including photosynthesis and respiration).
Chemistry - types of reactions, acid and bases, chemical equations and atoms.
Human Endeavour – uses and influences of science to our daily lives.
Light, colour and sound - physics of colour and the electromagnetic spectrum.
Earth Structure - plate tectonics, earthquakes and volcanoes.
Coordination – Nerves and hormonal control of the body.
Infectious diseases and immunity
Electricity – circuits, electrical safety, types of electricity.
EXPECTATION FOR A SATISFACTORY RESULT
Student’s level of achievement and understanding of the Science standards will be gauged through
their completion of a variety of assessment tasks which include:
 Topic tests.
 Practical work – demonstrating safe and accurate techniques, and report writing.
 Assignments – including writing scientific reports, power points and other multimedia
presentations.

Making working models.
Students must reach a minimum standard in these tasks as well as complete the majority of the class
work to achieve a satisfactory result in this subject.
8
Year 9 Health/Physical Education - Core Subject
Payment Required $60.00
(this cost covers entry fees, and travel costs to outside providers)
SESSIONS PER FORTNIGHT - 7
AIM
To develop an understanding of physical activity and movement, health, safety, growth and
development and human relationships.
CONTENT
PHYSICAL EDUCATION
 Fitness Testing.
 SEPEP, Volleyball, European Handball, Netball, Soccer.
 Field games.
 Court games.
 Fitness Classes/Personal Training.
HEALTH
 Drugs and substances.
 Independence and sexual relationships.
WORK AND LEARNING OUTCOMES
1. Health knowledge and promotion.
2. Movement and physical activity.
3. Personal Learning.
4. Interpersonal Learning.
ASSESSMENT TASKS PHYSICAL EDUCATION
1. Participation and fitness.
2. Skill Progression & Development.
3. Field court and ball sports. (SEPEP Program)
4. Fitness Testing Program.
ASSESSMENT TASKS HEALTH
1. Persuasive Writing Task or Risk Scenario.
2. Researched Writing Task..
9
SECTION TWO:
DISCIPLINE BASED LEARNING
STRAND ELECTIVES
10
Science
Agricultural Science
Robotics
11
Year 9 Agricultural Science – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIMS
1.
2.
3.
4.
To give students a wide variety of experiences in the Agricultural Science Field.
To demonstrate to students the diversity of many Agricultural practices.
To give students practical skills to utilize in later studies and beyond.
To demonstrate the need for sustainable use of the land.
CONTENT







Agriculture in focus - what is Agriculture, Modern Agriculture, Agriculture in the Australian
economy.
Agriculture in Australia - History of Agriculture in Australia, Agriculture production areas in
Australia, Marketing.
Australian Agriculture products.
Interactions and farm enterprises - climate, soil, chemicals technology.
Plant production enterprises - vegetable crops, greenhouse crops.
Animal production enterprises - Animal husbandry and poultry.
Practical poultry rearing and garden maintenance.
EXPECTATION FOR A SATISFACTORY RESULT
1. Students will learn to analyse the appropriateness of using a variety of seed/seedlings and
fertiliser and to design, prepare and maintain a market garden using correct materials and
analyse the effectiveness of their choices.
2. To determine that the students have met this outcome, the following criteria will have to be
met:
 Maintaining a workbook, to include at least 80% of class activities.
 Participating in practical activities.
 Satisfactory completion of project work.
ASSESSMENT TASKS
1. Topic test.
2. Project.
3. Vegetable assignment.
PATHWAY OPTIONS:
SUBJECTS: Year ten Agriculture, VCE Agriculture / Horticulture, University Agricultural Science.
CAREERS: Park Ranger, Environmental Scientist, Botanist, Plant Production Manager, Agriculturalist
agronomist, chemical sales, etc.
12
Year 9 Robotics – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
(ONE SEMESTER)
PRE-REQUISITES
Students will need good passes in Maths, Science, English and a creative subject. (Art, Music,
Technology, etc.).
AIM
The course is designed to immerse students in an Interdisciplinary approach to learning. The course
focuses on ways of thinking, problem solving, creating, designing, evaluating and communicating.
Knowledge and skills from a wide range of curriculum areas, Science, Maths, Technology, Information
Technology and the Arts are integrated into units that aim to develop students as independent learners
for our modern world.
CONTENT
Robotics is an integrated course covering the important areas of Science, Technology, Engineering and
Maths curricula. Students get to grip with techniques that are used in the real world of science,
engineering and design.
 They design, build and program and evaluate fully functional robotic models.
 Students work in teams to solve challenge problems.
 They learn to behave as scientists, carrying out investigations using data loggers, calculating and
measuring data and recording and presenting their results.
 They research the history of robotics and their uses in today’s world.
INTER-DISCIPLINARY LEARNING strand – DESIGN, CREATIVITY AND TECHNOLOGY
Students will have to complete a series of problem solving challenges. Some of these will be graded.
1.
2.
3.
4.
A research project on the history of robotics and their use today.
Knowledge of programming in the Lego environment will be built up and tested.
Be able to use the scientific method to design and investigate using data loggers.
A series of research projects will be graded.
ASSESSMENT TASKS include:

Design and programming of robots.

Design, investigation and evaluation project.
PATHWAY OPTIONS:
SUBJECTS: VCE Systems Engineering, VCE Information Technology.
CAREERS: Machine programming, Computer Programming, assists with industry that uses robotics or
computer controlled production. .
13
Humanities
Global Communities
14
Year 9 Global Communities – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
COURSE STRUCTURE
This subject aims to encourage students to see themselves as part of a global community as much as part
of their local community. As individuals in the world are brought closer together through improvements
in communication, travel and trade, it is important that our students are given opportunities to examine
what this means for their future. More and more it is likely they will travel or work overseas or for
multinational organisations. This is an opportunity to look more closely at other parts of the world as
well as make local connections to global issues. A major focus of this subject is community involvement,
and students undertaking this subject will investigate ways of actively participating and contributing to
the communities in which they are a part.
AIMS
Students will be given the opportunity to:
 Examine the concept of community and community involvement.
 Appreciate the similarities between people everywhere, while also learning the value of diversity
between and within communities.
 Understand how they are part of a global community.
 Develop skills to enable them to combat injustice, prejudice and discrimination.
 To participate in a meaningful way in their local community.
Skills encouraged include:
 critical thinking,
 questioning,
 interpreting geographical and historical data,
 presenting information to an audience and
 Participating in and assisting the community.
CONTENT
Throughout the semester topics such as the following will be covered:
Globalisation - what is globalisation and what affects does it have on society?
Climate Change & Energy – this topic encourages the students to ask is climate change real and what is
causing it: are some sources of energy better than others when it comes to greenhouse gas emissions?
Fair Trade –the community as a source of consumers. This unit investigates the relationships between
farmers, food supply companies, supermarkets and consumers and the concept of fair price.
Sunraysia: A Place of Refuge – looking at Sunraysia’s increasing migrant population – why come to
Sunraysia, what challenges do immigrants face, how could their transition in our community be helped?
Community Citizenship – the student will get to choose, in consultation with their teacher, to research a
local community group and devise a plan of action to assist the group with a current
problem/issue/challenge.
Issues in the News – students will analyse current issues and present their findings to the class on a
regular basis.
ASSESSMENT TASKS
Research projects: class exercises and tasks; oral presentations and contribution to class discussion and
debate; major individual action plan, including evidence of participation.
PATHWAY OPTIONS: Those interested in history, geography, law, politics, journalism and current affairs
will most likely enjoy and learn from this subject.
15
Languages
Indonesian
Italian
16
Year 9 Indonesian – Elective – Languages Other Than English (LOTE)
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIMS
1. To encourage students to continue learning a Language Other Than English (LOTE).
2. To highlight the importance of Indonesia in relation to Australia, in regard to economics, trade
and business, politics and personal relationships.
3. To increase students’ awareness of the many different career opportunities, and further study
options available to them if they learn a LOTE.
4. To develop students’ skills in the areas of listening, reading, writing and speaking. Providing a
basis for communicative interaction on everyday activities.
CONTENT
 Indonesian language study, through a variety of activities including story writing, cartoons, topic
based role plays, designing brochures and advertisements.
 Developing a travel plan to Indonesia, covering areas such as flight, accommodation, places of
interest, day trip - hire of transport, shopping, health precautions etc.
 Comparison of sports popular in Indonesia and Australia.
 Ability to discuss weather and environment.
 Describing housing.
 Students will learn about housing, arts, geography and history of Indonesia and be required to
complete an assignment per semester on a selected topic or an oral presentation on a topic of
their choice.
 Use Information and Communication Technology (ICT) to present information and to enrich
language learning.
DISCIPLINE-BASED LEARNING – LANGUAGES OTHER THAN ENGLISH (LOTE)
1. Demonstrate understanding of information through:
 Solving problems, making decisions.
2. Participate in discussions and presentations which:
 Inform, Compare, Explain opinions, Explain processes
3. Extract key information from texts, such as  Main characters, Events, Ideas, Descriptions.
4. Write a short piece on a simple topic.
5. Develop an understanding of cultural similarities and differences.
ASSESSMENT TASKS
1. Assessment of reading and writing, listening and speaking activities and tasks.
2. End of unit tests.
3. Research assignment and/or oral presentations.
WHERE DOES THIS SUBJECT LEAD TO?



Year 10 and V.C.E. Indonesian.
Indonesian studies at university. Students who complete a LOTE at V.C.E. units 3 and 4 (Yr. 12)
and receive at least a grade average of “D” will have bonus points added to their final scores for
entry into most tertiary courses.
Career opportunities, including teaching, interpreting, translating, flight attendant, medicine,
social work, public service, government agencies and the media.
17
Year 9 Italian – Elective – Languages Other Than English (LOTE)
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIMS
1.
2.
3.
4.
5.
6.
To broaden students' understanding and awareness of their own and other cultures.
To develop student's communication skills (reading, writing, listening and speaking).
To increase students' understanding of the way language is constructed.
To develop students' language and learning skills.
To explore the advantage of being multi-lingual, both personally and in relation to employment.
To prepare students for future careers, also possible future overseas trips.
CONTENT
 The study of Italian language through a variety of activities, including conversations, role plays,
listening comprehensions, writing tasks and reading Italian texts for a range of purposes.
 Students will develop their cultural knowledge of Italy (history, geography, the arts, politics,
customs and daily life and phrases).
 The study of grammar to support the development of reading, writing, listening and speaking.
 Use of Information and Communication Technology (ICT) to present information and to enrich
the language learning.
DISCIPLINE-BASED LEARNING – LANGUAGES OTHER THAN ENGLISH (LOTE)
1. LISTENING - DISCUSSION, summary, expressing opinions, presenting information.
2. SPEAKING - Conversation, requesting information, expressing viewpoints.
3. READING - Understanding opinions, events, themes and cultural perspectives and developing
responses.
4. WRITING -Developing and conveying ideas and opinions.
ASSESSMENT TASKS
1. Preparation of, and active participation in, listening, speaking, reading and writing tasks and
assignments.
2. Cultural projects and presentations.
3. Grammar exercises.
4. Develop a better understanding of Intercultural Knowledge and Language Awareness.
WHERE DOES THIS SUBJECT LEAD TO?
 Year 10 Italian.
 V.C.E. Italian - students who complete a LOTE at V.C.E. units 3 and 4 (year 12) and receive at least
a grade average of "D" will have bonus points added to their final scores for entry into most
tertiary courses.
 Italian studies at university.
 Career opportunities include hospitality, travel, tourism, teaching, translating, interpreting,
business and trade, social work, the arts, public service, government agencies and the media.
18
Arts
Art
Ceramics
Visual Communications
Drama
Music
Media Studies
Dance
Photography
Print Making
19
Year 9 Art – Elective
Payment Required $30.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
AIM
In Art, students learn ways of experiencing, developing, representing and understanding ideas, emotions,
values and cultural beliefs. They learn to take risks, be imaginative, question prevailing values and
explore alternatives.
CONTENT
This course is aligned to the Australian Curriculum and includes the following:






Assignments
Workbook/Sketchbook activities
Gallery visit (s)
Pop Art Unit – Painting, Drawing and Ink Wash
Drawing - outdoor sketching
Printmaking
DISCIPLINE-BASED LEARNING strand - THE ARTS
1. CREATING AND MAKING - Ideas, skill, techniques and processes
Students make and present art works, which explore themes, issues and ideas. Structure and
present artwork appropriate to chosen styles and forms.
ASSESSMENT TASKS include:
 Linocut Printing/T-shirt printing
 Pop Art Unit


•
•
Class Joint Task
Sketch book/activities
Folio of Drawings
Picasso Cube
2. EXPLORING AND RESPONDING - Criticism, aesthetics and contexts
Students analyse and interpret the content, structure and aesthetic qualities of artworks.
Analyse the characteristics and role of art in different cultural contexts.


ASSESSMENT TASKS include:
Pop Art – Written Assignment
PATHWAY OPTIONS:
SUBJECTS: Year 10 Art, VCE Art, VCE Studio Arts: Drawing, Tertiary and further studies.
CAREERS: Artist, Painter, Teacher, Graphic Designer, Animator, Architecture, T-Shirt Designer, Interior
Designer, Art Gallery Owner, Sculptor, Make-Up Artist, Florist, Illustrator, Comic Book Artist, and other
related fields
20
Year 9 Ceramics – Elective
Payment required: $30.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
AIM
To introduce students to ceramic materials and increase their knowledge and skills in the use and
production of clay objects.
CONTENT
Students develop hand building skills, wheelwork, mosaicing, knowledge of slip casting and decorative
techniques by completing a number of assessment tasks.
This course is aligned to the Australian Curriculum.
DISCIPLINE-BASED LEARNING strand – THE ARTS
1. CREATING AND MAKING
Throughout the semester students will develop skills and techniques in hand building clay
construction. They will develop their technical understanding through the manipulation of clay,
completing the assessment tasks as stated below:
ASSESSMENT TASKS include:
 Cultural Mask
 Slab Task
 Mosaic Box
 Drape Bowl/Mould
 Slip Cast Ceramics using moulds
(Teacher to choose 3 assessment tasks for the semester)
2. EXPLORING AND RESPONDING
Students focus on primitive and ancient times to gain an awareness of the history of clay.
Through research students will identify, analyse and interpret ceramic pieces clarifying their
aesthetic preferences.




ASSESSMENT TASKS include:
Written Assignment
Completion of documentation into Ceramic Assessment Booklet.
Ceramics Test on the pottery process and ceramic terminology.
PATHWAY OPTIONS:
SUBJECTS: Year 10 Ceramics, VCE Art, tertiary studies in Art
CAREERS: Artist, Potter, Ceramics/Art Teacher, Industrial Ceramics Industry, Sculptor, Gallery Owner,
Animator and other related fields
21
Year 9 Visual Communication – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIM
The aim of the Visual Communication course is to provide the students with an understanding of the role
Graphics plays in society both at an individual level and in the commercial field using computer aided
drawing and photo applications.
CONTENT
This course is aligned to the Australian Curriculum and students use freehand and computer aided
drawing applications, develop skills and knowledge in:



2 dimensional drawing/orthogonal drawing.
3 dimensional drawing/paraline and perspective.
Computer generated images.
DISCIPLINE-BASED LEARNING strand – THE ARTS
1. CREATING AND MAKING - Ideas, skills, techniques and processes
Students make and present visual communications that explore themes, issues and ideas. They
develop work using computers, plan and modify ideas and document their progress.





ASSESSMENT TASKS includes:
Computer image - supermarket product.
Flag design.
Arts Practice - Perspective.
Timetable.
Bistro Menu.


Packaging design
Calligraphy
2. EXPLORING AND RESPONDING - Criticism, aesthetics and contexts
Students will identify and evaluate the purpose of different visual communications and describe
design practices and principles.



ASSESSMENT TASKS include:
Class Notes
Design Elements Assignment
PATHWAY OPTIONS:
SUBJECTS: Year 10 Visual Communication, VCE Visual Communication & Design and VCE Art and VCE
Studio Art, Tertiary and further studies.
CAREERS: Artist, Graphic Design, Architecture, Teacher, Sign Writer, T-shirt Designer, Book Illustrator,
Cartoonist, Advertising Designer, Web Designer, Landscape Designer, Product Designer, Automotive
Designer, Fashion Designer, Printer, Finished Artist and other related fields.
22
Year 9 Drama – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT – 7
AIM
The main aim for this unit is to develop students’ skills in acting, public speaking and improvisation. This
subject seeks to increase the student’s knowledge and understanding of the anatomy of dramatic
performance and a deeper appreciation of various aspects and elements of drama.
Students also  Improve performance skills.
 Further develop improvisational skills and the ability to think and act in the moment.
 Increase self-confidence.
 Maintain a journal containing observations and assessment of work done in class, other
performances and life experiences.
 Attend workshops & excursions to consolidate the content (dependant on availability).
CONTENT
This course is aligned to the Australian Curriculum and the students learn:
 To manipulate scripts for various audiences.
 Explore the concept of theatre as an educational tool.
 Examine conflict as a requirement for the progression of dramatic performance.
 Participate in improvisations based around themes and class - devised situations.
 Create and present a community performance.
 Investigate the possibilities of varying performance styles.
DISCIPLINE-BASED LEARNING strand - THE ARTS
1. CREATING AND MAKING
Students create and participate in improvised performances. They demonstrate knowledge of
stagecraft techniques. Students show understanding and practical application of stage setting,
characterisation and performance skills.
ASSESSMENT TASKS include:
 Group Performances
 Scriptwriting
 Stagecraft exercises
2. EXPLORING AND RESPONDING
Students analyse and develop critiques of performances produced by themselves and others.
They use appropriate terminology and structure in the production of reviews and reports.
ASSESSMENT TASKS include:
 Journal and review writing
PATHWAYS OPTIONS:
SUBJECTS: Year 10 Drama, VCE Drama, Tertiary and further studies. The language, communication,
problem solving and research skills will also assist students in Humanities subjects. CAREERS: Performing
Artist, Stage Manager, Theatre Mechanist, Drama Teacher, Film Critic, Costume Designer, Fashion
Designer, Make-up Artist, Actor, Choreographer, Advertiser, Promoter, Set Designer, Casting Director
and other related fields.
23
Year 9 Music – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIMS
1.
2.
3.
4.
To foster an understanding of the structure of music.
To research set periods in the history of music.
To develop aural comprehension skills.
To develop skills in and an awareness of music technology.
CONTENT
This course is aligned to the Australian Curriculum and includes the following:






Music Theory – an ongoing study of the language of music
Music in Film – A study of music used in film soundtracks.
Advertising Music – use of jingles in advertising.
Performance – students perform both individually and in groups.
Cultural Music – a study of music of culture and the influence of pop music.
Rock Music Styles – an analysis of styles of popular music.
DISCIPLINED BASED LEARNING strand – THE ARTS
1. CREATING AND MAKING
Students create and participate in various performances. They demonstrate knowledge of
composition techniques and the use of music in media.
Assessment tasks include:




Composition
Individual/Group Performance
Movie Soundtrack
Advertising Jingle
2. EXPLORING AND RESPONDING
Students learn, develop and understand the language of music. They also explore music through
the ages.
Assessment tasks include:



Rock Styles Analysis
Cultural Music Assignment
Theory Task
PATHWAY OPTIONS:
SUBJECTS: Year 10 Music, Instrumental Music lessons, VCE Music, VET Music and further studies
CAREERS: Performing Musician, Music Therapist, Music Teacher, Sound Designer, Sound Engineer, Music
Producer, Songwriter, Record Producer, Music Composer, Music Journalist, Booking Agent, Concert
Promoter, Disc Jockey, Tour Manager and other related fields.
24
Year 9 Media Studies – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIM
1. To provide students with the opportunity to expand their knowledge and understanding of
different types of media.
2. To gain skills using various technologies to edit and manipulate media.
3. To gain an understanding of the influence of media on our society.
4. To learn film making techniques.
CONTENT
This course is aligned to the Australian Curriculum and includes the following:




Students will gain knowledge of a range of media products. The students explore techniques to
capture the attention of their target audience through sound.
Students will gain a working knowledge of iMovie through the creation of an advertisement.
Students will demonstrate knowledge of different film and television genres.
Students will learn how to make storyboards and adapt these for film.
DISCIPLINE-BASED LEARNING strand - THE ARTS
1. CREATING AND MAKING
Students will develop and demonstrate understanding of content, skills, techniques and
processes used in media productions. They will prepare and produce media productions that
demonstrate an understanding of the use and capacities of equipment.



ASSESSMENT TASKS include:
Film production
Stop Motion Animation
TV Advertisement
2. EXPLORING AND RESPONDING
Students will demonstrate the ability to analyse and interpret structure, content and aesthetics
of various media text.


ASSESSMENT TASKS include:
Film Analysis
Research Task
PATHWAY OPTIONS:
SUBJECTS: Year 10 Media, VCE Media, tertiary and further studies
CAREERS: Journalism, Media Technician, Teacher, Film Director, Set Designer, Publicist, Advertiser,
Camera Operator, Actor, Communications Officer, Reporter, Animator, Boom Operator, Broadcast
Operator, Dubbing Mixer, Editor and other related fields
25
Year 9 Dance – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIMS
For students to be able to use starting points to generate and expressively develop ideas when creating
and presenting dances.
To be able to describe how the selection, organisation and performance of Dance communicate ideas
and feelings.
1. To encourage students to develop their performance quality in front of various audiences i.e.)
Eisteddfod, Irymple Under the Stars, College Assemblies.
CONTENT
This course is aligned to the Australian Curriculum.
DISCIPLINE-BASED LEARNING strand - THE ARTS
CREATING AND MAKING
1. Through Dance, students will explore real, imaginary and abstract ideas. Students will experiment
with, concepts, emotions, imagination and perception to plan and create dance works.
2. Students will create dance works independently and make significant contributions to group work.
Students will manipulate arts elements and use skills, techniques and processes in an increasingly
competent manner. In the presentation of work they will be able to contribute to the choice of time,
space, materials, equipment and presentation forms and show an understanding of the concepts of
intent and audience.
ASSESSMENT TASKS include:
 Group devised dance
 Ensemble dance
 Overall class work, attendance and performance.
 Dance Composition Task
EXPLORING AND RESPONDING
Students will develop skills in comparing, contrasting and discussing qualities of works. Students will
make choices about arts language and terminology when making, describing and writing about
dance works. Students are taught to identify and discuss features of the works of particular artists
over time, their role in society and possible change in their work. Teachers help students to
understand ways in which social and cultural contexts can affect the work of artists, including their
own work. They also learn about ways in which arts works can reflect and construct or change
cultural meaning and values.
ASSESSMENT TASKS include:
 Performance Analysis (Dance Journal)
• Main Dance
 Dance Genre Warm-Up Task Assignment
• Assessment Task
PATHWAY OPTIONS:
SUBJECTS: Year 10 Dance, VCE Dance, Tertiary and further studies
CAREERS: Performing Artist, Dance Teacher, Choreographer, Stage Manager, Actor, Costume,
Designer, Fashion Designer, Make-up Artist, Public Relations, Promoter, Casting Director, Pilates
Instructor, Dance Therapist and other related field.
26
Year 9 Photography – Elective
Payment Required $30.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
AIMS
1.
2.
3.
4.
5.
6.
To provide students with an understanding of the history and basic principles of photography.
To develop techniques in taking better photographs using a digital camera.
To develop skills in adjusting different functions in a digital camera.
To develop advanced skills in enhancing digital images using Adobe Photoshop.
To understand and appreciate the impact of photographic images in our daily life.
To develop photographic skills which may lead students to pursue studies at V.C.E. and tertiary
institutions.
CONTENT
This course is aligned to the Australian Curriculum and includes the following:







What is photography? Light: How images form
Learn camera basics like: Shutter Speed, Aperture and Depth of Field.
Types of films
Digital cameras
Photo composition
Digital image manipulation - Using Photoshop
Finishing and presenting work - Mounting, matt-cutting, framing and presenting photographs in
a folio or an album.
DISCIPLINE-BASED LEARNING strand - THE ARTS
CREATING AND MAKING
1. Students will develop and demonstrate an understanding of skills, processes and techniques
used in photography.
EXPLORING AND RESPONDING





Students will develop an understanding of their own and other artist’s works, expressing
personal and informed judgements of these works.
ASSESSMENT TASKS include:
Photoshop Tasks
Folio of Photographic Works
Artist Analysis
Photography Test
PATHWAY OPTIONS:
SUBJECTS: Year 10 Photography, VCE Photography, VCE Art, Tertiary and further studies
CAREERS: Photographic Artist, Graphic Design, Teacher, Fashion Photographer, Web Designer, Art
Gallery Owner, Magazine Photographer, Marketing Communications, Studio Manager, Wedding
Photographer, Food Stylist and Photographer, Photographing Assistant, Photo Re-toucher and other
related fields.
27
Year 9 Printmaking – Elective
Payment Required $30.00
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIM
In Printmaking, students learn ways of experiencing, developing, representing and understanding ideas,
emotions, values and cultural beliefs. They learn to take risks, be imaginative, question prevailing values,
and explore alternatives.
CONTENT
This course is aligned to the Australian Curriculum and includes the following:
 Lino Cut
 Silk Screen Print
 Mono Print
 Fabric Printing
 T-Shirt Printing
 Workbook/Sketchbook activities
 Gallery visit
 Stencil Spray Painting
DISCIPLINE-BASED LEARNING strand - THE ARTS
CREATING AND MAKING – Ideas, skill, techniques and processes
Students make and present art works which explore themes, issues, and ideas. Structure and present art
work appropriate to chosen styles and forms.
EXPLORING AND RESPONDING
Students will develop an understanding of their own and other artist’s works, expressing personal and
informed judgements of these works.
ASSESSMENT TASKS include:
 Lino Cut
 Silk Screen Print
 Mono Print
 Fabric Printing
 T-Shirt Printing
 Research Assignment
 Development Work
EXPLORING AND RESPONDING – Criticism, aesthetics and contents
Students analyse and interpret the content, structure and aesthetic qualities of art works. Analyse the
characteristics and role of art in different cultural contexts.
ASSESSMENT TASKS include:
 Print Making – Written Assignment
PATHWAY OPTIONS:
SUBJECTS: Year 10 Art, VCE Art, Photography, VCE Studio Arts: Drawing.
CAREERS: Artist, Painter, Teacher, Graphic Design, Animator, Architecture, T-Shirt Designer, Interior
Designer, Art Gallery Owner, Sculptor, Make-Up Artist, Florist, Illustrator, Comic Book Artist.
28
SECTION THREE:
PHYSICAL,
PERSONAL &
SOCIAL LEARNING
STRAND
ELECTIVES
29
Health &
P.E
Sports Science
Outdoor Education
30
Year 9 Sports Science – Elective
Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIMS
1. To provide an insight and pathway into VCE Physical Education.
2. To enhance each student’s correlation between knowledge and actions in physical education,
hence promoting lifelong physical activity.
CONTENT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Anatomy – musculoskeletal, respiratory and cardiovascular systems.
Physiology – chemical energy systems.
Nutrition.
Personal relationships with exercise.
Training components, principles and methods.
Biomechanics.
Technological advances.
Injury prevention.
Rehabilitation.
Community and lifestyles.
WORK AND LEARNING OUTCOMES
1. Examination of the anatomical structure of the human body.
2. Examination of the anatomical and physiological interplays between the body and various modes
of exercise.
3. Exploration of nutrition as it relates to various modes of exercise and recovery.
4. Identification of personal behaviours that affect health status (VELS Level 5.5)
5. Exploration of the fitness components, training principles and training methods.
6. The planning, implementation and evaluation of a training program.
7. Selection of appropriate training methods for improving fitness for specific activities (VELS 5.5)
8. Individual research and presentation of a separate area of interest from the VCE PE study design.
ASSESSMENT TASKS
1. Research and presentation task.
2. Conduct a training session.
3. Tests.
PATHWAY OPTIONS: VCE Health/PE Units 1-4, VCAL Personal Development.
CAREERS: Sports coaching, exercise physiology, myotherapy, physiotherapy, osteopathy, chiropractic,
physical education, sports management, sport and recreation, sports marketing.
31
Year 9 Outdoor Education – Elective
Expected Payment $350.00
(includes the cost of the 3 day Surf Camp)
SESSIONS PER FORTNIGHT - 7
N.B. Students must select Outdoor Education at Year 10. Students must be aware that time will be
required outside class time to complete the course. This course is affiliated with Life Saving Victoria.
PREREQUISITE
A good level of swimming expertise is needed to complete this course. (Please check with your P.E.
teacher).
AIMS
1. To develop first aid and lifesaving skills.
2. To plan and participate in a camp involving surfing/surf lifesaving.
CONTENT:
Practical
 Surf Camp (cost included in course fees).
 Bronze Medallion swimming/lifesaving skills.
Theoretical
 Basic 1st Aid (Level 1 Resuscitation).
 Bronze Medallion – theory.
 Surfing knowledge and preparation.
WORK AND LEARNING OUTCOMES
1. Health, knowledge and promotion.
2. Movement and physical activity.
ASSESSMENT TASKS
1. Bronze Medallion practical assessment.
2. Level 1 Resuscitation practical assessment.
3. Unit test.
4. PALAC (Surfing Assignment).
PATHWAY OPTIONS:
SUBJECTS: Year 10 Outdoor Education MUST be taken, Advanced lifesaving, VCE Outdoor and
Environmental Studies.
CAREERS: Park Ranger, Recreation Officer, Sports Administration, Sports Coach.
32
SECTION FOUR:
INTERDISCIPLINARY
LEARNING STRAND
ELECTIVES
33
Design, Creativity &
Technology
Metalwork
Wood
Integrated Materials
Electronics
Food
Textiles
Information Technology
34
Year 9 Metalwork – Elective
Payment Required $60.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
MATERIALS TECHNOLOGY
AIMS
1. To develop skills in the engineering field and to introduce students to a variety of Design and
Metal Fabrication processes.
2. To enable students to develop skills using Metal Inert Gas (M.I.G.) Welding, a variety of power
and hand tools.
3. To enable the students to become aware of the interesting avenues of work associated with
Engineering Workshop Practices.
CONTENT
Students learn to operate a variety of tools, which include:
 Hand tools
 Power cutting and grinding tools
 MIG Welder
 Plasma Cutter
 To enable students to develop an awareness of the types of work and safety processes related to
Metals.
Students develop skills and knowledge to design and plan work procedures and acquire skills related to
the construction of one or more practical projects using Metal Fabrication equipment. Students will
compile a folio of drawings using C.A.D (Computer Aided Drawing), procedures and evaluation.
INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY
1. Students will work independently and safely to produce five (5) key items for assessment.
2. Students will be required to maintain a work book containing design briefs, drawings and
evaluation reports and may include photos of all completed work.
3. Google sketchup.




ASSESSMENT TASKS include:
Completion of the five production items.
Written evaluation reports including photos of all production work.
Completed drawings of all prospects using Google Sketchup.
Produce work within a tolerance of 1mm.
PRE-REQUISITE
For students to gain full advantage from this subject they will need to be prepared to investigate and
become fully committed to the tasks undertaken.
PATHWAY OPTIONS:
SUBJECTS: Year 10 Metals, VCE Design and Technology: Metals, VET Engineering, Apprenticeships e.g.
Plumbing, Engineering and Sheet Metal.
CAREERS: Metals Industry, Building and Construction Industries, Welder, Plumber and other related
fields
TRADE CENTRE: Certificate options, pathways.
35
Year 9 Wood – Elective
Payment Required $60.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
MATERIALS TECHNOLOGY
AIMS
1. To provide opportunities for the student to develop competence in the basic techniques and
skills related to woodwork.
2. To involve the students in activities, which will enable them to solve related problems and apply
their knowledge and skills to some practical situations.
3. To encourage students to become safety conscious when working with tools and machinery.
CONTENT
Students will design and produce a pine coffee table as their first project.
Exercises and lessons considered necessary to initiate, supplement or reinforce projects.
Then select another project as a second choice. For example:
 C.D. rack.
 Vinyl top stool.
 Chopping board.
 Carry box.
 Jewel box with hinged lid.
 Wood turning.
EQUIPMENT REQUIRED

Plastic Display Folder

2x HB Pencil
INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY
Students will be required to:
1. Produce working drawings for each project.
2. Production of two or more projects for the semester.
3. Workbook to contain design briefs, investigation reports, design drawings and evaluation
reports.
4. Google sketchup.




ASSESSMENT TASKS include:
Coffee Table.
Design project - students make a project of their choice.
Investigation and Evaluation reports.
PATHWAY OPTIONS:
SUBJECTS: Year 10 Wood, Year 10 Advance Wood, VCE Design and Technology: Wood, VET Cabinet
Making, Apprenticeships e.g. Carpentry, Building, Cabinet Making, Furniture Making
CAREERS: Builder, Carpenter, Cabinet / Furniture Maker
TRADE CENTRE: Certificate options, pathways.
36
Year 9 Integrated Materials– Elective
Payment Required $60.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
MATERIALS TECHNOLGY
(Wood, metals & plastics)
AIMS
The Integrated Technology program’s aim is to:
1.
2.
3.
4.
5.
6.
Design and construct useful items from a range of materials.
Develop planning skills.
Develop an ability to work co-operatively in structured groups.
Develop strategies in self -management.
Develop skills in problem solving methods and solutions.
Develop a greater awareness of characteristics of different materials.
CONTENT



This study will be characterised by the use of a wide range of materials including metals, plastics,
wood etc.
The use of materials, tools and machines will result in the production of student designed
projects.
Students will be encouraged to solve design problems with creative solutions by using the
Technology process.
INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY
Students will be required to:
1. Produce working drawings for each project.
2. Production of 2 or more projects for the semester.
3. Display folio to contain working drawings and related information.




ASSESSMENT TASKS include:
Plug and ring mould.
Plastic sign.
Metal framed timber top table/stool.
PATHWAY OPTIONS:
SUBJECTS: Year 10 Integrated Materials, VCE Design and Technology: Wood or Metals, VET Engineering
CAREERS: Carpentry, Building Industry and other related fields.
TRADE CENTRE: Certificate options, pathways.
37
Year 9 Electronics – Elective
Payment Required $60.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
SYSTEMS TECHNOLOGY
(Only safe, direct current applications studied)
AIMS
The aim of students in this stream of technology is for them to:
1. Develop knowledge of the electrical distribution supply of Victoria.
2. Understand the terms alternating current (A.C) and direct current (D.C) and the difference
between them.
3. Be aware of all the safety aspects of electricity - earth conductors, and why they are needed.
4. Be able to identify and work with low voltage electronic components.
5. Use test equipment to check each of their completed models.
6. Build at least two projects.
CONTENT



The student will develop an understanding of the state electrical distribution.
Will be able to determine the difference between alternating and direct current by studying each
system.
The study of electronics will assist students in understanding electronic circuitry, electronic
component terminology and the construction and testing of electronic projects.
EQUIPMENT
 Plastic folder.
 Pens, pencils and a ruler.
INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY
Students will be required to:
1. Students will work independently and safely to produce two key items for assessment.
2. A student workbook containing all design briefs, drawings and evaluation reports.
3. Google sketchup.
ASSESSMENT TASKS include:
 A minimum of two electronic projects to be successfully completed.
 An investigation and evaluation report.
PATHWAY OPTIONS:
SUBJECTS: Year 10 Electronics, VCE Systems Engineering, VET Electro technology, Apprenticeships in
Electrical
CAREERS: Building and Construction Industries, Electronics and other related fields
TRADE CENTRE: Certificate options, pathways.
38
Year 9 Food – Elective
Payment Required $60.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
MATERIALS TECHNOLOGY
AIMS
1. Students explore a range of factors that affect the consumer in their choice of food, including
function, aesthetics, social, environmental and economic factors.
2. They prepare detailed design proposals for practical lessons using the appropriate language.
3. They select techniques and equipment to suit particular activities and work with the foods to a
specified standard of safety, accuracy and precision.
4. They prepare evaluation reports that assess productions according to set criteria.
5. Students gain knowledge and understanding of recipes through research and application.
6. Students understand the importance of cooking as a life skill and making healthy choices.
CONTENT
The five units of this course are:





Semester Log Book – (Summary of Skills, Terminology & Evaluations)
Time and motion – (time management and efficiency in the kitchen).
Recipe Book, menus and simple meals.
Food labelling and packaging.
Design and make gingerbread house.
INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY





ASSESSMENT TASKS include:
Creation of Personal Recipe Book.
Completion of a ‘Time and Motion study’.
Production - students produce a decorated Ginger Bread House to a set design brief.
Food handling – students explore the role, quality and control standards relevant to safe
handling of food.
Design and label packaging for biscuits prepared in class.
PATHWAY OPTIONS:
SUBJECTS: Year 10 Australian Food Trends and Cake Decorating, VCE VET Hospitality
CAREERS: Hospitality Industry, Food Technology Teacher, Chef and other related fields.
TRADE CENTRE: Certificate options, Hospitality, Kitchen Operations.
39
Year 9 Textiles – Elective
Payment Required $30.00
(this payment is required before course commences)
SESSIONS PER FORTNIGHT - 7
MATERIALS TECHNOLOGY
CONTENT
This is an opportunity for students to extend the skills gained in Year 8 Textiles. Students with beginning
skills are welcome to elect this subject, and students with advanced skills will be extended. Each
production task is designed to develop skills which are needed for working independently on projects.
Projects include:
 A hand sewn felt item
 Fabric painted or applique’ bag or cushion
 Teddy Bear
 Machine sewn item
 Christmas tree decoration
 Small sewn gifts
 Hand knitting and crochet
INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY
Students will be required to:
1. Gain an understanding on the design process and develop creative awareness.
2. Develop independence to confidently use the machines, overlocker, equipment and tools
relevant to textiles.
3. Develop knowledge and skills in handling woven and knit fabrics, and to experience a range of
construction techniques applicable to products made from a variety of fabrics.
4. Foster the ability to follow written instructions, from commercial patterns in the production of a
Garment/Bag or Teddy Bear.
5. Articulate how they have improved or extended skills.
6. Keep a journal outline new skills and reflecting on these.
Once skills have been acquired students then purchase fabric and pattern to produce an article of
sleepwear, bear, bag or other simple garment.






ASSESSMENT TASKS include:
Hand sewing - felt accessory.
Machine sewing - appliquéd equipment bag, cushion or teddy bear.
Following commercial pattern - boxer shorts.
Sleepwear - own choice.
Journal.
Folio including storyboard.
PATHWAY OPTIONS:
SUBJECTS: Year 10 Textiles, VCE Design and Technology: Textiles, Tertiary studies in textiles
CAREERS: Clothing Industry, Teaching, Fashion & Design and other related fields.
TRADE CENTRE: Certificate options, pathways.
40
Year 9 Information Technology – Elective
*Included in Essential Education Items Material Charge
SESSIONS PER FORTNIGHT - 7
AIMS
1. To introduce students to the components of a computer system and to some of the terminology
used in computing.
2. To give students the opportunity to work with a variety of computing software including word
processing, spread sheets, database, desktop publishing and drawing.
3. To make use of Information Technology to search for appropriate information for project work.
4. To introduce students to programming with Visual BASIC.
CONTENT
To give students practical skills in using a variety of software. Students will also investigate problems,
devise and produce solutions and evaluate the impact of Information Technology on their lives.
INTER-DISCIPLINARY LEARNING – DESIGN, CREATIVITY AND TECHNOLOGY
Students will be required to complete:
1. Word Processing Folio.
2. Desktop Publishing Project.
3. Spread sheet Problem Solving Tasks.
4. Web page publishing.
5. Database Project.
6. Visual BASIC programming tasks.


ASSESSMENT:
Based on the completion of a number of projects which demonstrate competence with
particular software features or library research.
Topic Test(s).
PATHWAY OPTIONS:
SUBJECTS: Year 10/ VCE Information Technology: Application or Programming, ARIES (Computer
Technician Course at MSC), Tertiary Studies in Information Technology
CAREERS: Computer Technician, Computer Programming, Administration, Gaming,
41
SECTION FIVE:
V.E.T. IN SCHOOLS
42
Year 9/10 V.E.T Certificate II in Retail – Elective
Payment Required $ 35.00 (per semester)
(this payment is required before course commences)
SESSIONS PER FORTNIGHT – 7
Subject runs Semester 2 of Year 9 and Semester 1 of Year 10 – 12 month course
In Partnership with Fishers IGA Supermarkets we are delivering a Certificate II in Retail Course. Students
have the opportunity to complete a nationally recognised Certificate.
This course is suitable for students looking for casual or part-time work whilst they are at school or
those looking to become sales assistants or retail related positions including careers in Management.
The course will be delivered at school with a workplace learning component included where students 20
hours of work placements at Fishers supermarkets in either Red Cliffs, Mildura or Irymple stores one day
a week, for 2 hours, over a 10 week period.
This course provides the potential opportunity for casual work to be obtained and allows for our
students to partake in a course which links their learning to real life experiences.
ELIGIBILITY AND PAYMENT REQUIREMENTS
Students undertaking V.E.T. studies at Irymple Secondary College must demonstrate sound reading
comprehension capabilities, consistent school attendance and maturity and self-discipline. A teacher
recommendation must be provided – see Page 46 for more information. Payment for this course is due
by the 17th of December 2014.
CONTENT:
Students will complete comprehensive theory modules on the topics below. There is also a compulsory
online training component to be completed.















Work effectively in a customer service
environment
Communicate in the workplace to
support team and customer outcomes
Interact with customers
Merchandise Products
Apply point of sale handling
Balance point of sale terminal
Operate retail technology
Apply safe working practices
Organise and maintain work areas
Minimise loss
Perform stock control procedures
Sell products and services
Advise on products and services
Follow workplace hygiene procedures
Promote loyalty programs
WHAT OPPORTUNITIES FOR FURTHER STUDIES WILL I HAVE?
You will be able to continue your studies with the Certificate III in Retail offered at many Registered
Training Organisations (RTO’s) and TAFE Institutes.
WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL?
VCAL
VCE
The VCE VET Retail program (either partial or
You will be eligible for block credit recognition
full completion) may contribute at the
of up to five VCE VET units towards their VCE:
Foundation, Intermediate or Senior levels.
three units at Unit 1-2.
43
VET in Schools (VETiS) Eligibility Criteria
Students in Year 9 and 10 at Irymple Secondary College have the opportunity to
undertake Year 11 subjects. However, it is important that students realise that
entry into a Unit 1 and 2 sequence is not automatic. Students must have clearly
demonstrated the following:
 Aptitude throughout their current studies – this includes demonstrated
literacy capabilities appropriate to completing the theory-based written
module work of all VETiS subjects (around an “S” average or higher in
Mainstream English is recommended)
 Good Work Habits – students be should regularly receiving a minimum of
‘good’ in this criteria on reports
 Maturity and self-discipline – including positive classroom behaviour,
regularly completing homework and meeting due dates
 Consistent school attendance
All students who undertake a Year 11 - VETiS subject will be reviewed at the end
of the first term of study. It is expected that students will have passed all course
requirements in their Year 11 - VETiS subject to be allowed to continue. There is
no benefit for students to complete a Unit 1 and 2 sequence in Year 9 or 10 unless
they are able to achieve strong results in that subject without jeopardising their
other subjects and overall schooling success.
Students wishing to undertake Year 11 subjects must obtain a written
recommendation from the relevant staff member (current teacher of that subject
or Curriculum Area Coordinator) using the “Recommendation Form” (Page 47).
Additional VETiS Payment Requirements
Students undertaking a VET study incur additional course costs. These costs must
be paid for before the student commences Year 9.
The date this payment is required stands as 17th of December 2014.
Any students who do not meet the above payment dates will be withdrawn from
the course before its commencement and placed into an alternative, lower cost
elective.
44
Year 9 & 10 Extra - Curricular Activities
Extra - Curricular activities available during Year 9 and Year 10 include 
Tournament of Minds

Music groups

Instrumental music

Sporting groups

Sportslink program

Eisteddfod

The Beat

Debating/Public speaking

Camps – City Culture Trip and Snow Trip

Work Experience

Youth Pathways Program

S.R.C

School/House Captains

Maths Challenge competition and Maths competitions

English/Science competitions

LOTE competitions

Writers’ Workshops

Career Taster Programs

Chess

Alpine School
45
VETiS Teacher Recommendation Form
Student name: _____________________________
Form Group: ________
VETiS subject/s sought for 2015: ___________________________________________
___________________________________________________________________________
Student rationale: Explain why you wish to undertake this subject/s next year:
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
English teacher recommendation: all VETiS subjects require demonstrated literacy capabilities.
Name of English teacher in 2014: ____________________________
Is this student recommended for Year 11 studies in 2015: Yes / No
Teacher explanation: _________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Signed: _______________________________
For trade-related VETiS subjects (e.g. Building and Construction, Hospitality, Integrated
Technologies, Automotive, Engineering, Plumbing), trade teacher recommendation is also
required. Name of trade teacher in 2014: ____________________________
Is this student recommended for a trade-related VETiS subject in 2015:
Yes / No
Teacher explanation: _________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Signed: _______________________________
Student signature: ________________________
Parent name and signature: ________________________________________________
Date: ___________________
46
47
Irymple Secondary College
YEAR 9 - Elective Selection Sheet
Name____________________________
Form____________________________
Current School ___________________
Please retain as your copy
Parent Signature______________________
Form Teacher________________________
CORE SUBJECTS: English - 9 Maths - 9 Science - 7 Health/PE – 7
Humanities – 7
Learning Area Electives - (Each elective runs for 7 sessions per fortnight).
Eight (8) electives are to be initially chosen for the year. Following counselling & parent input, six electives will be finalised for each students’ learning program for
the academic year.
All electives run for a semester except Indonesian & Italian which run for the whole year. (If selecting one of these electives please complete two spaces in the boxes
below). Students must select at least one study from the Arts and Technology areas.
Learning Area
Learning Area
Learning Area
Learning Area
Learning Area
Learning Area
SCIENCE
HUMANITIES
LANGUAGES
ARTS
HEALTH / P.E.
TECHNOLOGY
Electives
 Agricultural
Science
 Robotics
Electives
 Global
Communities
Electives
 Indonesian
 Italian
Electives
 Art
 Ceramics
 Visual
Communication
 Drama
 Music
 Media Studies
 Dance
▪ Photography
▪ Print Making
Electives
 Sports Science
 Outdoor
Education
STUDENT ELECTIVE SELECTIONS:
Please select in order, your elective choices for the year.
1.(The Arts)
2. (Technology)
3.
4.
5.
6.
7.
8.
48
Electives
 Metalwork
 Wood
 Integrated
Materials
 Electronics
 Food
 Textiles
 Info Tech
 Certificate II in
Retail
49
Irymple Secondary College
YEAR 9 - Elective Selection Sheet
Name____________________________
Form____________________________
Current School ___________________
Please Return to the Office by by 17th Sept 2014
Parent Signature______________________
Form Teacher________________________
CORE SUBJECTS: English - 9 Maths - 9 Science - 7 Health/PE – 7
Humanities – 7
Learning Area Electives - (Each elective runs for 7 sessions per fortnight).
Eight (8) electives are to be initially chosen for the year. Following counselling & parent input, six electives will be finalised for each students’ learning program for the academic
year.
All electives run for a semester except Indonesian & Italian which run for the whole year. (If selecting one of these electives please complete two spaces in the boxes below). Students
must select at least one study from the Arts and Technology areas.
Learning Area
Learning Area
Learning Area
Learning Area
Learning Area
Learning Area
SCIENCE
HUMANITIES
LANGUAGES
ARTS
HEALTH / P.E.
TECHNOLOGY
Electives
 Agricultural
Science
 Robotics
Electives
 Global
Communities
Electives
 Indonesian
 Italian
Electives
 Art
 Ceramics
 Visual
Communication
 Drama
 Music
 Media Studies
 Dance
▪ Photography
▪ Print Making
Electives
 Sports Science
 Outdoor
Education
STUDENT ELECTIVE SELECTIONS:
Please select in order, your elective choices for the year.
1.(The Arts)
2. (Technology)
3.
4.
5.
6.
7.
8.
50
Electives
 Metalwork
 Wood
 Integrated
Materials
 Electronics
 Food
 Textiles
 Info Tech
 Certificate II in
Retail
51